The Psychology of Number and Its Applications to Methods of Teaching ArithmeticD. Appleton, 1912 - 309 halaman |
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Halaman 55
... equal , and ( b ) since the pace is a more definite and controlled movement , we have a much clearer idea of how much the pace or unit of measure- ment really is . But it is still an assumption that the various paces are equal to one ...
... equal , and ( b ) since the pace is a more definite and controlled movement , we have a much clearer idea of how much the pace or unit of measure- ment really is . But it is still an assumption that the various paces are equal to one ...
Halaman 57
... limited quality , and there is no quantity save where there is a certain qualitative whole or limitation . 3. Number arises through the use of means , or minor units of activity , to construct an activity equal THE ORIGIN OF NUMBER . 57.
... limited quality , and there is no quantity save where there is a certain qualitative whole or limitation . 3. Number arises through the use of means , or minor units of activity , to construct an activity equal THE ORIGIN OF NUMBER . 57.
Halaman 58
... equal in value to the given magnitude . This process of con- structing an equivalent value is numbering - evaluation . Hence , there are no numerical distinctions ( psycho- logically ) except in the process of measuring some qualitative ...
... equal in value to the given magnitude . This process of con- structing an equivalent value is numbering - evaluation . Hence , there are no numerical distinctions ( psycho- logically ) except in the process of measuring some qualitative ...
Halaman 70
... equal ( 3 ) numbers . This definition as it stands has absolutely no meaning ; there is confusion of number with measured quantity . Doubtless the definition is intended to mean : division is dividing a certain definite quantity into a ...
... equal ( 3 ) numbers . This definition as it stands has absolutely no meaning ; there is confusion of number with measured quantity . Doubtless the definition is intended to mean : division is dividing a certain definite quantity into a ...
Halaman 71
... equal or express the compara- tive value of a magnitude of the same kind . It always answers the question " How many ? " This " how many " may assume two related aspects : either how many times one part as unit has to be taken or ...
... equal or express the compara- tive value of a magnitude of the same kind . It always answers the question " How many ? " This " how many " may assume two related aspects : either how many times one part as unit has to be taken or ...
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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