What Children Study And Why a Discussion of Educational Values in the Elementar
What Children Study And Why a Discussion of Educational Values in the Elementar
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In our eReader you can find the full English version of the book. Read What Children Study And Why a Discussion of Educational Values in the Elementar Online - link to read the book on full screen. Our eReader also allows you to upload and read Pdf, Txt, ePub and fb2 books. In the Mini eReder on the page below you can quickly view all pages of the book - Read Book What Children Study And Why a Discussion of Educational Values in the Elementar
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To quickly assess the difficulty of the text, read a short excerpt:
Even teachers sometimes are unable to see the reason for inverting the divisor and multiplying the frac- tions. Yet it is really as simple as addition to classes that have had the preliminary training outlined above. At least grammar school classes that have reached the formal study of fractions can easily image the process. For example : 3_i_2 3 y 3 9 jl This by rule. The process is really as follows : 4 3 3 4 4X3'3X4' 3x4 both being the common denominator and showing by its structure how comm...on denominators are made.
Dividing the numerator of the dividend by that of the divisor, we have 3 X3 _9_-i 2X4~8~ ^' In other words, the rule merely indicates a short method of dividing, the common denominator being " understood, " that is, eliminated from the actual work, though constructively present.
Teaching to make Generalizations. — A process com- prehended is vastly more interesting to the pupil than one performed by rule merely, and what is more im- portant, it trains him to think for himself.
What to read after What Children Study And Why a Discussion of Educational Values in the Elementar?
You can find similar books in the "Read Also" column, or choose other free books by Charles Benajah Gilbert to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
Even teachers sometimes are unable to see the reason for inverting the divisor and multiplying the frac- tions. Yet it is really as simple as addition to classes that have had the preliminary training outlined above. At least grammar school classes that have reached the formal study of fractions can easily image the process. For example : 3_i_2 3 y 3 9 jl This by rule. The process is really as follows : 4 3 3 4 4X3'3X4' 3x4 both being the common denominator and showing by its structure how comm...on denominators are made.
Dividing the numerator of the dividend by that of the divisor, we have 3 X3 _9_-i 2X4~8~ ^' In other words, the rule merely indicates a short method of dividing, the common denominator being " understood, " that is, eliminated from the actual work, though constructively present.
Teaching to make Generalizations. — A process com- prehended is vastly more interesting to the pupil than one performed by rule merely, and what is more im- portant, it trains him to think for himself.
What to read after What Children Study And Why a Discussion of Educational Values in the Elementar?
You can find similar books in the "Read Also" column, or choose other free books by Charles Benajah Gilbert to read onlineMoreLess
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