The Psychology of Number and Its Applications to Methods of Teaching ArithmeticD. Appleton, 1912 - 309 halaman |
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Halaman xii
... separate form and content , and regard one as good in itself and the other as , at best , a necessary evil ? If we may paraphrase a celebrated saying of Kant's , while form without content is barren , content without form is mushy . An ...
... separate form and content , and regard one as good in itself and the other as , at best , a necessary evil ? If we may paraphrase a celebrated saying of Kant's , while form without content is barren , content without form is mushy . An ...
Halaman 19
... separate , this unity is presented in a purely external way . It is not shown in what way the various so - called faculties are the expressions of one and the same fundamental process . But , in the second place , this " faculty " psy ...
... separate , this unity is presented in a purely external way . It is not shown in what way the various so - called faculties are the expressions of one and the same fundamental process . But , in the second place , this " faculty " psy ...
Halaman 26
... separate things . Three differently coloured cubes , for example , must be apprehended as one group , while a group of three cubes exactly alike must be apprehended as three individuals . In other words , the objects count- ed ...
... separate things . Three differently coloured cubes , for example , must be apprehended as one group , while a group of three cubes exactly alike must be apprehended as three individuals . In other words , the objects count- ed ...
Halaman 28
... separate or distinct parts always implies an act of analysis or discrimination definitely performed at some period ; and such definite analysis has always been preceded by a vague synthesis - that is , the idea of a whole of as yet ...
... separate or distinct parts always implies an act of analysis or discrimination definitely performed at some period ; and such definite analysis has always been preceded by a vague synthesis - that is , the idea of a whole of as yet ...
Halaman 33
... separately recognised . 4. It is clear that to promote the natural action of the mind in constructing number , the starting point should be not a single thing or an unmeasured whole , of things or a measured whole . Attention but ...
... separately recognised . 4. It is clear that to promote the natural action of the mind in constructing number , the starting point should be not a single thing or an unmeasured whole , of things or a measured whole . Attention but ...
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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