The Psychology of Number and Its Applications to Methods of Teaching ArithmeticD. Appleton, 1912 - 309 halaman |
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Halaman 23
... magnitude , " how many , " " how much , " and 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 to give it these exact ...
... magnitude , " how many , " " how much , " and 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 to give it these exact ...
Halaman 48
... magnitude " -counting is equally necessary . We may apply a unit of measure to such a quantity and mark off the parts with perfect accuracy , but there is no measurement till we have counted the parts . Thus , the only way to measure ...
... magnitude " -counting is equally necessary . We may apply a unit of measure to such a quantity and mark off the parts with perfect accuracy , but there is no measurement till we have counted the parts . Thus , the only way to measure ...
Halaman 52
... magnitude or quan- tity which , in any given case , needs to be measured is some activity or movement , internally continuous , but externally limited . That which measures this whole is some minor or partial activity into which the ...
... magnitude or quan- tity which , in any given case , needs to be measured is some activity or movement , internally continuous , but externally limited . That which measures this whole is some minor or partial activity into which the ...
Halaman 55
... magnitude . + If it be noted that all we have done here is to make the original activity of running the eye along length and breadth first continu- ously and then in an interrupted series of minor movements , more controlled and hence ...
... magnitude . + If it be noted that all we have done here is to make the original activity of running the eye along length and breadth first continu- ously and then in an interrupted series of minor movements , more controlled and hence ...
Halaman 57
... magnitude lies . Quantity is limited quality , and there is no quantity save where there is a certain qualitative whole or limitation . 3. Number arises through the use of means , or minor units of activity , to construct an activity ...
... magnitude lies . Quantity is limited quality , and there is no quantity save where there is a certain qualitative whole or limitation . 3. Number arises through the use of means , or minor units of activity , to construct an activity ...
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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