scholarly journals Irrational numbers in English language textbooks, 1890–1915: Constructions and postulates for the completeness of the real numbers

1992 ◽  
Vol 19 (2) ◽  
pp. 158-176 ◽  
Author(s):  
R.P Burn
Author(s):  
Алексеенко ◽  
A. Alekseenko ◽  
Лихачева ◽  
M. Likhacheva

The article is devoted to the study of the peculiarities of real numbers in the discipline "Algebra and analysis" in the secondary school. The theme of "Real numbers" is not easy to understand and often causes difficulties for students. However, the study of this topic is now being given enough attention and time. The consequence is a lack of understanding of students and school-leavers, what constitutes the real numbers, irrational numbers. At the same time the notion of a real number is required for further successful study of mathematics. To improve the efficiency of studying the topic and form a clear idea about the different numbers offered to add significantly to the material of modern textbooks, increase the number of hours in the study of real numbers, as well as to include in the school course of algebra topics "Complex numbers" and "Algebraic structures".


2021 ◽  
pp. 1-57
Author(s):  
Sam Clarke ◽  
Jacob Beck

Abstract On a now orthodox view, humans and many other animals possess a “number sense,” or approximate number system (ANS), that represents number. Recently, this orthodox view has been subject to numerous critiques that question whether the ANS genuinely represents number. We distinguish three lines of critique—the arguments from congruency, confounds, and imprecision—and show that none succeed. We then provide positive reasons to think that the ANS genuinely represents numbers, and not just non-numerical confounds or exotic substitutes for number, such as “numerosities” or “quanticals,” as critics propose. In so doing, we raise a neglected question: numbers of what kind? Proponents of the orthodox view have been remarkably coy on this issue. But this is unsatisfactory since the predictions of the orthodox view, including the situations in which the ANS is expected to succeed or fail, turn on the kind(s) of number being represented. In response, we propose that the ANS represents not only natural numbers (e.g. 7), but also non-natural rational numbers (e.g. 3.5). It does not represent irrational numbers (e.g. √2), however, and thereby fails to represent the real numbers more generally. This distances our proposal from existing conjectures, refines our understanding of the ANS, and paves the way for future research.


2016 ◽  
Vol 13 (1) ◽  
pp. 77
Author(s):  
Puspalata C A/P Suppiah ◽  
Ramesh Nair

There is evidence to suggest that young children more readily absorb the subtle messages that are encoded in any type of text and talk, and what they take away from these texts contributes in helping them develop their own identity in relation to their role in society. In this paper, we examine the construction of ethnic identity in a selection of English language textbooks targeted at young Malaysian children in primary schools. Based on a content analysis of visual and verbal language in two Primary Three English language textbooks, we report on the encoded messages that are transmitted to young Malaysian children about their place in society. The findings reveal significant imbalances in the way characters of different ethnic backgrounds are represented. This imbalance is a cause for concern as the message conveyed to young Malaysian children could be potentially damaging. Keywords: textbook, ethnicity, identity construction


1995 ◽  
Vol 38 (2) ◽  
pp. 223-229
Author(s):  
John Lindsay Orr

AbstractA linearly ordered set A is said to shuffle into another linearly ordered set B if there is an order preserving surjection A —> B such that the preimage of each member of a cofinite subset of B has an arbitrary pre-defined finite cardinality. We show that every countable linearly ordered set shuffles into itself. This leads to consequences on transformations of subsets of the real numbers by order preserving maps.


2007 ◽  
Vol 72 (1) ◽  
pp. 119-122 ◽  
Author(s):  
Ehud Hrushovski ◽  
Ya'acov Peterzil

AbstractWe use a new construction of an o-minimal structure, due to Lipshitz and Robinson, to answer a question of van den Dries regarding the relationship between arbitrary o-minimal expansions of real closed fields and structures over the real numbers. We write a first order sentence which is true in the Lipshitz-Robinson structure but fails in any possible interpretation over the field of real numbers.


2011 ◽  
Vol 54 (2) ◽  
pp. 411-422
Author(s):  
Jaroslav Hančl ◽  
Radhakrishnan Nair ◽  
Simona Pulcerova ◽  
Jan Šustek

AbstractContinuing earlier studies over the real numbers, we study the expressible set of a sequence A = (an)n≥1 of p-adic numbers, which we define to be the set EpA = {∑n≥1ancn: cn ∈ ℕ}. We show that in certain circumstances we can calculate the Haar measure of EpA exactly. It turns out that our results extend to sequences of matrices with p-adic entries, so this is the setting in which we work.


1851 ◽  
Vol 1 (1) ◽  
pp. 40-46
Author(s):  
Edwin James Farren

The term scholar, as current in the English language, has two extreme acceptations, tyro and proficient; or what the later Greeks fancifully termed the alpha and omega of acquirement. If we attempt to trace the steps by which even the adult student of any especial branch of professional or literary knowledge has fairly passed the boundary defined by the one meaning in passing on to that position denoted by the other, it will commonly be found, that in place of that lucid order, that straight line from point to point, which theory and resolve generally premise, the real order of acquirement has been desultory—the real line of progression, circuitous and uncertain.


Author(s):  
Lorenz Halbeisen ◽  
Regula Krapf
Keyword(s):  

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