The benefits of a metacognitive lesson on children’s understanding of mathematical equivalence, arithmetic, and place value.

2021 ◽  
Author(s):  
Emily R. Fyfe ◽  
Collin Byers ◽  
Lindsey J. Nelson
Keyword(s):  
Place Value ◽  
Mathematical Equivalence

Facilitating Mathematical Practices through Visual Representations

2017 ◽  
Vol 23 (7) ◽  
pp. 404-412
Author(s):  
Aki Murata ◽  
Chana Stewart
Keyword(s):  
First Graders ◽  
Visual Representations ◽  
Place Value ◽  
Mathematical Practices ◽  
Number Lines ◽  
Practice Standards

This set of lesson examples demonstrates effective uses of magnets, number lines, and ten-frames to implement practice standards as first graders use place value to solve addition problems.

The Influence of Structural Aspects of the English Counting Word System on the Teaching and Learning of Place Value

1998 ◽  
Vol 59 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Ian Thompson
Keyword(s):  
Young Children ◽  
Teaching And Learning ◽  
Place Value ◽  
Single Digit ◽  
Value System ◽  
Number Words ◽  
Large Numbers ◽  
Structural Aspects

The influence of structural aspects of the English counting word system on the teaching and learning of place value In their discussion of the teaching of place value to young children Fuson and Briars (1990) describe the extent to which the English spoken system of number words constitutes a ‘named value’ system for large numbers. They argue that, because two-digit numbers are not ‘named value’, teachers should move from teaching single-digit calculations to teaching calculations with large numbers, only returning to two-digit numbers when children are familiar with the standard written algorithms. This article uses transcriptions of children calculating mentally to suggest that they appear to take advantage of the ‘partitionable’ aspect of the language associated with two-digit numbers - an aspect that Fuson and Briars (1990) appear to have ignored. These examples appear to raise questions about their recommendation that teachers should progress from single-digit to large number calculations.

Multiplication by 10 base-5: Making Sense of Place Value Structure Through an Alternate Base

2015 ◽  
Vol 3 (2) ◽  
pp. 83-98
Author(s):  
Jodi Fasteen ◽  
Kathleen Melhuish ◽  
Eva Thanheiser
Keyword(s):  
Preservice Teachers ◽  
Conceptual Understanding ◽  
Sense Of Place ◽  
Number System ◽  
Place Value ◽  
Mathematical Activity ◽  
Making Sense ◽  
Procedural Fluency ◽  
Whole Number

Prior research has shown that preservice teachers (PSTs) are able to demonstrate procedural fluency with whole number rules and operations, but struggle to explain why these procedures work. Alternate bases provide a context for building conceptual understanding for overly routine rules. In this study, we analyze how PSTs are able to make sense of multiplication by 10five in base five. PSTs' mathematical activity shifted from a procedurally based concatenated digits approach to an explanation based on the structure of the place value number system.

scholarly journals The Weighted Arithmetic Mean–Geometric Mean Inequality is Equivalent to the Hölder Inequality

Symmetry ◽  
2018 ◽  
Vol 10 (9) ◽  
pp. 380 ◽  
Author(s):  
Yongtao Li ◽  
Xian-Ming Gu ◽  
Jianxing Zhao
Keyword(s):  
Geometric Mean ◽  
Arithmetic Mean ◽  
Hölder Inequality ◽  
Power Mean ◽  
Weighted Arithmetic ◽  
Mathematical Equivalence ◽  
Power Mean Inequality ◽  
Mathematical Relations

In the current note, we investigate the mathematical relations among the weighted arithmetic mean–geometric mean (AM–GM) inequality, the Hölder inequality and the weighted power-mean inequality. Meanwhile, the proofs of mathematical equivalence among the weighted AM–GM inequality, the weighted power-mean inequality and the Hölder inequality are fully achieved. The new results are more generalized than those of previous studies.

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