The Psychology of Number and Its Applications to Methods of Teaching ArithmeticD. Appleton, 1912 - 309 halaman |
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Halaman 28
... definite number of faces . Although this knowledge is now direct and " intuitive , " it is the result of past discriminations . We may be perfectly sure that they are not " intuitions " to the child ; to him the tree , the house , the ...
... definite number of faces . Although this knowledge is now direct and " intuitive , " it is the result of past discriminations . We may be perfectly sure that they are not " intuitions " to the child ; to him the tree , the house , the ...
Halaman 29
... Definite ideas are thus assumed as the basis of later work when there is absolutely nothing corresponding to them in the child's mind , in which , indeed , there is only a pano- rama of vague shifting imagery , with a penumbra of all ...
... Definite ideas are thus assumed as the basis of later work when there is absolutely nothing corresponding to them in the child's mind , in which , indeed , there is only a pano- rama of vague shifting imagery , with a penumbra of all ...
Halaman 30
... definite re- sults by implicitly using the ideas they involve long before these ideas can be explicitly developed in con- sciousness . If facts are presented in their proper cou- nection as stimulating and directing the primary mental ...
... definite re- sults by implicitly using the ideas they involve long before these ideas can be explicitly developed in con- sciousness . If facts are presented in their proper cou- nection as stimulating and directing the primary mental ...
Halaman 31
James Alexander McLellan, John Dewey. relating parts in a definite whole . On the other hand , there is altogether too much definition , definition car- ried to the point of isolation , when , in number teach- ing , a start is made with ...
James Alexander McLellan, John Dewey. relating parts in a definite whole . On the other hand , there is altogether too much definition , definition car- ried to the point of isolation , when , in number teach- ing , a start is made with ...
Halaman 32
... definite . This operation involves ( a ) discrimi nation or the recognition of the objects as distinct indi- viduals ( units ) ; ( b ) generalization , this latter activity involving two subprocesses ; ( 1 ) abstraction , the neg ...
... definite . This operation involves ( a ) discrimi nation or the recognition of the objects as distinct indi- viduals ( units ) ; ( b ) generalization , this latter activity involving two subprocesses ; ( 1 ) abstraction , the neg ...
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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