Calculating in floating sexagesimal place value notation, 4000 years ago

2015 ◽  
Author(s):  
Christine Proust
Keyword(s):  
Place Value

Facilitating Mathematical Practices through Visual Representations

2017 ◽  
Vol 23 (7) ◽  
pp. 404-412
Author(s):  
Aki Murata ◽  
Chana Stewart
Keyword(s):  
First Graders ◽  
Visual Representations ◽  
Place Value ◽  
Mathematical Practices ◽  
Number Lines ◽  
Practice Standards

This set of lesson examples demonstrates effective uses of magnets, number lines, and ten-frames to implement practice standards as first graders use place value to solve addition problems.

The Influence of Structural Aspects of the English Counting Word System on the Teaching and Learning of Place Value

1998 ◽  
Vol 59 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Ian Thompson
Keyword(s):  
Young Children ◽  
Teaching And Learning ◽  
Place Value ◽  
Single Digit ◽  
Value System ◽  
Number Words ◽  
Large Numbers ◽  
Structural Aspects

The influence of structural aspects of the English counting word system on the teaching and learning of place value In their discussion of the teaching of place value to young children Fuson and Briars (1990) describe the extent to which the English spoken system of number words constitutes a ‘named value’ system for large numbers. They argue that, because two-digit numbers are not ‘named value’, teachers should move from teaching single-digit calculations to teaching calculations with large numbers, only returning to two-digit numbers when children are familiar with the standard written algorithms. This article uses transcriptions of children calculating mentally to suggest that they appear to take advantage of the ‘partitionable’ aspect of the language associated with two-digit numbers - an aspect that Fuson and Briars (1990) appear to have ignored. These examples appear to raise questions about their recommendation that teachers should progress from single-digit to large number calculations.

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 TROLLING FOR ENGAGEMENT: AUSTRALIAN LEGACY NEWS OUTLETS SEEKING AUDIENCE INTERACTION METRICS ON FACEBOOK THROUGH DELIBERATELY DIVISIVE CONTENT

2019 ◽  
Vol 2019 ◽  
Author(s):  
Edward Hurcombe
Keyword(s):  
Social Media ◽  
Qualitative Analysis ◽  
Place Value ◽  
Media Attention ◽  
News Content ◽  
Audience Interaction ◽  
Media Logic ◽  
Negative Feelings

This paper empirically investigates how two prominent Australian legacy news outlets – ABC News and News.com.au – operate according to what I term a social media logic of “engagement”, a concept which builds upon van Dijck & Poell’s notion of a social media logic of “popularity”. By a logic of engagement, I mean the necessity to maximize social media attention and interaction metrics. Rather than just valuing “popularity”, platforms instead place value on content that maximizes a multitude of feelings, sentiments, and reactions. Without sufficient engagement, outlets dependent on platforms such as Facebook are threatened by invisibility in the newsfeed. I specifically focus on the operations of ABC News and News.com.au on Facebook from 21 March 2018 – 10 April 2018. Within this period, I collected all the posts from each page, which amounted to 44 posts in total. From these posts, I strategically selected six posts of varying levels of engagement for closer qualitative analysis, with an emphasis on language and imagery. My findings in this paper suggest that the drive for monetizable and algorithmically-valued audience metrics on Facebook can encourage divisive and provocative news content that arouses strong negative feelings and promotes conflict. Trolls are those that deceive other users of their intentions, and seek to sow discord for their own purposes. Thus, it is beneficial to think about a potentially emerging practice of news “trolling”, as it appears that news outlets are adopting faux-naïve, and deliberately incendiary, practices when pursuing engagement.

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