Primary Arithmetic, First Year: For the Use of TeachersGinn & Company, 1896 - 154 Seiten |
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Häufige Begriffe und Wortgruppen
angle apples cost blackboard Build a unit child color Compare comparison consciousness cube Cut a rectangle Cut a slip D equals different units dime equals Draw a line Draw rectangles Draw the units Draw units equals what unit exact exercises expression eyes Find edges Find solids foot long four equal Francis Bowen Francis Galton Give each pupil halves Herbert Spencer ideas inches inference John Fiske larger length less line equal little longer Look mathematics mental mind nickel equals orange peaches perception perimeter pint Place solids Practise cutting prism pupil a square Pupils observe pupils tell quantitative quart ratios Recall objects rect rectangle equals red square relations of magnitude relative magnitude separate shorter shortest line Show smaller smallest square rectangle teacher things thought three equal units tion triangle try to draw unequal units unit equal weight write yard
Beliebte Passagen
Seite 51 - Vision and manipulation, — these, in their countless indirect and transfigured forms, are the two cooperating factors in all intellectual progress." — John Fiske. Relative length Scatter sticks of different lengths on a table. Use one as a standard. Pupils select longer and shorter, and state what they have selected. After pupil selects a stick and expresses his opinion, let him compare the sticks by placing them together. This will aid him in forming his next judgment.
Seite 48 - A faculty that is of importance in all technical and artistic occupations, that gives accuracy to our perceptions, and justice to our generalizations, is starved by lazy disuse, instead of being cultivated judiciously in such a way as will, on the whole, bring the best return.
Seite 55 - Almost invariably, children show a strong propensity to cut out things in paper, to make, to build — a propensity which, if duly encouraged and directed, will not only prepare the way for scientific conceptions, but will develop those powers of manipulation in which most people are so deficient.
Seite 27 - ... combining the parts in such a way as to illustrate the fundamental rules for multiplication and division of fractions. A pupil can learn to divide a line into parts more easily than he can master definitions ; and when this is done he has a conception of fractions which he cannot gain in any other way. The visible figures by which principles are illustrated should, so far as possible, have no accessories. They should be magnitudes pure and simple, so that the thought of the pupil may not be distracted...
Seite 18 - But this is an erroneous view, the undeniable fact being that any number of impressions, from any number of sensory sources, falling simultaneously on a mind WHICH HAS NOT YET EXPERIENCED THEM SEPARATELY, will fuse into a single undivided object for that mind.
Seite 48 - ... is starved by lazy disuse, instead of being cultivated judiciously in such a way as will, on the whole, bring the best return. I believe that a serious study of the best method of developing and utilising this faculty without prejudice to the practice of abstract thought in symbols is one of the many pressing desiderata in the yet unformed science of education.
Seite 2 - Besides, we only understand that which is already within us. To understand is to possess the thing understood, first by sympathy and then by intelligence. Instead, then, of first dismembering and dissecting the object to be conceived, we should begin by laying hold of it in its ensemble, then in its formation, last of all in its parts.
Seite 62 - ... cut? After cutting, compare and measure. 6. What are the names of the three forms that you have cut ? 7. What is the width of the square 2 in. long ? Of the square 4 in. long ? Why are a child's ideas necessarily crude rather than complete ? What, then, should be true of his outward representations ? Why is it impossible to secure perfect forms from young children without interfering with mental and moral development ? " We shall not begin with a pedantic and tiresome insistence on accuracy (which...
Seite 33 - A visual image is the most perfect form of mental representation, wherever the shape, position, and relations of objects in space are concerned.
Seite 4 - ... •with an effective development of reasoning power and of independence of thought. "What, then, are the changes in the course of popular education which we must strive after if we would develop for the future more successfully than in the past the rationality of the population ? In the first place, we must make practice in thinking, or in other words the strengthening of reasoning power, the constant object of all teaching, from infancy to adult age, no matter what may be the subject of instruction....