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

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Halaman 23

Why do we ask with respect to any

set about counting and measuring till.we can say " so many , ” “ so much ” ? Why

do we not take our sense experience just as it comes to us , making no attempt ...

Why do we ask with respect to any

**magnitude**, “ how many , " " how much , " andset about counting and measuring till.we can say " so many , ” “ so much ” ? Why

do we not take our sense experience just as it comes to us , making no attempt ...

Halaman 48

Some writers say that these “ two kinds ” of quantity , which they call quantity of

distinct . Nevertheless , all counting is measuring , and all measuring is counting .

Some writers say that these “ two kinds ” of quantity , which they call quantity of

**magnitude**( how much ) and quantity of multitude ( how many ) , are entirelydistinct . Nevertheless , all counting is measuring , and all measuring is counting .

Halaman 52

That which fixes the

measured is some activity or movement , internally continuous , but externally

limited . That which measures this whole is some minor or partial activity into ...

That which fixes the

**magnitude**or quantity which , in any given case , needs to bemeasured is some activity or movement , internally continuous , but externally

limited . That which measures this whole is some minor or partial activity into ...

Halaman 55

... space representing concrete value , time the abstract number , and both , the

measured

original activity of running the eye along length and breadth first continuously and

...

... space representing concrete value , time the abstract number , and both , the

measured

**magnitude**. + If it be noted that all we have done here is to make theoriginal activity of running the eye along length and breadth first continuously and

...

Halaman 57

An end , or whole of a certain quality , furnishes the limit within which the

there is a certain qualitative whole or limitation . 3. Number arises through the

use of ...

An end , or whole of a certain quality , furnishes the limit within which the

**magnitude**lies . Quantity is limited quality , and there is no quantity save wherethere is a certain qualitative whole or limitation . 3. Number arises through the

use of ...

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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