The Psychology of Number and Its Applications to Methods of Teaching ArithmeticD. Appleton, 1912 - 309 halaman |
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Halaman 102
... remainder ; here , as in addition , a further mental operation is necessary before the factors are discovered that of counting the times of repetition ; i . e . , of finding the ratio of the sum ( dividend ) to the repeated subtrahend ...
... remainder ; here , as in addition , a further mental operation is necessary before the factors are discovered that of counting the times of repetition ; i . e . , of finding the ratio of the sum ( dividend ) to the repeated subtrahend ...
Halaman 157
... ( remainder ) -a process which helps to a more definite idea of the given whole , and especially makes explicit the vague idea of the " remain- der " with which we began . In multiplication there is given a quantity ( multiplicand ) ...
... ( remainder ) -a process which helps to a more definite idea of the given whole , and especially makes explicit the vague idea of the " remain- der " with which we began . In multiplication there is given a quantity ( multiplicand ) ...
Halaman 201
... Remainder or Difference . - From the nature of sub- traction as related to addition , there seems to be no strong reason for the " important distinction " that should be noted between " taking " one number out of another and finding the ...
... Remainder or Difference . - From the nature of sub- traction as related to addition , there seems to be no strong reason for the " important distinction " that should be noted between " taking " one number out of another and finding the ...
Halaman 202
... remainder ( 2 ) , than to add 5 to the borrowed 10 and take 8 from the sum 15. But , in any case , these analytic acts are to lead to the clear comprehension of the process , and especially to its automatic use . There should be , of ...
... remainder ( 2 ) , than to add 5 to the borrowed 10 and take 8 from the sum 15. But , in any case , these analytic acts are to lead to the clear comprehension of the process , and especially to its automatic use . There should be , of ...
Halaman 203
... remainder and subtrahend is equal to the minuend . If we wish , for example , to find the difference between $ 15 and $ 8 , we make up the 8 to 15 , i . e . , count from 8 up to 15 , noting the new count of 7 , which is the " difference ...
... remainder and subtrahend is equal to the minuend . If we wish , for example , to find the difference between $ 15 and $ 8 , we make up the 8 to 15 , i . e . , count from 8 up to 15 , noting the new count of 7 , which is the " difference ...
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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