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

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Halaman 15

... and the body in certain positions in relation to one another , he now inspects ,

touches , handles , throws what comes within reach and thus getting a certain

amount of physical control , he builds up for himself a simple world of

... and the body in certain positions in relation to one another , he now inspects ,

touches , handles , throws what comes within reach and thus getting a certain

amount of physical control , he builds up for himself a simple world of

**objects**. Halaman 16

He also , through moving about , goes from one thing to another — that is , makes

simple and crude connections of

relating and generalizing activities . This carries the child to the age of twelve ...

He also , through moving about , goes from one thing to another — that is , makes

simple and crude connections of

**objects**, which become the basis of subsequentrelating and generalizing activities . This carries the child to the age of twelve ...

Halaman 22

What is the interest , the demand , which gives rise to the psychical activity by

which

develop ? In so far as we can answer these questions we have a sure guide to ...

What is the interest , the demand , which gives rise to the psychical activity by

which

**objects**are taken as numbered or measured ? And how does this activitydevelop ? In so far as we can answer these questions we have a sure guide to ...

Halaman 24

So hundreds of noises strike the ear , and countless

a child a few weeks old ; but he is not conscious of the noises or the

quantitative ; he does not number or measure them . More than this , sense facts

...

So hundreds of noises strike the ear , and countless

**objects**appeal to the eye ofa child a few weeks old ; but he is not conscious of the noises or the

**objects**asquantitative ; he does not number or measure them . More than this , sense facts

...

Halaman 25

The qualitative unlikeness of the

even impossible for the child's mind to relate them , to view them all from a

common standpoint as forming one group . The candy is one thing and the dots

are ...

The qualitative unlikeness of the

**objects**may be so great as to make it difficult oreven impossible for the child's mind to relate them , to view them all from a

common standpoint as forming one group . The candy is one thing and the dots

are ...

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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