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

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Halaman viii

... to be built up on this idea . It is shown that such abstract unit is not yet quantity

nor an element of quanti y , but

qualitative idea , and does not become quantitative until viii EDITOR'S PREFACE

.

... to be built up on this idea . It is shown that such abstract unit is not yet quantity

nor an element of quanti y , but

**simply**the idea of individuality , which is still aqualitative idea , and does not become quantitative until viii EDITOR'S PREFACE

.

Halaman 4

... the science of education to help another to the full realization of his personality

in a character of strength , beauty , freedom — to say this is

that the problem of education is essentially an ethical and psychological problem

.

... the science of education to help another to the full realization of his personality

in a character of strength , beauty , freedom — to say this is

**simply**to proclaimthat the problem of education is essentially an ethical and psychological problem

.

Halaman 8

It is in a way perfectly true that only by teaching can one become a teacher . But

not any and every sort of thing which passes for teaching or for “ experience ” will

make a teacher any more than

It is in a way perfectly true that only by teaching can one become a teacher . But

not any and every sort of thing which passes for teaching or for “ experience ” will

make a teacher any more than

**simply**sawing a bow 8 THE PSYCHOLOGY OF ... Halaman 9

make a teacher any more than

make a violinist . It is a certain quality of practice , not mere practice , which

produces the expert and the artist . Unless the practice is based upon rational

principles ...

make a teacher any more than

**simply**sawing a bow across violin strings willmake a violinist . It is a certain quality of practice , not mere practice , which

produces the expert and the artist . Unless the practice is based upon rational

principles ...

Halaman 13

These functions , as already intimated , can not be separated from each other ;

they are

purposes of study , it is convenient and even important to distinguish them . We

may ...

These functions , as already intimated , can not be separated from each other ;

they are

**simply**the general and the individual aspects of school life ; but forpurposes of study , it is convenient and even important to distinguish them . We

may ...

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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