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

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Halaman vi

Any number , say six , for example , has these two aspects : it is a manifold of

units ; the constituent unit whatever it is , is

these , and as such may be a constituent unit of a larger number , five times six ,

for ...

Any number , say six , for example , has these two aspects : it is a manifold of

units ; the constituent unit whatever it is , is

**repeated**six times . It is a unity ofthese , and as such may be a constituent unit of a larger number , five times six ,

for ...

Halaman 52

That which measures this whole is some minor or partial activity into which the

original continuous activity may be broken up ( analysis ) , and which

certain number of times gives the same result ( synthesis ) as the original ...

That which measures this whole is some minor or partial activity into which the

original continuous activity may be broken up ( analysis ) , and which

**repeated**acertain number of times gives the same result ( synthesis ) as the original ...

Halaman 54

The eye runs down the side of the field and fixes upon a point which appears to

mark half the length ; this process is

quarter , and thus the length is divided roughly into eight parts , each roughly

estimated ...

The eye runs down the side of the field and fixes upon a point which appears to

mark half the length ; this process is

**repeated**with each half and with eachquarter , and thus the length is divided roughly into eight parts , each roughly

estimated ...

Halaman 71

This “ how many ” may assume two related aspects : either how many times one

part as unit has to be taken or

many parts as units , each taken once , compose the whole . In the first case , the

...

This “ how many ” may assume two related aspects : either how many times one

part as unit has to be taken or

**repeated**to make up the whole quantity ; or howmany parts as units , each taken once , compose the whole . In the first case , the

...

Halaman 73

... and find that there are ten of them — i . e . , the numerical value is ten ; we have

now a definite idea both of the measuring unit and of the times it is

so have reached a definite idea of the amount of money in the roll of bills .

... and find that there are ten of them — i . e . , the numerical value is ten ; we have

now a definite idea both of the measuring unit and of the times it is

**repeated**, andso have reached a definite idea of the amount of money in the roll of bills .

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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