On My Mind: Let's Take Another Look at Pi Day

2002 ◽  
Vol 7 (7) ◽  
pp. 374-375
Author(s):  
Terrel Trotter
Keyword(s):  
Number System ◽  
Fundamental Concept ◽  
Place Value ◽  
Decimal Number ◽  
Mathematical Activities

IN OUR EARNEST DESIRE TO EDUCATE OUR students about the great importance and significance of the number p by celebrating with special mathematical activities on March 14, we just may be teaching a concept that we had not intended or that we are overlooking altogether. I am referring here to the fundamental concept of the place-value structure of our decimal number system.

Modeling 10-ness using Tech-knowledgy

2012 ◽  
Vol 18 (9) ◽  
pp. 574-578 ◽  
Author(s):  
Jennifer Suh ◽  
Padmanabhan Seshaiyer
Keyword(s):  
Number Sense ◽  
Number System ◽  
Place Value ◽  
Teaching Mathematics ◽  
Technology Knowledge ◽  
Knowledge For Teaching ◽  
Decimal Number

Foundational in understanding place value and our decimal number system, this concept is explored through a practiced-based activity designed to develop teachers' technology knowledge for teaching mathematics. The activity focuses on number sense using online applets and various related models and representations.

Understanding Meanings in Arithmetic

1958 ◽  
Vol 5 (2) ◽  
pp. 96-99
Author(s):  
David Rappaport
Keyword(s):  
Number System ◽  
Place Value ◽  
Decimal Number ◽  
Difference Of Opinion

During the last twenty years a great deal has been written about “meaningful arithmetic.” Although there is some confusion over the terminology surrounding meaningful arithmetic as well as difference of opinion as to what constitutes a program of meaningful arithmetic, the term itself has been generally accepted by teachers and administrators. There is general agreement, expressed in the literature, that the basic meanings in arithmetic include the understanding of counting, place value, the decimal number system, the meaning of addition, subtraction, multiplication, and division with integers, fractions, and decimals, and the meaning of percentage.

Amazing Rainforests

2015 ◽  
Vol 21 (6) ◽  
pp. 334-335
Author(s):  
Lisa Englard
Keyword(s):  
Number System ◽  
Place Value ◽  
Number Systems ◽  
Decimal Number ◽  
The World

Exploring the rainforests of the world provides an opportunity to discover an amazing feature of our number system, place value. A revolutionary development in number systems, place value allows us to express and compute very large and very small numbers efficiently. The problems presented this month offer an opportunity for students to think about base-ten units, flexible bundling and unbundling, and the positional notation that forms the foundation of our base-ten decimal number system.

scholarly journals Developing Number Sense: An Approach to Initiate Algebraic Thinking in Primary Education

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 518
Author(s):  
Natividad Adamuz-Povedano ◽  
Elvira Fernández-Ahumada ◽  
M. Teresa García-Pérez ◽  
Jesús Montejo-Gámez
Keyword(s):  
Teaching And Learning ◽  
Number Sense ◽  
Methodological Approach ◽  
Number System ◽  
Algebraic Thinking ◽  
First Year ◽  
Symbolic Language ◽  
Decimal Number ◽  
Language Characteristic ◽  
Theoretical Foundations

Traditionally, the teaching and learning of algebra has been addressed at the beginning of secondary education with a methodological approach that broke traumatically into a mathematical universe until now represented by numbers, with bad consequences. It is important, then, to find methodological alternatives that allow the parallel development of arithmetical and algebraic thinking from the first years of learning. This article begins with a review of a series of theoretical foundations that support a methodological proposal based on the use of specific manipulative materials that foster a deep knowledge of the decimal number system, while verbalizing and representing quantitative situations that underline numerical relationships and properties and patterns of numbers. Developing and illustrating this approach is the main purpose of this paper. The proposal has been implemented in a group of 25 pupils in the first year of primary school. Some observed milestones are presented and analyzed. In the light of the results, this well-planned early intervention contains key elements to initiate algebraic thinking through the development of number sense, naturally enhancing the translation of purely arithmetical situations into the symbolic language characteristic of algebraic thinking.

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 Genetic code as an image of the mirror image. Supplement 1

2019 ◽  
Author(s):  
Miloje M. Rakočević
Keyword(s):  
Amino Acids ◽  
Genetic Code ◽  
Binary Tree ◽  
Mirror Symmetry ◽  
Essential Feature ◽  
Binary Sequence ◽  
Number System ◽  
Mirror Image ◽  
Chemical Similarity ◽  
Decimal Number

Searching for the answer to the question why – in the generating of the genetic code – only mirror symmetrical left and not right amino acids (AAs) were selected, in a previous work we showed the existence of a double Boolean "triangle" in mirror symmetry, with superposition of the top vertices: 00 -11-22 / 22-11-00 → 00-11-22-11-00 [0 as 000; 1 as 001; 2 as 010] (Rakočević, 2019a). The resulting sequence, summed with the binary sequence of a 6-bit binary tree, split with a mirror in the middle (101/010) [as in Dirac's positron / electron mirror], results in a sequence of decimal number system: 02-13-24-16-05, where a smaller number (010 = 2) was added three times and a larger number (101 = 5) twice (Survey 1). The mirror image of the obtained decimal sequence (20-31-42-61-50) is 100% consistent with the arrangement of protein AAs, arranged according to strict chemical similarity (Rakočević, 2019a, Table 3). Starting from this result, the paper of which this is a supplement, presents new insights and new examples of mirror symmetry valid for the genetic code, showing that mirror symmetry is also in other respects an essential feature of the genetic code. In this Supplement are given the further new insights.

Introducing Our Numbering System in the Primary Grades

1957 ◽  
Vol 4 (2) ◽  
pp. 61-63
Author(s):  
William H. Hausdoerffer
Keyword(s):  
High School ◽  
Primary Grades ◽  
Number System ◽  
Place Value ◽  
Numbering System ◽  
Early Grades

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.

A better understanding of our number system

1962 ◽  
Vol 9 (2) ◽  
pp. 71-73
Author(s):  
Eileen K. Claspill
Keyword(s):  
Number System ◽  
Place Value ◽  
The Third ◽  
The One

Most students and many adults have difficulty understanding our number system. The Hindu-Arabic system which we use is a tens system. The place value, beyond the units place, that each number holds is based on the power of the number ten. For example, the nine in 1906 is in the hundreds place which means that its value is nine times ten squared. The one is in the thousands place which means that its value is one times ten cubed or one times ten to the third power (10×l0×l0).

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