The Number Sense Represents (Rational) Numbers
نویسندگان
چکیده
منابع مشابه
Rational-number comparison across notation: Fractions, decimals, and whole numbers.
Although fractions, decimals, and whole numbers can be used to represent the same rational-number values, it is unclear whether adults conceive of these rational-number magnitudes as lying along the same ordered mental continuum. In the current study, we investigated whether adults' processing of rational-number magnitudes in fraction, decimal, and whole-number notation show systematic ratio-de...
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This paper deals with rational base number systems for p-adic numbers. We mainly focus on the system proposed by Akiyama et al. in 2008, but we also show that this system is in some sense isomorphic to some other rational base number systems by means of finite transducers. We identify the numbers with finite and eventually periodic representations and we also determine the number of representat...
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The concept of Erd} os number is well known among mathematicians and somewhat known more generally (see, for example, de Castro & Grossman, 1999] or the web site Paul Erd} os, who died in late 1996, was a mathematician who was author or coauthor|most often the latter|of nearly 1500 papers and had nearly 500 coauthors. By deenition, Erd} os had Erd} os number zero, his collaborators had Erd} os ...
متن کاملThe Number of Rational Numbers Determined by Large Sets of Integers
When A and B are subsets of the integers in [1, X] and [1, Y ] respectively, with |A| ≥ αX and |B| ≥ βX , we show that the number of rational numbers expressible as a/b with (a, b) in A × B is (αβ) XY for any > 0, where the implied constant depends on alone. We then construct examples that show that this bound cannot in general be improved to αβXY . We also resolve the natural generalisation of...
متن کاملTeaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias
ion. ops and the conceptual restructuring that is required for the transformation to take place from the concept of whole numbers to that of fraction numbers in children. Initially, there was an ill-conceived start. The conventional “double-counts” treatment of fractions in classroom fails to help children differentiate fraction numbers from whole numbers (Davydov & Tsvetkovich, 1991; Kieren, 1...
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ژورنال
عنوان ژورنال: Behavioral and Brain Sciences
سال: 2021
ISSN: 0140-525X,1469-1825
DOI: 10.1017/s0140525x21000571