Sinopsis
This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1919 Excerpt: ...and size one of the regular objects used in their work. It is of the greatest importance that the children become thoroughly impressed with this fact of arbitrary values. They are not so impressed--have not learned it--until their impulse to guess at values without thinking the matter out gives way to reason in every case and they approach the value in the way outlined above. It would be a mistake after teaching this not to spring an exercise under it on the class every few days for weeks and months--until the teacher finds herself unable longer to catch the pupils napping. 2. Form of the Exercise When Testing the Child (a) "What is the number value of this?" ("Is it a fraction?") "Yes." ("Show me the whole.") The teacher shows a whole. The pupil to whom the question was addressed (or any other child selected by the teacher for answer) comes forward, takes the fraction and the whole, measures the whole with the fraction, and then makes answer--("It is a third") or ("It is an eighth.") (&) "What is the number value of this?" ("Is it a fraction?") "No." ("It is a whole.") Summary. Exercises in using number objects with one value in one problem and another value in another problem. (A) This is to establish that the counting value of an object is a matter that the individual may fix or change at will. Exercises in trying to estimate values of number objects in the hands of another--in the teacher's hands. (B.) The aim in this work is to impress as deeply as possible that the counting value of such objects in constructions is a matter to be agreed upon not guessed at. Exercises to teach the child how to proceed systematically to determine the counting values o...
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Reseña del editor
This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1919 Excerpt: ...and size one of the regular objects used in their work. It is of the greatest importance that the children become thoroughly impressed with this fact of arbitrary values. They are not so impressed--have not learned it--until their impulse to guess at values without thinking the matter out gives way to reason in every case and they approach the value in the way outlined above. It would be a mistake after teaching this not to spring an exercise under it on the class every few days for weeks and months--until the teacher finds herself unable longer to catch the pupils napping. 2. Form of the Exercise When Testing the Child (a) "What is the number value of this?" ("Is it a fraction?") "Yes." ("Show me the whole.") The teacher shows a whole. The pupil to whom the question was addressed (or any other child selected by the teacher for answer) comes forward, takes the fraction and the whole, measures the whole with the fraction, and then makes answer--("It is a third") or ("It is an eighth.") (&) "What is the number value of this?" ("Is it a fraction?") "No." ("It is a whole.") Summary. Exercises in using number objects with one value in one problem and another value in another problem. (A) This is to establish that the counting value of an object is a matter that the individual may fix or change at will. Exercises in trying to estimate values of number objects in the hands of another--in the teacher's hands. (B.) The aim in this work is to impress as deeply as possible that the counting value of such objects in constructions is a matter to be agreed upon not guessed at. Exercises to teach the child how to proceed systematically to determine the counting values o...
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