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

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Halaman 45

It is the difference between saying that iron is heavy and that so much iron at a

given temperature and a given latitude weighs just so much ; or between saying

that the blackboard is of moderate size and that it contains so many

It is the difference between saying that iron is heavy and that so much iron at a

given temperature and a given latitude weighs just so much ; or between saying

that the blackboard is of moderate size and that it contains so many

**square**feet . Halaman 56

The analysis concerns not only so many

value of the crop and the cost of its production . The synthesis compares the

result of this complex measurement with the results of other possible distributions

of ...

The analysis concerns not only so many

**square**rods ; it includes also the moneyvalue of the crop and the cost of its production . The synthesis compares the

result of this complex measurement with the results of other possible distributions

of ...

Halaman 99

If anyone still maintains that addition ( of equal addends ) and multiplication are

identical processes , let him prove by mere summing ( or counting ) that the

root of ...

If anyone still maintains that addition ( of equal addends ) and multiplication are

identical processes , let him prove by mere summing ( or counting ) that the

**square**root of two , multiplied by the**square**root of three , is equal to the**square**root of ...

Halaman 104

Because of the rhythmic character of multiplication such forms of it as can be

objectively presented in simple constructions — the putting together of triangles ,

...

Because of the rhythmic character of multiplication such forms of it as can be

objectively presented in simple constructions — the putting together of triangles ,

**squares**, cubes , etc. , to make larger or more complex figures , of dimes to make...

Halaman 106

If the

+ one 2. Or , if one of the diagonals is changed thus 1 , it will be recognised as

two triangles — that is , as one 3 + one 3. Or , of course , it may be taken all to ...

If the

**square**has already been mastered , the figure will be recognised as one 4+ one 2. Or , if one of the diagonals is changed thus 1 , it will be recognised as

two triangles — that is , as one 3 + one 3. Or , of course , it may be taken all to ...

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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