The Psychology of Number and Its Applications to Methods of Teaching ArithmeticD. Appleton, 1912 - 309 halaman |
Dari dalam buku
Hasil 1-5 dari 50
Halaman vi
... 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 of quantity . Its multiplicity and unity correspond to the two ...
... 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 of quantity . Its multiplicity and unity correspond to the two ...
Halaman 24
... five objects before an older child , to call his mind away from all other 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 ...
... five objects before an older child , to call his mind away from all other 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
... five years old often manifests in the apparently mechanical operation of counting chairs , books , slate - marks , playthings , or even in simply saying over the names of number sym- bols is really delight in his newly acquired or ...
... five years old often manifests in the apparently mechanical operation of counting chairs , books , slate - marks , playthings , or even in simply saying over the names of number sym- bols is really delight in his newly acquired or ...
Halaman 29
... five ob- jects , are concrete wholes , that is , definitely grasped mental wholes to the child , simply because there are certain physical wholes present to his senses . Definite ideas are thus assumed as the basis of later work when ...
... five ob- jects , are concrete wholes , that is , definitely grasped mental wholes to the child , simply because there are certain physical wholes present to his senses . Definite ideas are thus assumed as the basis of later work when ...
Halaman 33
... five , must be as nearly as possible an intuition ; a perception of the parts in the whole or a whole of parts , and not a conscious recog- nition of each part by itself , and then a conscious unit- ing it to other parts separately ...
... five , must be as nearly as possible an intuition ; a perception of the parts in the whole or a whole of parts , and not a conscious recog- nition of each part by itself , and then a conscious unit- ing it to other parts separately ...
Edisi yang lain - Lihat semua
Istilah dan frasa umum
abstrac abstract activity addition and subtraction apples applied arithmetic cent centimetre child complete conception conscious constructive counting cube cube root decimal decimetre defined denominator denotes derived unit digits divided divisor dollar educational equal example exercises factor facts feet figures five foot four frac fractions FRIEDRICH FROEBEL fundamental given quantity gives greatest common measure groups hundredths ical idea of number inches interest least common multiple magnitude means measured quantity measuring unit ment mental method metic metre mind minor units minuend multi multiplicand multiplication and division nature numbers expressed numerical ideas numerical operations numerical value objects perfect conception practice primary unit principle psychical psychological pupil pure number quan quotient rational recognition recurring decimal relation remainder result simply square root subtrahend symbols taken teacher teaching tens things tion tiple tity unit of measure unit of reference unity vague yard