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

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Halaman 102

So in division , the inverse operation , this factor does not come merely from the

successive subtractions of three from the sum until there is no

as in addition , a further mental operation is necessary before the factors are ...

So in division , the inverse operation , this factor does not come merely from the

successive subtractions of three from the sum until there is no

**remainder**; here ,as in addition , a further mental operation is necessary before the factors are ...

Halaman 157

In subtraction we have a given quantity ( minuend ) and a component part (

subtrahend ) of it to find the other component (

helps to a more definite idea of the given whole , and especially makes explicit

the ...

In subtraction we have a given quantity ( minuend ) and a component part (

subtrahend ) of it to find the other component (

**remainder**) —a process whichhelps to a more definite idea of the given whole , and especially makes explicit

the ...

Halaman 200

As in addition , so in subtraction , all the quantities with which we are working -

minuend , subtrahend ,

Further , as in addition we are working from and within a vague whole by means

of ...

As in addition , so in subtraction , all the quantities with which we are working -

minuend , subtrahend ,

**remainder**- must have the same unit of measurement .Further , as in addition we are working from and within a vague whole by means

of ...

Halaman 201

part , in order to make the vaguely conceived “

there seems to be no strong reason for the “ important distinction ” that should be

...

part , in order to make the vaguely conceived “

**remainder**” perfectly definite .**Remainder**or Difference . From the nature of subtraction as related to addition ,there seems to be no strong reason for the “ important distinction ” that should be

...

Halaman 202

But the meaning and identity of both processes can be made perfectly clear . The

pupil may find it at first a little easier to take 8 from the “ borrowed ” 10 and add 5

to the

But the meaning and identity of both processes can be made perfectly clear . The

pupil may find it at first a little easier to take 8 from the “ borrowed ” 10 and add 5

to the

**remainder**( 2 ) , than to add 5 to the borrowed 10 and take 8 from the sum ...### Apa yang dikatakan orang - Tulis resensi

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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