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.

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.

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 Third Grade Students’ Use of Relational Thinking

Mathematics ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 187
Author(s):  
Marta Molina ◽  
Encarnación Castro
Keyword(s):  
Number Sense ◽  
Number System ◽  
Teaching Experiment ◽  
Third Grade ◽  
Relational Thinking ◽  
Arithmetic Properties ◽  
Third Grade Students ◽  
Decimal Number ◽  
Mathematics Curricula ◽  
Arithmetic Expressions

Current mathematics curricula have as one of their fundamental objectives the development of number sense. This is understood as a set of skills. Some of them have an algebraic nature such as acquiring an abstract understanding of relations between numbers, developing awareness of properties and of the structure of the decimal number system and using it in a strategic manner. In this framework, the term relational thinking directs attention towards a way of working with arithmetic expressions that promotes relations between their terms and the use of properties. A teaching experiment has allowed to characterize the way in which third grade students use this type of thinking for solving number equalities by distinguishing four profiles of use. These profiles inform about how students employ relations and arithmetic properties to solve the equalities. They also ease the description of the evolution of the use of relational thinking along the sessions in the classroom. Uses of relational thinking of different sophistication are distinguished depending on whether a general known rule is applied, or relations and properties are used in a flexible way. Results contribute to understanding the process of developing the algebraic component of number sense.

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.

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.

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