The number line in the primary grades

1961 ◽  
Vol 8 (2) ◽  
pp. 75-76
Author(s):  
Robert B. Ashlock

If new arithmetic processes are to be introduced successfully in the primary grades, pupils must understand the number system thoroughly. The number line can often be used to deepen understandings, through experiences which follow initial concrete manipulation but precede the more abst ract computational problems.

2016 ◽  
Vol 283 (1827) ◽  
pp. 20160083 ◽  
Author(s):  
Helen M. Ditz ◽  
Andreas Nieder

The ability to estimate number is widespread throughout the animal kingdom. Based on the relative close phylogenetic relationship (and thus equivalent brain structures), non-verbal numerical representations in human and non-human primates show almost identical behavioural signatures that obey the Weber–Fechner law. However, whether numerosity discriminations of vertebrates with a very different endbrain organization show the same behavioural signatures remains unknown. Therefore, we tested the numerical discrimination performance of two carrion crows ( Corvus corone ) to a broad range of numerosities from 1 to 30 in a delayed match-to-sample task similar to the one used previously with primates. The crows' discrimination was based on an analogue number system and showed the Weber-fraction signature (i.e. the ‘just noticeable difference’ between numerosity pairs increased in proportion to the numerical magnitudes). The detailed analysis of the performance indicates that numerosity representations in crows are scaled on a logarithmically compressed ‘number line’. Because the same psychophysical characteristics are found in primates, these findings suggest fundamentally similar number representations between primates and birds. This study helps to resolve a classical debate in psychophysics: the mental number line seems to be logarithmic rather than linear, and not just in primates, but across vertebrates.


1957 ◽  
Vol 4 (2) ◽  
pp. 61-63
Author(s):  
William H. Hausdoerffer

There are many objectives for the teaching of arithmetic in the primary grades. One of the most basic of these objectives is that of helping children to understand the place value principle of our number system. It is in the early grades that foundations of understanding are developed, but it should be pointed out that not until the student has studied exponents in high school is it possible for him to consummate these understandings in the richest possible way. It is the purpose of this article to discuss some of the fundamental approaches that can be used successfully in the primary grades.


Author(s):  
Juan Ramirez

We present the real number system as a natural generalization of the natural numbers. First, we prove the co-finite topology, $Cof(\mathbb N)$, is isomorphic to the natural numbers. Then, we generalize these results to describe the continuum $[0,1]$. Then we prove the power set $2^{\mathbb Z}$ contains a subset isomorphic to the non-negative real numbers, with all its defining structure of operations and order. Finally, we provide two different constructions of the entire real number line. We see that the power set $2^{\mathbb N}$ can be given the defining structure of $\mathbb R$. The constructions here provided give simple rules for calculating addition, multiplication, subtraction, division, powers and rational powers of real numbers, and logarithms. The supremum and infimum are explicitly constructed by means of a well defined algorithm that ends in denumerable steps. In section 5 we give evidence our construction of $\mathbb N$ and $\mathbb R$ are canonical; these constructions are as natural as possible. In the same section, we propose a new axiomatic basis for analysis. In the last section we provide a series of graphic representations and physical models that can be used to represent the real number system. We conclude that the system of real numbers is completely defined by the order structure of $\mathbb N$.}


2018 ◽  
Author(s):  
Purav Patel

Mathematical cognition research has largely emphasized concepts that can be directly perceived or grounded in visuospatial referents. These include concrete number systems like natural numbers, integers, and rational numbers. Here, we investigate how a more abstract number system, the irrationals denoted by radical expressions like the square root of 2, is understood across three tasks. Performance on a magnitude comparison task suggests that people interpret irrational numbers – specifically, the radicands of radical expressions – as natural numbers. Strategy self-reports during a number line estimation task reveal that the spatial locations of irrationals are determined by referencing neighboring perfect squares. Finally, perfect squares facilitate the evaluation of arithmetic expressions. These converging results align with a constellation of related phenomena spanning tasks and number systems of varying complexity. Accordingly, we propose that the task-specific recruitment of more concrete representations to make sense of more abstract concepts (referential processing) is an important mechanism for teaching and learning mathematics.


2018 ◽  
Author(s):  
Richard Prather

Numerical comparison is a primary measure of the acuity of children’s approximate number system (ANS). ANS acuity is associated with key developmental outcomes such as symbolic number skill, standardized test scores and even employment outcomes(Halberda, Mazzocco, & Feigenson, 2008; Parsons & Bynner, 1997). We examine the relation between children’s performance on the numerical comparison task and the number line estimation task. It is important to characterize the relation between tasks in order to develop mathematics interventions that lead to transfer across tasks. We find that number line performance is significantly predicted by non-symbolic comparison performance for participants ranging in age from 5 to 8 years. We also evaluate, using a computational model, if the relation between the two tasks can be adequately explained based on known neural correlates of number perception. Data from humans and non-human primates characterizes neural activity corresponding to the perception of numerosities. Results of behavioral experimentation and computational modeling suggest that though neural coding of number predicts a correlation in participants’ performance on the two tasks, it cannot account for all of the variability in the human data. This is interpreted as consistent with accounts of number line estimation in which number line estimation does not rely solely on participants’ numerical perception.


Author(s):  
Juan P. Ramirez

We present the real number system as a natural generalization of the natural numbers. First, we prove the co-finite topology, $Cof(\mathbb N)$, is isomorphic to the natural numbers. Then, we generalize these results to describe the continuum $[0,1]$. Then we prove the power set $2^{\mathbb Z}$ contains a subset isomorphic to the non-negative real numbers, with all its defining structure of operations and order. Finally, we provide two different constructions of the entire real number line. We see that the power set $2^{\mathbb N}$ can be given the defining structure of $\mathbb R$. The constructions here provided give simple rules for calculating addition, multiplication, subtraction, division, powers and rational powers of real numbers, and logarithms. The supremum and infimum are explicitly constructed by means of a well defined algorithm that ends in denumerable steps. In section 5 we give evidence our construction of $\mathbb N$ and $\mathbb R$ are canonical; these constructions are as natural as possible. In the same section, we propose a new axiomatic basis for analysis. In the last section we provide a series of graphic representations and physical models that can be used to represent the real number system. We conclude that the system of real numbers is completely defined by the order structure of $\mathbb N$.}


1991 ◽  
Vol 1 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Eugene B. Cooper ◽  
Crystal S. Cooper

A fluency disorders prevention program for classroom use, designed to develop the feeling of fluency control in normally fluent preschool and primary grade children, is described. The program addresses the affective, behavioral, and cognitive aspects of fluency and features activities that not only develop the child’s fluency motor skills but also teach the language of fluency by developing the child’s metalinguistic skills.


2012 ◽  
Author(s):  
David Landy ◽  
Zachary J. Davis ◽  
Brian M. Guay ◽  
Megan L. Delaunay ◽  
Arthur Charlesworth ◽  
...  

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