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

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Halaman xii

The pedagogical

what kind of form we are dealing with , how it is related to its own content , and in

working out the educational methods which answer to this relationship . Because

...

The pedagogical

**problem**is not solved by railing at “ form , ” but in discoveringwhat kind of form we are dealing with , how it is related to its own content , and in

working out the educational methods which answer to this relationship . Because

...

Halaman 4

... the

This

man as a rational being , and the rational methods by which the perfection of his

...

... the

**problem**of education is essentially an ethical and psychological**problem**.This

**problem**can be solved only as we know the true nature and destination ofman as a rational being , and the rational methods by which the perfection of his

...

Halaman 22

In addition to this we have a standard at our disposal for setting forth correct

methods ; we have but to translate the theory of mental activity in this direction —

the psychical nature of number and the

practical ...

In addition to this we have a standard at our disposal for setting forth correct

methods ; we have but to translate the theory of mental activity in this direction —

the psychical nature of number and the

**problem**of its origin - over into itspractical ...

Halaman 23

Before dealing with the

assumption of its psychical nature on a firmer basis . NUMBER IS A RATIONAL

PROCESS , NOT A SENSE FACT . - The mere fact that there is a multiplicity of

things in ...

Before dealing with the

**problem**of the origin of number , let us put theassumption of its psychical nature on a firmer basis . NUMBER IS A RATIONAL

PROCESS , NOT A SENSE FACT . - The mere fact that there is a multiplicity of

things in ...

Halaman 35

This reason we must now discover , for it lies at the root of the

origin of number . THE IDEA OF LIMIT . — If every human being could use at his

pleasure all the land he wanted , it is probable that no one would ever measure

land ...

This reason we must now discover , for it lies at the root of the

**problem**of theorigin of number . THE IDEA OF LIMIT . — If every human being could use at his

pleasure all the land he wanted , it is probable that no one would ever measure

land ...

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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