Orange You Glad I DID Say “Fraction Division”?

Chapter 4 reconsiders the question of primitivist representation in light of the theoretical and historical arguments presented in Chapters 1 through 3. Discussing works by Emil Nolde, D. H. Lawrence, Langston Hughes, and Jacques Roumain, it argues that primitivism has an inherent tendency to transcend any fixed notion or representation of the primitive, and that it is the work itself that must produce the sought-for primitive experience. Thus we find a vacillation between concrete representations of “primitive” remnants and an abstracted, nonspecific ideal of the primitive to come.

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Quantised affine algebras and parameter-dependent R-matrices

Bulletin of the Australian Mathematical Society ◽

10.1017/s0004972700014040 ◽

1995 ◽

Vol 51 (2) ◽

pp. 177-194 ◽

Cited By ~ 15

Author(s):

Anthony J. Bracken ◽

Mark D. Gould ◽

Yao-Zhong Zhang

Keyword(s):

Explicit Formula ◽

Lie Algebra ◽

Simple Lie Algebra ◽

Affine Lie Algebra ◽

Affine Algebras ◽

Parameter Dependent ◽

Concrete Representations

Let Uq(G(1)) be a quantised non-twisted affine Lie algebra with Uq(G) the corresponding quantised simple Lie algebra. Using the previously obtained universal R-matrices for and , explicitly spectral-dependent universal R-matrices for Uq(A1) and Uq(A2) are determined. These spectral-dependent universal R-matrices are evaluated in some concrete representations; well-known results for the fundamental representations are reproduced, and an explicit formula for the spectral-dependent R-matrix associated with the V(3) ⊗ V(6) module is derived, where V(3) and V(6) carry the 3- and 6-dimensional representations of Uq(A2), respectively.

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Number lines, but not area models, support children’s accuracy and conceptual models of fraction division

Contemporary Educational Psychology ◽

10.1016/j.cedpsych.2019.03.011 ◽

2019 ◽

Vol 58 ◽

pp. 288-298 ◽

Cited By ~ 2

Author(s):

Pooja G. Sidney ◽

Clarissa A. Thompson ◽

Ferdinand D. Rivera

Keyword(s):

Conceptual Models ◽

Fraction Division ◽

Number Lines

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A Look at Division with Fractions

The Arithmetic Teacher ◽

10.5951/at.30.5.0038 ◽

1983 ◽

Vol 30 (5) ◽

pp. 38-41 ◽

Cited By ~ 1

Author(s):

Evelyn M. Silvia

Keyword(s):

Overhead Projector ◽

Equivalent Fractions ◽

Graph Paper ◽

Combined Use ◽

Multiplication Of Fractions ◽

Concrete Representations

Graph paper can be used for concrete representations of both fractions and operations with fractions. The combined use of graph paper and an overhead projector makes the presentation even more convincing. The paragraphs that follow are a description of how I have used graph paper to illustrate the algorithm for the division offractions. The activities on division were preceded by activ ities that covered equivalent fractions, as well as addition and multiplication of fractions.

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