To invert or not to invert

1963 ◽  
Vol 10 (5) ◽  
pp. 274-276
Author(s):  
Claud J. Bray

The teaching of the division of fractions has been and continucs to he a conccm of Leachcrs and wri ters in Lhc field of teaching arit hmctic. Should children merely be told to in vert nnd multiply, or should Lhey divide by the common-denominator method, or would some other method better promote learning?

2012 ◽  
Vol 18 (4) ◽  
pp. 248-253
Author(s):  
Andrew M. Tyminski ◽  
James K. Dogbey

Division of fractions, a troublesome area for students, is looked at anew using a common denominator algorithm.


1966 ◽  
Vol 13 (4) ◽  
pp. 293-295
Author(s):  
Patricia M. Bergen

Division of fractions has caused confusion for pupils and irresolution in teachers for many years. Its rationalization in terms sixth-grade pupils will understand is difficult. Even the authorities on the teaching of arithmetic disagree on the best method of coping with this problem. Recommendations encompass the common denominator and inversion methods and, of late, the complex fraction (reciprocal) method.


1962 ◽  
Vol 9 (1) ◽  
pp. 10-16
Author(s):  
Lelon R. Capps

For some time there has existed a difference of opinion with regard to the effectiveness of the common-denominator and inversion methods of teaching division of fractions.


2020 ◽  
Vol 228 (1) ◽  
pp. 1-2
Author(s):  
Michael Bošnjak ◽  
Nadine Wedderhoff

Abstract. This editorial gives a brief introduction to the six articles included in the fourth “Hotspots in Psychology” of the Zeitschrift für Psychologie. The format is devoted to systematic reviews and meta-analyses in research-active fields that have generated a considerable number of primary studies. The common denominator is the research synthesis nature of the included articles, and not a specific psychological topic or theme that all articles have to address. Moreover, methodological advances in research synthesis methods relevant for any subfield of psychology are being addressed. Comprehensive supplemental material to the articles can be found in PsychArchives ( https://www.psycharchives.org ).


2011 ◽  
Vol 42 (1) ◽  
pp. 1-4 ◽  
Author(s):  
Sebastian Michalak

Motives of espionage against ones own country in the light of idiographic studies The money is perceived as the common denominator among people who have spied against their own country. This assumption is common sense and appears to be self-evident truth. But do we have any hard evidences to prove the validity of such a statement? What method could be applied to determine it? This article is a review of the motives behind one's resorting to spying activity which is a complex and multifarious process. I decided to present only the phenomenon of spying for another country. The studies on the motives behind taking up spying activity are idiographic in character. One of the basic methodological problems to be faced by the researchers of this problem is an inaccessibility of a control group.


2019 ◽  
Vol 62 (6) ◽  
pp. 88-99
Author(s):  
Andrey A. Lukashev

The typology of rationality is one of major issues of modern philosophy. In an attempt to provide a typology to Oriental materials, a researcher faces additional problems. The diversity of the Orient as such poses a major challenge. When we say “Oriental,” we mean several cultures for which we cannot find a common denominator. The concept of “Orient” involves Arabic, Indian, Chinese, Turkish and other cultures, and the only thing they share is that they are “non-Western.” Moreover, even if we focus just on Islamic culture and look into rationality in this context, we have to deal with a conglomerate of various trends, which does not let us define, with full confidence, a common theoretical basis and treat them as a unity. Nevertheless, we have to go on trying to find common directions in thought development, so as to draw conclusions about types of rationality possible in Islamic culture. A basis for such a typology of rationality in the context of the Islamic world was recently suggested in A.V. Smirnov’s logic of sense theory. However, actual empiric material cannot always fit theoretical models, and the cases that do not fit the common scheme are interesting per se. On the one hand, examination of such cases gives an opportunity to specify certain provisions of the theory and, on the other hand, to define the limits of its applicability.


1980 ◽  
Vol 56 (1) ◽  
pp. 19-20 ◽  
Author(s):  
J. S. Rowe

The cores and boundaries of land units are located by reference to relationships between climate, landform and biota in ecological land classification. This appeal to relationships, rather than to climate, or to geomorphology, or to soils, or to vegetation alone, provides the common basis for land classification.


2011 ◽  
Vol 26 (2) ◽  
pp. 217-231 ◽  
Author(s):  
L. Hunt ◽  
M. Lundberg ◽  
B. Zuckerman

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