The Psychology of Number and Its Applications to Methods of Teaching ArithmeticD. Appleton, 1895 - 309 halaman |
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Halaman vi
... five times six , for instance , wherein the five represents the multiplicity ( Anzahl ) and the six the constituent unity ( Einheit ) . * Number is one of the developments of quantity . Its multiplicity and unity correspond to the two ...
... five times six , for instance , wherein the five represents the multiplicity ( Anzahl ) and the six the constituent unity ( Einheit ) . * Number is one of the developments of quantity . Its multiplicity and unity correspond to the two ...
Halaman 24
... five objects before an older child , to call his mind away from all other things and get his attention fixed upon . these objects , is not to give him the idea of the number five . Number is not a property of the objects which can be ...
... five objects before an older child , to call his mind away from all other things and get his attention fixed upon . these objects , is not to give him the idea of the number five . Number is not a property of the objects which can be ...
Halaman 26
... five years old often manifests in the apparently mechanical operation of counting chairs , books , slate - marks , playthings , or even in simply saying over the names of number sym- bols is really delight in his newly acquired or ...
... five years old often manifests in the apparently mechanical operation of counting chairs , books , slate - marks , playthings , or even in simply saying over the names of number sym- bols is really delight in his newly acquired or ...
Halaman 29
... five ob- jects , are concrete wholes , that is , definitely grasped mental wholes to the child , simply because there are certain physical wholes present to his senses . Definite ideas are thus assumed as the basis of later work when ...
... five ob- jects , are concrete wholes , that is , definitely grasped mental wholes to the child , simply because there are certain physical wholes present to his senses . Definite ideas are thus assumed as the basis of later work when ...
Halaman 33
... five , must be as nearly as possible an intuition ; a perception of the parts in the whole or a whole of parts , and not a conscious recog- nition of each part by itself , and then a conscious unit- ing it to other parts separately ...
... five , must be as nearly as possible an intuition ; a perception of the parts in the whole or a whole of parts , and not a conscious recog- nition of each part by itself , and then a conscious unit- ing it to other parts separately ...
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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 FRANK VINCENT fundamental given quantity gives greatest common measure groups hundred 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 primary unit principle psychical psychological pupil 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 ured vague whole numbers yard
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Halaman 243 - ... can be expressed as integers, namely, 4 cents, 4 feet, 4 pounds, and so on, with kindred ideas and operations. 3. The Primary Practical Principle in Fractions. — It is clear that this complete expression for the number process is the fundamental principle employed in the treatment of fractions : if both terms of a fraction be multiplied or divided by the same number, the numerical value of the fraction will not be changed. This principle is usually " demonstrated " ; it is, however, involved...
Halaman 206 - The process of solving equations depends upon the following principles, called axioms : 1. If equals be added to equals, the sums are equal. 2. If equals be subtracted from equals, the remainders are equal. 3. If equals be multiplied by equals, the products are equal. 4. If equals be divided by equals, the quotients are equal. 5. Like powers or like roots of equals are equal. NOTE. Axiom 4 is not true if the divisor equals zero.
Halaman 5 - ... of commodities; just as a knowledge of anatomy, physiology, pathology has transformed medicine from empiricism to applied science, so a knowledge of the structure and functions of the human being can alone elevate the school from the position of a mere workshop, a more or less cumbrous, uncertain, and even baneful institution, to that of a vital, certain, and effective instrument in the greatest of all constructions — the building of a free and powerful character. Without the assured methods...