## The Psychology of Number and Its Applications to Methods of Teaching Arithmetic |

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Halaman 54

The eye runs down the side of the field and fixes upon a point which appears to

mark half the length ; this process is repeated with each half and with each

quarter , and thus the length is

estimated ...

The eye runs down the side of the field and fixes upon a point which appears to

mark half the length ; this process is repeated with each half and with each

quarter , and thus the length is

**divided**roughly into eight parts , each roughlyestimated ...

Halaman 70

To take an example of the confusion referred to : we are told that division is

quantity may be

no num ...

To take an example of the confusion referred to : we are told that division is

**dividing**a ( 1 ) number into a ( 2 ) number of equal ... A measured or numberedquantity may be

**divided**into a number of parts , or taken a number of times ; butno num ...

Halaman 71

It always expresses ratio * -i . e . , the relation which the in * Hence , again , the

absurdity of multiplying pure number or

ratio , but not into parts . ence . magnitude to be measured bears to the unit ...

It always expresses ratio * -i . e . , the relation which the in * Hence , again , the

absurdity of multiplying pure number or

**dividing**it into parts . We may divide aratio , but not into parts . ence . magnitude to be measured bears to the unit ...

Halaman 85

Yet no one can deny that , however much it is sought to add interest to this study (

by the introduction of various objects , counting eyes , ears , etc. ,

children into groups , etc. ) , the process is essentially one Which , of course , it ...

Yet no one can deny that , however much it is sought to add interest to this study (

by the introduction of various objects , counting eyes , ears , etc. ,

**dividing**thechildren into groups , etc. ) , the process is essentially one Which , of course , it ...

Halaman 98

... and a third 1– that is , a total of three l's - out of the 4 which compose the

original quantity . We have

values as units , and have taken one of those units so many times ; this is

multiplication .

... and a third 1– that is , a total of three l's - out of the 4 which compose the

original quantity . We have

**divided**the original quantity of apples into partialvalues as units , and have taken one of those units so many times ; this is

multiplication .

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### Istilah dan frasa umum

abstract activity actual addition already amount applied arithmetic attention become begin carry cent child clear common complete conception conscious constructive cost counting decimal defined definite denotes digits direct divided division divisor dollar educational equal exact example exercises expressed factor facts feet figures five foot four fractions fundamental given gives groups hundred idea inches interest involved kind learned least less magnitude means meas measured quantity measuring unit mental method mind minor multiplicand multiplication nature necessary objects once operations original practice present primary principle problem psychological pupil rational reason recognition reference relation remainder repeated represents result root seen sense separate simply square stage subtraction taken teacher teaching tens things third tion true unit of measure unity ured vague whole yard