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The Teaching Of Arithmetic by Klapper Paul

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1Teaching The Meaning Of Arithmetic

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2The Normal: Or, Methods Of Teaching The Common Branches, Orthoepy, Orthography, Grammar, Geography, Arithmetic And Elocution ..

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2 p.l., iii-vi, [2], 9-456 p. 20 cm

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3The Psychology Of Number And Its Applications To Methods Of Teaching Arithmetic

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4The Psychology Of Number And Its Applications To Methods Of Teaching Arithmetic

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5The Art Of Teaching Arithmetic

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6The Teaching Of Arithmetic. By David Eugene Smith.

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7The Teaching Of Arithmetic

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8Cross-national Assessment Of Arithmetic Strategies: Exploring The Influence Of Mathematics Teaching Curricula

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Arithmetic strategies (AS) can be defined as a procedure used to solve number manipulation problems (e.g., addition and subtraction; Siegler, 1996). Common strategies used in the process of solving arithmetic tasks can be broadly classified into two main categories: fact retrieval (i.e., recovering numerical facts from memory) and procedural calculation (e.g., finger-counting, decomposing problems into mul,ple steps, etc.; Zamarian et al., 2009). However, math strategies are not explicitly taught in many countries. For instance, the Cuban math curriculum establishes the guidelines for teaching a limited set of strategies for solving arithmetic problems, mainly learning math facts and algorithmic procedures (i.e., stacking). Meanwhile, the Ontario curriculum for mathematics, in addition to the above procedures, encourages the development of a broad range of mental math strategies that allow the manipulation of numbers to solve arithmetic problems. In view of this, we plan to conduct cross-national research to analyze the influence of different educational approaches on the development of AS in school-age students and to evaluate its relationship with math abilities (math fluency) and general-domain processes (working memory and metacognition).

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9The Teaching Of Arithmetic; A Manual For Teachers

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Arithmetic strategies (AS) can be defined as a procedure used to solve number manipulation problems (e.g., addition and subtraction; Siegler, 1996). Common strategies used in the process of solving arithmetic tasks can be broadly classified into two main categories: fact retrieval (i.e., recovering numerical facts from memory) and procedural calculation (e.g., finger-counting, decomposing problems into mul,ple steps, etc.; Zamarian et al., 2009). However, math strategies are not explicitly taught in many countries. For instance, the Cuban math curriculum establishes the guidelines for teaching a limited set of strategies for solving arithmetic problems, mainly learning math facts and algorithmic procedures (i.e., stacking). Meanwhile, the Ontario curriculum for mathematics, in addition to the above procedures, encourages the development of a broad range of mental math strategies that allow the manipulation of numbers to solve arithmetic problems. In view of this, we plan to conduct cross-national research to analyze the influence of different educational approaches on the development of AS in school-age students and to evaluate its relationship with math abilities (math fluency) and general-domain processes (working memory and metacognition).

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  • Title: ➤  The Teaching Of Arithmetic; A Manual For Teachers
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  • Language: English

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10Teaching The Meanings Of Arithmetic

Arithmetic strategies (AS) can be defined as a procedure used to solve number manipulation problems (e.g., addition and subtraction; Siegler, 1996). Common strategies used in the process of solving arithmetic tasks can be broadly classified into two main categories: fact retrieval (i.e., recovering numerical facts from memory) and procedural calculation (e.g., finger-counting, decomposing problems into mul,ple steps, etc.; Zamarian et al., 2009). However, math strategies are not explicitly taught in many countries. For instance, the Cuban math curriculum establishes the guidelines for teaching a limited set of strategies for solving arithmetic problems, mainly learning math facts and algorithmic procedures (i.e., stacking). Meanwhile, the Ontario curriculum for mathematics, in addition to the above procedures, encourages the development of a broad range of mental math strategies that allow the manipulation of numbers to solve arithmetic problems. In view of this, we plan to conduct cross-national research to analyze the influence of different educational approaches on the development of AS in school-age students and to evaluate its relationship with math abilities (math fluency) and general-domain processes (working memory and metacognition).

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11The Teaching Of Arithmetic

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1 p. l., 120 p

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12A Study Of Mathematical Education Including The Teaching Of Arithmetic

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1 p. l., 120 p

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  • Title: ➤  A Study Of Mathematical Education Including The Teaching Of Arithmetic
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13ERIC EJ1113822: Teaching Arithmetic Combinations Of Multiplication And Division To Students With Learning Disabilities Or Mild Intellectual Disability: The Impact Of Alternative Fact Grouping And The Role Of Cognitive And Learning Factors

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The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction, while the intervention for the experimental group (LD = 19, MID = 4) combined the intervention for the control group and an alternative grouping and presentation scheme of ACs. Correlations between cognitive and learning characteristics of the two disability categories and participants' performance in ACs learning were also investigated. Intra-group comparisons showed that post-intervention performance of both groups (control and experimental) was significantly higher than their pre-intervention performance. However, inter-group comparisons revealed that there was no significant difference between the results obtained through the two interventions. Students with LD outperformed their counterparts with MID. Differences of the two disability categories in domains such as speed of information processing and counting skills correlated with performance. Results are discussed in reference to the organization of effective intervention programs for supporting students with LD or MID in their effort to learn arithmetic combinations of multiplication and division.

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  • Language: English

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14The Teaching Of Arithmetic

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15The Teaching Of Arithmetic

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416 p. 22 cm

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16A Textbook On The Teaching Of Arithmetic

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416 p. 22 cm

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17The Teaching Of Arithmetic And Elementary Mathematics (1938)

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Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Lbs National Academy Of Administration Date Accessioned: 6/19/2015 14:50 The Digital Library of India was a project under the auspices of the Government of India.

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18The Psychology Of Number And Its Applications To Methods Of Teaching Arithmetic

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19(1) Exercises In Modern Arithmetic (2) Notes On Algebra (3) The Teaching Of Mathematics In Secondary Schools (4) Higher Algebra For Colleges And Secondary Schools (5) Non-Euclidean Geometry: A Critical And Historical Study Of Its Development (6) An Introduction To The Infinitesimal Calculus

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“(1) Exercises In Modern Arithmetic (2) Notes On Algebra (3) The Teaching Of Mathematics In Secondary Schools (4) Higher Algebra For Colleges And Secondary Schools (5) Non-Euclidean Geometry: A Critical And Historical Study Of Its Development (6) An Introduction To The Infinitesimal Calculus” Metadata:

  • Title: ➤  (1) Exercises In Modern Arithmetic (2) Notes On Algebra (3) The Teaching Of Mathematics In Secondary Schools (4) Higher Algebra For Colleges And Secondary Schools (5) Non-Euclidean Geometry: A Critical And Historical Study Of Its Development (6) An Introduction To The Infinitesimal Calculus
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20ERIC ED096171: The Teaching Of Arithmetic. National Council Of Teachers Of Mathematics, Yearbook 10 [1935].

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In the first chapter Brownell critically examines the psychological bases of the three most common theories of arithmetic instruction: drill, incidental learning, and meaning. In chapter 2 the results of a nation-wide survey of actual teaching practices are reported. Chapter 3 presents a contrast between "informational arithmetic" and "computational arithmetic." In chapter 4 "social utility" is defined much more broadly than just "computationally useful," and implications for arithmetic instruction are discussed. Following this is a survey of opportunities for use of arithmetic in an activity program, with specific examples. Chapter 6 discusses practices in the teaching of fractions and decimals, followed by the report of a study on transfer by Overman. Reported in chapter 7 are the results of a survey on current practices in teacher-training courses in arithmetic. Two chapters are devoted to transfer of training in arithmetic and types of drill; using these as a basis, David Eugene Smith expounds on the past, present, and future of instruction in arithmetic. In chapter 11 arithmetic is considered from a mathematical viewpoint as contrasted to a pedagogical viewpoint. Next Gestalt psychology is discussed, with implications for mathematics teaching. The last chapter compares the efficiency of different methods for division. (LS)

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  • Title: ➤  ERIC ED096171: The Teaching Of Arithmetic. National Council Of Teachers Of Mathematics, Yearbook 10 [1935].
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21ERIC ED022712: The Development Of Single Concept Audio-Visual Devices For Teaching Arithmetic Concepts To Low Achieving High School Students. Final Report.

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The main objective of this project was to develop effective multi-sensory aids for individual use by high school students who have not achieved a functional mastery of mathematics. Nineteen audiovisual devices directed specifically at the low achiever were developed from three specific devices--audio tape, audio tape with slides, and video tape. Two types of exercises were developed using audio tape. One type is an exercise designed to increase the low achiever's speed with basic facts and skills, and the other is a story problem exercise. Thirteen audio tape and slide programs were developed from materials utilizing fundamental concepts in mathematics. Finally, four video tape programs were developed for fractions, story problems, area, and volume. Responses to follow-up sheets administered to participating students have shown that these audiovisual materials represent an advance in the individualizing of instruction for low achievers among high school students. (RP)

“ERIC ED022712: The Development Of Single Concept Audio-Visual Devices For Teaching Arithmetic Concepts To Low Achieving High School Students. Final Report.” Metadata:

  • Title: ➤  ERIC ED022712: The Development Of Single Concept Audio-Visual Devices For Teaching Arithmetic Concepts To Low Achieving High School Students. Final Report.
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  • Language: English

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22The Teaching Of Primary Arithmetic; A Critical Study Of Recent Tendencies In Method

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The main objective of this project was to develop effective multi-sensory aids for individual use by high school students who have not achieved a functional mastery of mathematics. Nineteen audiovisual devices directed specifically at the low achiever were developed from three specific devices--audio tape, audio tape with slides, and video tape. Two types of exercises were developed using audio tape. One type is an exercise designed to increase the low achiever's speed with basic facts and skills, and the other is a story problem exercise. Thirteen audio tape and slide programs were developed from materials utilizing fundamental concepts in mathematics. Finally, four video tape programs were developed for fractions, story problems, area, and volume. Responses to follow-up sheets administered to participating students have shown that these audiovisual materials represent an advance in the individualizing of instruction for low achievers among high school students. (RP)

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23Manual Of The System Of Teaching Reading, Writing, Arithmetic, And Needle-work, In The ...

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24The Teaching Of Arithmetic

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45 52

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25The Teaching Of Arithmetic - The Tenth Yearbook

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26The Teaching Of Arithmetic In Primary Schools

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27The Teaching Of Arithmetic

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45 52

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28The Teaching Of Arithmetic

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45 52

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29The Teaching Of Arithmetic

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45 52

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30Teaching The Meaning Of Arithmetic

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31The Teaching Of Primary Arithmetic; A Critical Study Of Recent Tendencies In Method

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32Manual Of The Lancasterian System, Of Teaching Reading, Writing, Arithmetic, And Needle-work, As Practised In The Schools Of The Free-society, Of New York

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33The Falsity Of The Grube Method Of Teaching Primary Arithmetic

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34ERIC ED202693: Estimating The Outcome Of A Task As A Heuristic Strategy In Arithmetic Problem Solving: A Teaching Experiment With Sixth-Graders. Report No. 27.

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The two main objectives of the present study were to get a better understanding of sixth-graders' solution processes with respect to arithmetic word problems and to investigate the possibility of improving children's problem-solving ability through instruction. As background for the study, a hypothetical model of the problem-solving process was developed based on previous research. In the first part of the investigation, quantitative and qualitative data on the forms of problem-solving behavior were collected in two classes. In this ascertaining study, important shortcomings in children's solution strategies were discovered, and it was hypothesized that these shortcomings could be overcome by instruction. Therefore a teaching experiment was undertaken during a two-week period involving teaching the experimental class a solution-strategy for word problems in which estimating the outcome of a problem was a central concern. Estimating a problem's outcome systematically before working out the solution was expected to be an effective heuristic strategy that induces pupils to analyze the problem on the one hand and to anticipate the solution on the other. At the end of the teaching program, a posttest was administered to the experimental and the control groups. The results of this experiment are discussed. (Author/MP)

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35ERIC ED216904: An Exploratory Investigation Of The Effect Of Teaching Primary Grade Children To Use Specific Problem Solving Strategies In Solving Simple Arithmetic Story Problems.

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This study involved the development and experimental tryout of 22 lessons designed to teach 23 primary grade children a set of specific procedures, focusing on the drawing of meaningful diagrams, for analyzing and solving arithmetic story problems. Major dependent variables studied were gain on (1) a 20-item test on stories of the eight types taught and (2) a transfer 20-item test. Gains on both variables were significant. Samples of student work from each class session provided the basis for a qualitative analysis of student progress. The study also investigated differences in pupil performance as these were related to differences in story type. (Author/MNS)

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36The Teaching Of Arithmetic

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This study involved the development and experimental tryout of 22 lessons designed to teach 23 primary grade children a set of specific procedures, focusing on the drawing of meaningful diagrams, for analyzing and solving arithmetic story problems. Major dependent variables studied were gain on (1) a 20-item test on stories of the eight types taught and (2) a transfer 20-item test. Gains on both variables were significant. Samples of student work from each class session provided the basis for a qualitative analysis of student progress. The study also investigated differences in pupil performance as these were related to differences in story type. (Author/MNS)

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37The Psychology Of Number And Its Applications To Methods Of Teaching Arithmetic

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38A Critical Summary Of Research Relating To The Teaching Of Arithmetic

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"Bibliography of investigations pertaining to methods of teaching arithmetic": p. 108-115

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39The Psychology And Teaching Of Arithmetic (1937)

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Book Source: Digital Library of India Item 2015.12113 dc.contributor.author: Wheat Harry Grove dc.date.accessioned: 2015-06-23T01:30:18Z dc.date.available: 2015-06-23T01:30:18Z dc.date.digitalpublicationdate: 2005-09-10 dc.date.citation: 1937 dc.identifier: Librarian, Bits-Pilani dc.identifier.barcode: 99999990149037 dc.identifier.origpath: /data1/upload/0004/134 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/12113 dc.description.scanningcentre: C-DAC, Noida dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 610 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: D. C. Heath And Company, London dc.rights: Copyright Permitted dc.source.library: Central Library, Bits- Pilani dc.subject.classification: Philosophy Psychology dc.subject.keywords: Number dc.subject.keywords: Counting dc.title: The Psychology And Teaching Of Arithmetic (1937)

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40The Teaching Of Arithmetic

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Book Source: Digital Library of India Item 2015.12113 dc.contributor.author: Wheat Harry Grove dc.date.accessioned: 2015-06-23T01:30:18Z dc.date.available: 2015-06-23T01:30:18Z dc.date.digitalpublicationdate: 2005-09-10 dc.date.citation: 1937 dc.identifier: Librarian, Bits-Pilani dc.identifier.barcode: 99999990149037 dc.identifier.origpath: /data1/upload/0004/134 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/12113 dc.description.scanningcentre: C-DAC, Noida dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 610 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: D. C. Heath And Company, London dc.rights: Copyright Permitted dc.source.library: Central Library, Bits- Pilani dc.subject.classification: Philosophy Psychology dc.subject.keywords: Number dc.subject.keywords: Counting dc.title: The Psychology And Teaching Of Arithmetic (1937)

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41The Teaching Of Arithmetic

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Book Source: Digital Library of India Item 2015.12113 dc.contributor.author: Wheat Harry Grove dc.date.accessioned: 2015-06-23T01:30:18Z dc.date.available: 2015-06-23T01:30:18Z dc.date.digitalpublicationdate: 2005-09-10 dc.date.citation: 1937 dc.identifier: Librarian, Bits-Pilani dc.identifier.barcode: 99999990149037 dc.identifier.origpath: /data1/upload/0004/134 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/12113 dc.description.scanningcentre: C-DAC, Noida dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 610 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: D. C. Heath And Company, London dc.rights: Copyright Permitted dc.source.library: Central Library, Bits- Pilani dc.subject.classification: Philosophy Psychology dc.subject.keywords: Number dc.subject.keywords: Counting dc.title: The Psychology And Teaching Of Arithmetic (1937)

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42The Teaching Of Arithmetic

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Book Source: Digital Library of India Item 2015.12113 dc.contributor.author: Wheat Harry Grove dc.date.accessioned: 2015-06-23T01:30:18Z dc.date.available: 2015-06-23T01:30:18Z dc.date.digitalpublicationdate: 2005-09-10 dc.date.citation: 1937 dc.identifier: Librarian, Bits-Pilani dc.identifier.barcode: 99999990149037 dc.identifier.origpath: /data1/upload/0004/134 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/12113 dc.description.scanningcentre: C-DAC, Noida dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 610 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: D. C. Heath And Company, London dc.rights: Copyright Permitted dc.source.library: Central Library, Bits- Pilani dc.subject.classification: Philosophy Psychology dc.subject.keywords: Number dc.subject.keywords: Counting dc.title: The Psychology And Teaching Of Arithmetic (1937)

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43The Psychology Of Number And Its Applications To Methods Of Teaching Arithmetic

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32

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44The Normal: Or, Methods Of Teaching The Common Branches, Orthoepy, Orthography, Grammar, Geography, Arithmetic And Elocution ..

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First published 1859

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45The Normal; Or, Methods Of Teaching The Common Branches, Orthoepy, Orthography, Grammar, Geography, Arithmetic And Elocution

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2 p. \U+fffd\., iii-vi, [2], 9-456 p. 21 cm

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46The Teaching Of Arithmetic; A Manual For Teachers

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2 p. \U+fffd\., iii-vi, [2], 9-456 p. 21 cm

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  • Language: English

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47The Teaching Of Arithmetic; A Manual For Teachers

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2 p. \U+fffd\., iii-vi, [2], 9-456 p. 21 cm

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48The Teaching Of Arithmetic

2 p. \U+fffd\., iii-vi, [2], 9-456 p. 21 cm

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49The Teaching Of Arithmetic

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2 p. \U+fffd\., iii-vi, [2], 9-456 p. 21 cm

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50The Teaching Of Arithmetic

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Source: The Open Library

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1The teaching of arithmetic

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“The teaching of arithmetic” Metadata:

  • Title: The teaching of arithmetic
  • Author:
  • Language: English
  • Number of Pages: Median: 550
  • Publisher: ➤  D. Appleton-Century company, incorporated
  • Publish Date:

Edition Identifiers:

Access and General Info:

  • First Year Published: 1934
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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2The teaching of arithmetic

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“The teaching of arithmetic” Metadata:

  • Title: The teaching of arithmetic
  • Author:
  • Language: English
  • Number of Pages: Median: 456
  • Publisher: ➤  D. Appleton and company - D. Appleton-Century company, incorporated
  • Publish Date:
  • Publish Location: London - New York - Chicago

“The teaching of arithmetic” Subjects and Themes:

Edition Identifiers:

Access and General Info:

  • First Year Published: 1916
  • Is Full Text Available: Yes
  • Is The Book Public: Yes
  • Access Status: Public

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    3The teaching of arithmetic

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    “The teaching of arithmetic” Metadata:

    • Title: The teaching of arithmetic
    • Author:
    • Language: English
    • Number of Pages: Median: 393
    • Publisher: D. Appleton and Company
    • Publish Date:
    • Publish Location: Chicago - New York

    “The teaching of arithmetic” Subjects and Themes:

    Edition Identifiers:

    Access and General Info:

    • First Year Published: 1921
    • Is Full Text Available: Yes
    • Is The Book Public: Yes
    • Access Status: Public

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      4The Teaching of Arithmetic: A Manual for Teachers

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      Book's cover

      “The Teaching of Arithmetic: A Manual for Teachers” Metadata:

      • Title: ➤  The Teaching of Arithmetic: A Manual for Teachers
      • Author:
      • Number of Pages: Median: 411
      • Publisher: D. Appleton and company
      • Publish Date:

      Edition Identifiers:

      Access and General Info:

      • First Year Published: 1921
      • Is Full Text Available: Yes
      • Is The Book Public: Yes
      • Access Status: Public

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