What people are saying - Write a review
We haven't found any reviews in the usual places.
Other editions - View all
abacus abstract acres addition and subtraction applied arith basis blocks cents chief child clearly common fractions commutative law compound numbers concrete cost counting course of study cubes David Eugene Smith decimal fraction decimal scale dictation exercises difficult problems dimes divisor drill dry measure elementary example expense experience factoring familiar foot geography give grammar grades grammar school Grube method Hoosac Tunnel important topics inch interesting intermediate grades interpretation irrigation large number let the children long division mastery mathematical means measuring ment mental arithmetic metic metric system multiplication and division multiplication table natural number idea number relations number space objects operations oral problems parallelepipeds percentage population practical processes pupils quantity rule short division splints standard units teacher teaching text-book things thought thought movement tion treatment troy weight United States money units of study whole numbers writing written problems yard
Page 31 - Number arises in and through the activity of mind in dealing with objects. . . . Number is not (psychologically) got from things, it is put into them. It is almost equally absurd to attempt to teach numerical ideas and processes
Page 78 - The first five lines of this book (page 9) present problems in addition, subtraction, multiplication, division noting the number of groups, and division noting the number in each group. Then, by a kind of spiral advancement, the pupil moves around this circle and upward through all the intricacies of combination, separation, and comparison of numbers.
Page 7 - division. Of applied arithmetic we need to know (i) a few tables of denominate numbers; (2) the simpler problems in reduction of such numbers, as from pounds to ounces; (3) a slight amount concerning addition and multiplication of such numbers,
Page 108 - Formal rules are omitted entirely, and the uniform direction to the teacher is, ' If the child cannot solve the problem presented, do not explain, but give him problems that he can solve, and so lead up to and over the difficulty.
Page 7 - For the ordinary purposes of non-technical daily life we need little of pure arithmetic beyond (i) counting, the knowledge of numbers, and their representation to billions (the English thousand millions); (2) addition and multiplication of integers,
Page 40 - It seems absurd or worse than absurd to insist on thoroughness, on perfect number concepts, at a time when perfection is impossible, and to ignore the conditions under which alone perfect concepts can
Page 137 - of the mind, such a lubricating of the mental machinery, gets one ready for the year's work. Complaints which teachers generally make of poor work in the preceding grade are not infrequently due to the one complaining; the engine is rusty, and it needs oiling before the serious start is made.
Page 228 - TWO GROUPS COVERING THE GENERAL PRINCIPLES OP METHOD AND ITS SPECIAL APPLICATIONS TO THE COMMON SCHOOL By CHARLES A. McMURRY, Ph.D. NORTHERN ILLINOIS STATE NORMAL SCHOOL,
Page 22 - these, arithmetic may be omitted as a separate study throughout the first year of school, on the ground that there is no need of it, if the number incidentally called for in other work is properly attended to.