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

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Halaman viii

becomes the including

made the

**Measurement**is a process that makes these elements clear . The constituent**unit**becomes the including

**unit**, and vice versa , through being**measured**and beingmade the

**measure**of others . This , too , is involved in using the decimal system ... Halaman xiii

tematically for what is condemned in the following pages as the “ fixed

method of teaching . As for the ... of the part which Greek theory and practice

assigned to the ideas of rhythm , of balance , of

culture .

tematically for what is condemned in the following pages as the “ fixed

**unit**”method of teaching . As for the ... of the part which Greek theory and practice

assigned to the ideas of rhythm , of balance , of

**measure**, in moral and ęstheticculture .

Halaman 46

But if we know that one yard of calico is worth ( is

one yard of silk worth one dollar and ... Moreover , the

given scale is imperfect if we have no means of defining some

...

But if we know that one yard of calico is worth ( is

**measured**by ) eight cents , andone yard of silk worth one dollar and ... Moreover , the

**measurement**within agiven scale is imperfect if we have no means of defining some

**unit**of the scale in...

Halaman 47

Only in some such way as this is our unit ultimately defined , and only when the

scientific measurement . This measurement of a quantity in terms of quantity

unlike in ...

Only in some such way as this is our unit ultimately defined , and only when the

**unit of measure**is itself perfectly measured can there be perfectly exact orscientific measurement . This measurement of a quantity in terms of quantity

unlike in ...

Halaman 48

In short , when we COUNT We measure . On the other hand , in measuring a

continuous quantity— “ quantity of magnitude ” —counting is equally necessary .

We may apply a

In short , when we COUNT We measure . On the other hand , in measuring a

continuous quantity— “ quantity of magnitude ” —counting is equally necessary .

We may apply a

**unit of measure**to such a quantity and mark off the parts with ...### Apa yang dikatakan orang - Tulis resensi

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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