Harvard Educational Review, Volume 31Howard Eugene Wilson Harvard University, 1961 "The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
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Page 285
... concept is now safely anchored with the rest of our experience , and can be used as a new toy with which to play new games . In what sense is the final concept , made operational by the completion of the cycle described above , an ...
... concept is now safely anchored with the rest of our experience , and can be used as a new toy with which to play new games . In what sense is the final concept , made operational by the completion of the cycle described above , an ...
Page 286
... concept is recognized as being applicable , the more likely is the formulation of the concept to be free from irrelevant trimmings . It would seem a priori probable that the larger the number of situations from which a concept has been ...
... concept is recognized as being applicable , the more likely is the formulation of the concept to be free from irrelevant trimmings . It would seem a priori probable that the larger the number of situations from which a concept has been ...
Page 296
... concept of place value whereby in the Hindu - Arabic system of numeration the position of a numeral helps to determine the number it indicates . The place value concept can be expressed algebraically by means of the function F ( Xo , X1 ...
... concept of place value whereby in the Hindu - Arabic system of numeration the position of a numeral helps to determine the number it indicates . The place value concept can be expressed algebraically by means of the function F ( Xo , X1 ...
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abstraction achievement activities American analysis answer appear Association become behavior believe called chapter child communication complete concept concerned considered course culture described direct discussion effect example experience fact field give given Harvard higher human ideas important individual institutions instruction interest involved John kind knowledge language learning less LIBRARIES machine material matter McGuffey Readers means methods moral nature objects observed organization patterns perhaps period personality position possible practice present Press problems Professor question reader reading reference relation religious Report response Review role seems sense situation social society specific suggests teacher teaching theory things tion understanding University values York
Bibliographic information
| Title | Harvard Educational Review, Volume 31 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1961 |
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