The Psychology of Number and Its Applications to Methods of Teaching ArithmeticD. Appleton, 1912 - 309 halaman |
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Halaman 70
... problems constantly used in our arithmetics , multiply 2 by 4 , divide 8 by 4 , are legitimate enough provided they are properly inter- preted , if not orally at least mentally , but taken literally are absurd . The first expression ...
... problems constantly used in our arithmetics , multiply 2 by 4 , divide 8 by 4 , are legitimate enough provided they are properly inter- preted , if not orally at least mentally , but taken literally are absurd . The first expression ...
Halaman 78
... problem and operation should ( 1 ) proceed upon the basis of a total magnitude - a unity having a certain numerical value , should ( 2 ) -have a certain unit which measures this whole , and should ( 3 ) have num- ber - the ratio of one ...
... problem and operation should ( 1 ) proceed upon the basis of a total magnitude - a unity having a certain numerical value , should ( 2 ) -have a certain unit which measures this whole , and should ( 3 ) have num- ber - the ratio of one ...
Halaman 79
... problems dealing with simple numbers , with numbers not attached to magnitude , not measuring values of some kind ; are we not to add 4 , 5 , 7 , 8 , etc. ? Must it always be 4 apples , or dollars , or feet , or some other concrete ...
... problems dealing with simple numbers , with numbers not attached to magnitude , not measuring values of some kind ; are we not to add 4 , 5 , 7 , 8 , etc. ? Must it always be 4 apples , or dollars , or feet , or some other concrete ...
Halaman 80
... problem , " What were we counting up or measur- ing that time ? " letting each one interpret as he pleased . Just how far this is carried is a matter of detail ; what is not a matter of detail is that the habit of interpreta- tion be ...
... problem , " What were we counting up or measur- ing that time ? " letting each one interpret as he pleased . Just how far this is carried is a matter of detail ; what is not a matter of detail is that the habit of interpreta- tion be ...
Halaman 109
... problem requires the same attention to the two terms separately and to the result as is required in subtraction . There is the idea of definiteness or relative moreness , and not merely the idea of an aggregate more ness . Here , as in ...
... problem requires the same attention to the two terms separately and to the result as is required in subtraction . There is the idea of definiteness or relative moreness , and not merely the idea of an aggregate more ness . Here , as in ...
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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