The Psychology of Number and Its Applications to Methods of Teaching ArithmeticD. Appleton, 1912 - 309 halaman |
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Halaman 25
... idea of three will be secured . There must be enough qualitative unlike- ness - if only of position in space or sequence in time- to mark off the individual objects , to keep them from fusing or running into one vague whole . Part of ...
... idea of three will be secured . There must be enough qualitative unlike- ness - if only of position in space or sequence in time- to mark off the individual objects , to keep them from fusing or running into one vague whole . Part of ...
Halaman 28
... ideas to know at a glance that a tree has a great many leaves , a chair a certain number of parts , a cube a definite ... idea of a whole of as yet undistinguished parts . There is perhaps no point at which the teacher is more likely to ...
... ideas to know at a glance that a tree has a great many leaves , a chair a certain number of parts , a cube a definite ... idea of a whole of as yet undistinguished parts . There is perhaps no point at which the teacher is more likely to ...
Halaman 30
... 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 activities , the child is slowly but surely ...
... 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 activities , the child is slowly but surely ...
Halaman 31
... idea of a group , and hence there is no counting . There is , to him , simply a lot of unrelated things . When we reach " two " in counting , we must still keep in mind " one " ; if we do not we have not " two , " but merely another one ...
... idea of a group , and hence there is no counting . There is , to him , simply a lot of unrelated things . When we reach " two " in counting , we must still keep in mind " one " ; if we do not we have not " two , " but merely another one ...
Halaman 32
... idea of number is not impressed upon the mind by objects even when these are presented under the most favourable ... ideas . 2. In this process there must be sufficient qualitative difference among the objects used to facilitate the ...
... idea of number is not impressed upon the mind by objects even when these are presented under the most favourable ... ideas . 2. In this process there must be sufficient qualitative difference among the objects used to facilitate the ...
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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