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

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Halaman vi

It is a unity of these , and as such may be a constituent unit of a larger number ,

and the six the constituent unity ( Einheit ) . * Number is one of the developments

...

It is a unity of these , and as such may be a constituent unit of a larger number ,

**five**times six , for instance , wherein the**five**represents the multiplicity ( Anzahl )and the six the constituent unity ( Einheit ) . * Number is one of the developments

...

Halaman 24

To put , say ,

other things and get his attention fixed upon these objects , is not to give him the

idea of the number

To put , say ,

**five**objects before an older child , to call his mind away from allother things and get his attention fixed upon these objects , is not to give him the

idea of the number

**five**. Number is not a property of the objects which can be ... Halaman 26

The delight which a child four or

mechanical operation of counting chairs , books , slate - marks , playthings , or

even in simply saying over the names of number symbols is really delight in his ...

The delight which a child four or

**five**years old often manifests in the apparentlymechanical operation of counting chairs , books , slate - marks , playthings , or

even in simply saying over the names of number symbols is really delight in his ...

Halaman 29

It is a grave error to suppose that a triangle , a circle , a written word , a collection

of

the child , simply because there are certain physical wholes present to his ...

It is a grave error to suppose that a triangle , a circle , a written word , a collection

of

**five**objects , are concrete wholes , that is , definitely grasped mental wholes tothe child , simply because there are certain physical wholes present to his ...

Halaman 33

... or four , or

parts in the whole or a whole of parts , and not a conscious recognition of each

part by itself , and then a conscious uniting it to other parts separately recognised

.

... or four , or

**five**, must be as nearly as possible an intuition ; a perception of theparts in the whole or a whole of parts , and not a conscious recognition of each

part by itself , and then a conscious uniting it to other parts separately recognised

.

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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