Journal articles: 'Number concept'

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Jones, Max. "Number concepts for the concept empiricist." Philosophical Psychology 29, no. 3 (October 15, 2015): 334–48. http://dx.doi.org/10.1080/09515089.2015.1088147.

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Overmann, Karenleigh A. "Constructing a concept of number." Journal of Numerical Cognition 4, no. 2 (September 7, 2018): 464–93. http://dx.doi.org/10.5964/jnc.v4i2.161.

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Numbers are concepts whose content, structure, and organization are influenced by the material forms used to represent and manipulate them. Indeed, as argued here, it is the inclusion of multiple forms (distributed objects, fingers, single- and two-dimensional forms like pebbles and abaci, and written notations) that is the mechanism of numerical elaboration. Further, variety in employed forms explains at least part of the synchronic and diachronic variability that exists between and within cultural number systems. Material forms also impart characteristics like linearity that may persist in the form of knowledge and behaviors, ultimately yielding numerical concepts that are irreducible to and functionally independent of any particular form. Material devices used to represent and manipulate numbers also interact with language in ways that reinforce or contrast different aspects of numerical cognition. Not only does this interaction potentially explain some of the unique aspects of numerical language, it suggests that the two are complementary but ultimately distinct means of accessing numerical intuitions and insights. The potential inclusion of materiality in contemporary research in numerical cognition is advocated, both for its explanatory power, as well as its influence on psychological, behavioral, and linguistic aspects of numerical cognition.

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Reshma, R., and Dr R. Balakumar. "The Concept of Fuzzy Number." International Journal of Mathematics Trends and Technology 65, no. 7 (July 25, 2019): 225–34. http://dx.doi.org/10.14445/22315373/ijmtt-v65i7p528.

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Overmann, Karenleigh A., Thomas Wynn, and Frederick L. Coolidge. "The prehistory of number concept." Behavioral and Brain Sciences 34, no. 3 (May 19, 2011): 142–44. http://dx.doi.org/10.1017/s0140525x10002189.

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AbstractCarey leaves unaddressed an important evolutionary puzzle: In the absence of a numeral list, how could a concept of natural number ever have arisen in the first place? Here we suggest that the initial development of natural number must have bootstrapped on a material culture scaffold of some sort, and illustrate how this might have occurred using strings of beads.

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Damerow, Peter. "Number as a Second-Order Concept." Science in Context 9, no. 2 (1996): 139–49. http://dx.doi.org/10.1017/s0269889700002386.

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My contribution will focus on a central issue of Yehuda Elkana's anthropology of knowledge — namely, the role of reflectivity in the development of knowledge. Let me therefore start with a quotation from Yehuda's paper “Experiment as a Second-Order Concept.”

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Wesley, Frank. "Number Concept Formation in the Rat." Zeitschrift für Tierpsychologie 16, no. 5 (April 26, 2010): 605–27. http://dx.doi.org/10.1111/j.1439-0310.1959.tb02077.x.

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Peacocke, Christopher. "The concept of a natural number." Australasian Journal of Philosophy 76, no. 1 (March 1998): 105–9. http://dx.doi.org/10.1080/00048409812348241.

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Gregorius, Hans-Rolf. "On the concept of effective number." Theoretical Population Biology 40, no. 2 (October 1991): 269–83. http://dx.doi.org/10.1016/0040-5809(91)90056-l.

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Gürefe, Nejla, and Gülfem Sarpkaya Aktaş. "The concept of prime number and the strategies used in explaining prime numbers." South African Journal of Education, no. 40(3) (August 31, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n3a1741.

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The teaching of mathematics does not only require the teacher to have knowledge about the subject, but the teacher also needs mathematical knowledge that is useful for the teaching and explaining thereof, as the teacher’s knowledge effects the students’ knowledge. A teacher should use appropriate mathematical explanation to be understood well by her/his students. In the study reported on here we investigated how prospective mathematics teachers defined the concept of prime number and which strategies they employed to explain the concept. The study was a descriptive survey within qualitative research. Forty-eight participants took part in the study and all completed the abstract algebra courses where they learned about the concept in question. The data collection tool was a form comprising 3 open-ended questions challenging what the concept of prime number was and how this concept could be explained to secondary/high school students. The data were analysed and the results show that the preservice teachers experienced great difficulty in defining the concept of prime number and that they used rules to explain prime numbers.

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Chakraborty, Avishek, Sankar Prasad Mondal, Ali Ahmadian, Norazak Senu, Shariful Alam, and Soheil Salahshour. "Different Forms of Triangular Neutrosophic Numbers, De-Neutrosophication Techniques, and their Applications." Symmetry 10, no. 8 (August 7, 2018): 327. http://dx.doi.org/10.3390/sym10080327.

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In this paper, we introduce the concept of neutrosophic number from different viewpoints. We define different types of linear and non-linear generalized triangular neutrosophic numbers which are very important for uncertainty theory. We introduced the de-neutrosophication concept for neutrosophic number for triangular neutrosophic numbers. This concept helps us to convert a neutrosophic number into a crisp number. The concepts are followed by two application, namely in imprecise project evaluation review technique and route selection problem.

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Haller, S. "The Concept of “Number Needed to Image”." American Journal of Neuroradiology 38, no. 10 (June 15, 2017): E79—E80. http://dx.doi.org/10.3174/ajnr.a5276.

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Ditri, John J., and Akhlesh Lakhtakia. "The Brewster wave‐number concept for elastodynamics." Journal of the Acoustical Society of America 94, no. 1 (July 1993): 576–79. http://dx.doi.org/10.1121/1.407071.

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Negen, James, and Barbara W. Sarnecka. "Number-Concept Acquisition and General Vocabulary Development." Child Development 83, no. 6 (July 16, 2012): 2019–27. http://dx.doi.org/10.1111/j.1467-8624.2012.01815.x.

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Boruah, Jyotika, and Tulika Borah. "Number concept acquisition during pre-school age." Pharma Innovation 11, no. 5S (May 1, 2022): 821–29. http://dx.doi.org/10.22271/tpi.2022.v11.i5sl.12608.

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Kurmambayeva, Zhuldyz, T. T. Ayapova, and Hans Schachl. "CULTURAL VALUES IN THE CONCEPT OF NUMBER." Tiltanym, no. 3 (October 30, 2023): 72–77. http://dx.doi.org/10.55491/2411-6076-2023-3-72-77.

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The numeral is an important object of study in linguistics and serves as a basis for demonstrating the cultural values, thinking and history of a nation. Each number conveys ancient cultural value, superstitions, cultural taboos and symbolic meaning through the conceptual system of language and linguocultural units. Since numbers have become the most important object in linguistics, these numbers with linguistic and cultural codes should be explored more through the conceptual system of language. The numbers include metric vocabulary, quantitative and numbering vocabulary. Moreover, numbers can be considered as the bearers of cultural information. Having learned the cultural meaning of numbers, one can get acquainted with traditions and ancient customs of a nation and their beliefs. This article draws attention to the most valuable information about numbers, starting with “1” and further about the culture, superstitions and ancient culture of people. The importance of studying phraseological unities with numbers from an ethnocultural point of view is also shown.

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Klingen, Norbert. "Rigidity of Decomposition laws and number fields." Journal of the Australian Mathematical Society. Series A. Pure Mathematics and Statistics 51, no. 2 (October 1991): 171–86. http://dx.doi.org/10.1017/s1446788700034182.

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AbstractWe speak of rigidity, if partial information about the prime decomposition in an extension of number fields K¦k determines the decomposition law completely (and hence the zeta function ζK), or even fixes the field K itself. Several concepts of rigidity, depending on the degree of information we start from, are introduced and studied. The strongest concept (absolute rigidity) was only known to hold for the ground field and all quadratic extensions. Here a complete list of all Galois quartic extensions which are absolutely rigid is given. For the weaker concept of rigidity, all rigid situations among the fields of degree up to 8 are determined.

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Putri, Andri Nur Kusuma, Lia Farah Camelia Firdousiah, and Nia Wahyu Damayanti. "Analisis Kesalahan Numerasi Siswa Kelas 3 MI dalam Penulisan Lambang Bilangan Ribuan." Likhitaprajna Jurnal ilmiah 23, no. 2 (December 31, 2021): 132–38. http://dx.doi.org/10.37303/likhitaprajna.v23i2.198.

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The concept of recognizing number symbols is very important to understand because it is a basic concept in mathematics. Mathematical concepts that need to be introduced to early childhood are the concepts of numbers, calculation patterns, measurements, geometry, strategies in problem solving games. Numeral serves to concretize the concept of numbers that are still abstract. This research is a type of qualitative research with research subjects as many as 5 third grade students. In elementary school,, there are students who cannot pronounce and write number symbols correctly. This may be an indicator of a student having difficulty in numeracy.

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Fischer, Florence E. "A Part-Part-Whole Curriculum for Teaching Number in the Kindergarten." Journal for Research in Mathematics Education 21, no. 3 (May 1990): 207–15. http://dx.doi.org/10.5951/jresematheduc.21.3.0207.

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The set-subset relationship is an important mathematical construct that underlies many mathematical concepts developed by young children. Forty-two kindergarten children who received number concept instruction using a part-part-whole curriculum that stressed set-subset relationships developed a more mature concept of number, were more successful in solving addition and subtraction word problems, and developed greater understanding of place value in the base-10 numeration system than a comparable group of 44 kindergarten children who received standard instruction on number concepts.

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Rahman, Abdul, Gusriani, and Fathrul Arriah. "Analysis of Difficulty in Understanding Mathematical Concepts Number Pattern Material for Class VIII B Students MTS Muallimin Muhammadiyah Makassar." SAINSMAT: Journal of Applied Sciences, Mathematics, and Its Education 11, no. 1 (June 10, 2022): 14–22. http://dx.doi.org/10.35877/sainsmat800.

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The main problem in this study is the difficulty of understanding students' mathematical concepts on number pattern material in class VIII B students of MTs Muallimin Muhammadiyah Makassar. The type of research used is qualitative research with a descriptive approach involving three subjects with categories of a high, medium, and low concept understanding abilities in class VIII B MTs Muallimin Muhammadiyah Makassar. The research method used is test questions given to three subjects obtained based on recommendations from a mathematics teacher. From the results of the study, it was found that the difficulty of understanding concepts possessed by students with the category of high concept understanding is being able to complete the test questions given and fulfill three indicators of concept understanding, namely classifying objects according to their nature, applying concepts and presenting concepts in various representative forms using, utilizing and choose a particular procedure or operation. For the difficulty of understanding the medium concept with the subject of the category of medium concept understanding, it can be concluded that the subject meets two indicators of concept understanding, namely classifying objects according to their nature and being able to apply the concept the three indicators of conceptual understanding.

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Georgiadis, Vasileios Christos, and Konstantinos Christou. "Concept Mapping to Measure Mathematical Experts’ Number Sense." Revista Internacional de Pesquisa em Educação Matemática 10, no. 3 (September 1, 2020): 6–26. http://dx.doi.org/10.37001/ripem.v10i3.2619.

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The purpose of this study is to test whether concept mapping can be used for measuring the levels of number sense and use it to measure the mathematical experts’ level of number sense. The sample included 39 undergraduate and post-graduate students of Departments of Mathematics in Greece. A pencil and paper test was administered to test the level of number sense in different mathematical domains. Additionally, the participants were asked to create a concept map with as the central term. The results showed low levels of number sense with the majority of the participants responded in the number sense test by applying rules and algorithms rather than more holistic approaches that would indicate higher levels of number sense. Additionally, participants’ performance in concept mapping was strongly related to their performance in the number sense test. Specifically, participants with low number sense scores tended to present poor concept maps.

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UENO, Naoki, Hiroaki TSUKANO, and Nobuhumi YOKOYAMA. "PRESCHOOLERS' CONCEPT OF NUMBER CONSERVATION IN SIGNIFICANT TRANSFORMATION." Japanese Journal of Educational Psychology 34, no. 2 (1986): 94–103. http://dx.doi.org/10.5926/jjep1953.34.2_94.

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Habegger, Laura. "Number concept and rhythmic response in early childhood." Music Education Research 12, no. 3 (September 2010): 269–80. http://dx.doi.org/10.1080/14613808.2010.504810.

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Tavazoei, Mohammad Saleh. "On type number concept in fractional-order systems." Automatica 49, no. 1 (January 2013): 301–4. http://dx.doi.org/10.1016/j.automatica.2012.09.022.

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Suyanti, Suyanti, and Hozeiningsih Hozeiningsih. "MENINGKATKAN KEMAMPUAN KONSEP BILANGAN MELALUI METODE MONTESSORI PADA ANAK KELOMPOK A DI RA NURUL HIKMAH PALANGAN JANGKAR." Atthufulah : Jurnal Pendidikan Anak Usia Dini 2, no. 1 (October 1, 2021): 7–12. http://dx.doi.org/10.35316/atthufulah.v2i1.1744.

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The development of the concept of children's numbers is one of the important things in the growth of early childhood. The concept of number is an abstract form that provides information on the number of objects symbolizing numbers which can be numbers or writing that can be stimulated in early childhood. The learning process of introducing the concept of numbers to make it fun for children uses learning media to group objects through number cards and picture cards. The formulation of the problem in this study is (1) How to improve the ability of number concepts through the Montessori method in group A children at RA Nurul Hikmah Palangan Angkar Situbondo (2) How the results of increasing number concept skills through the Montessori Method in group A children at RA Nurul Hikmah Palangan Angkar Situbondo. This research refers to Classroom Action Research (CAR) which is carried out by planning, implementing, observing and reflecting on actions through cycles. The results of this study are (1) The process of implementing the Montessori Method one by one from students grouping objects in a sequence of 1-10 using number cards and picture cards, after finishing counting, children will begin to distinguish shapes, colors and sizes of objects. (2) The results showed an increase in the ability to recognize the concept of numbers through the Montessori Method, namely the pre-cycle percentage value of 20%, after the implementation of the first cycle it reached 53%, the second cycle the indicator achievement increased by the percentage of 86.6%. In each cycle there has been an increase in the development of number concept skills in children in recognizing numbers.

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Beigie, Darin. "Investigating Limits in Number Patterns." Mathematics Teaching in the Middle School 7, no. 8 (April 2002): 438–43. http://dx.doi.org/10.5951/mtms.7.8.0438.

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Technology gives students the ability to stretch beyond their immediate environment, to explore the power and magic of numbers by transforming the abstract into the concrete. The idea of a limit is one of the most fundamental concepts in mathematics, yet exposure to this concept often awaits introductory calculus, where the topic can seem abstract and forbidding. Spreadsheets and programmable calculators are powerful tools that enable middle school students to visualize and explore limiting behavior, allowing them to experiment and grapple with the notion of a limit in concrete settings. Such experiences can help plant seeds of understanding in an important, yet perhaps underexplored, topic in number sense.

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Chen, Gen-Fang. "Envelope Number of Irrational Number." Journal of Physics: Conference Series 2381, no. 1 (December 1, 2022): 012041. http://dx.doi.org/10.1088/1742-6596/2381/1/012041.

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Abstract This paper proposes the concept of envelope numbers for irrational numbers, divides envelope numbers into upper envelope numbers and lower envelope numbers, and proves several important properties of such numbers. Firstly, the paper gives the uniform distribution theorem of irrational integer multiples. By proving several lemmas of upper envelope numbers and lower envelope numbers, it is proved that there are countless upper envelope numbers and lower envelope numbers of irrational numbers. At the same time, it is proved that the sum of the maximum upper envelope number and lower envelope number that does not exceed a given positive integer is also an envelope number.

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Febriana, Rina, and Dian Khairiani. "Peran Filsafat Dalam Perkembangan Konsep Bilangan Matematika." Sepren 5, no. 02 (May 7, 2024): 86–95. http://dx.doi.org/10.36655/sepren.v5i02.1362.

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Philosophy and mathematics are very closely related and cannot be separated. Philosophy can open up views on how philosophy has shaped the understanding and application of number concepts. The contribution of ancient and modern philosophers in shaping our thinking about numbers, as well as expanding our view of numbers beyond just the concept of numbers. From Pythagoras's view of numbers as the basis of the structure of the universe to Bertrand Russell's contributions to mathematical logic, this article highlights how philosophy has helped expand our understanding of numbers. Discusses an in-depth understanding of various types of numbers, such as natural numbers, integers, and irrational numbers, as well as the mathematical properties that underlie number operations. The research method used is the library method by collecting data from various sources to provide rich insight into the relationship between philosophy and mathematics in the context of the concept of number. The results confirm the importance of the contribution of philosophy in defining, enriching, and developing the concept of number in mathematics

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De Cruz, Helen. "Bridging the gap between intuitive and formal number concepts: An epidemiological perspective." Behavioral and Brain Sciences 31, no. 6 (December 2008): 649–50. http://dx.doi.org/10.1017/s0140525x08005657.

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AbstractThe failure of current bootstrapping accounts to explain the emergence of the concept of natural numbers does not entail that no link exists between intuitive and formal number concepts. The epidemiology of representations allows us to explain similarities between intuitive and formal number concepts without requiring that the latter are directly constructed from the former.

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Goddard, Cliff. "The conceptual semantics of numbers and counting." Functions of Language 16, no. 2 (October 22, 2009): 193–224. http://dx.doi.org/10.1075/fol.16.2.02god.

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This study explores the conceptual semantics of numbers and counting, using the natural semantic metalanguage (NSM) technique of semantic analysis (Wierzbicka 1996; Goddard & Wierzbicka (eds.) 2002). It first argues that the concept of a number in one of its senses (number1, roughly, “number word”) and the meanings of low number words, such as one, two, and three, can be explicated directly in terms of semantic primes, without reference to any counting procedures or practices. It then argues, however, that the larger numbers, and the productivity of the number sequence, depend on the concept and practice of counting, in the intransitive sense of the verb. Both the intransitive and transitive senses of counting are explicated, and the semantic relationship between them is clarified. Finally, the study moves to the semantics of abstract numbers (number2), roughly, numbers as represented by numerals, e.g. 5, 15, 27, 36, as opposed to number words. Though some reference is made to cross-linguistic data and cultural variation, the treatment is focused primarily on English.

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Ghanouchi, Jamel. "A New Approach of the Concept of Prime Number." International Frontier Science Letters 2 (October 2014): 12–15. http://dx.doi.org/10.18052/www.scipress.com/ifsl.2.12.

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Park, Hye Young, and Oh Nam Kwon. "Middle school students' errors and its relationship on the concept of number line, number system, and the properties of real numbers." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 4 (February 28, 2023): 531–50. http://dx.doi.org/10.22251/jlcci.2023.23.4.531.

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Objectives This study explores middle school students' errors in explaining the concept of the number line, number system, and completeness among the properties of real numbers. Furthermore, it aims to explore the relationship between each error. Methods To conduct this study, 12 middle school students were recruited and interviewed. The students' responses were analyzed and compared with textbooks and tutorials. Through this analysis, the connection between errors in the number line and number system, and the meaning and relationship of the properties of real numbers was examined. Results As a result, errors in number representation and number systems were found to be linked to improper use of definitions or theorems in explaining completeness. Additionally, errors in the method of mapping irrational numbers on the number line, and the belief that it is impossible to map irrational numbers on the number line were linked to logically improper reasoning in explaining completeness. Conclusions To address these errors, the study suggests three implications for the direction of textbook narrative and teachers' pedagogical methods. First, it is necessary to present a link that shows that the number line can be enlarged. Second, the distinction between fractions, decimals, and number systems should be emphasized. Third, it is necessary to present various endpoints in the section on the number line, and a method to freely change the perspective of potential and actual infinity. Based on these results, the study derives implications for the direction of textbook narrative and teachers' pedagogical methods.

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Cantlon, Jessica F., Melissa E. Libertus, Philippe Pinel, Stanislas Dehaene, Elizabeth M. Brannon, and Kevin A. Pelphrey. "The Neural Development of an Abstract Concept of Number." Journal of Cognitive Neuroscience 21, no. 11 (November 2009): 2217–29. http://dx.doi.org/10.1162/jocn.2008.21159.

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As literate adults, we appreciate numerical values as abstract entities that can be represented by a numeral, a word, a number of lines on a scorecard, or a sequence of chimes from a clock. This abstract, notation-independent appreciation of numbers develops gradually over the first several years of life. Here, using functional magnetic resonance imaging, we examine the brain mechanisms that 6- and 7-year-old children and adults recruit to solve numerical comparisons across different notation systems. The data reveal that when young children compare numerical values in symbolic and nonsymbolic notations, they invoke the same network of brain regions as adults including occipito-temporal and parietal cortex. However, children also recruit inferior frontal cortex during these numerical tasks to a much greater degree than adults. Our data lend additional support to an emerging consensus from adult neuroimaging, nonhuman primate neurophysiology, and computational modeling studies that a core neural system integrates notation-independent numerical representations throughout development but, early in development, higher-order brain mechanisms mediate this process.

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Sadikoglu, Gunay. "Modeling of Consumer Buying Behaviour Using Z-Number Concept." Intelligent Automation and Soft Computing 24, no. 1 (January 2018): 173–78. http://dx.doi.org/10.1080/10798587.2017.1327159.

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Hernandez, Norma G. "Modeling the Concept of Number: What are the Alternatives?" School Science and Mathematics 85, no. 6 (October 1985): 462–71. http://dx.doi.org/10.1111/j.1949-8594.1985.tb09649.x.

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McMullen, Jake, Eero Laakkonen, Minna Hannula-Sormunen, and Erno Lehtinen. "Modeling the developmental trajectories of rational number concept(s)." Learning and Instruction 37 (June 2015): 14–20. http://dx.doi.org/10.1016/j.learninstruc.2013.12.004.

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Jabbarova, Aynur I. "Application of Z-number concept to supplier selection problem." Procedia Computer Science 120 (2017): 473–77. http://dx.doi.org/10.1016/j.procs.2017.11.266.

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Ghanouchi, Jamel. "The Concept of Prime Number and the Legendre Conjecture." International Frontier Science Letters 3 (January 2015): 16–18. http://dx.doi.org/10.18052/www.scipress.com/ifsl.3.16.

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Green, Russell A., and Gregory A. Terri. "Number of Equivalent Cycles Concept for Liquefaction Evaluations—Revisited." Journal of Geotechnical and Geoenvironmental Engineering 131, no. 4 (April 2005): 477–88. http://dx.doi.org/10.1061/(asce)1090-0241(2005)131:4(477).

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Fernández Blanco, Roberto. "The number “ e ”: Concept, definition, calculation, and accurate formula." Process Safety Progress 38, no. 2 (April 14, 2019): e12052. http://dx.doi.org/10.1002/prs.12052.

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Read, Dwight. "Learning natural numbers is conceptually different than learning counting numbers." Behavioral and Brain Sciences 31, no. 6 (December 2008): 667–68. http://dx.doi.org/10.1017/s0140525x08005840.

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AbstractHow children learn number concepts reflects the conceptual and logical distinction between counting numbers, based on a same-size concept for collections of objects, and natural numbers, constructed as an algebra defined by the Peano axioms for arithmetic. Cross-cultural research illustrates the cultural specificity of counting number systems, and hence the cultural context must be taken into account.

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이미영 and Jooyoung Jeong. "The Effects of Number Sense Instruction for Number Concept of Students with Intellectual Disability." Journal of Inclusive Education 9, no. 2 (November 2014): 113–38. http://dx.doi.org/10.26592/ksie.2014.9.2.113.

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Ern�, Marcel. "Distributive laws for concept lattices." Algebra Universalis 30, no. 4 (December 1993): 538–80. http://dx.doi.org/10.1007/bf01195382.

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Sophian, Catherine. "Precursors to number: Equivalence relations, less-than and greater-than relations, and units." Behavioral and Brain Sciences 31, no. 6 (December 2008): 670–71. http://dx.doi.org/10.1017/s0140525x08005876.

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AbstractInfants' knowledge need not have the same structure as the mature knowledge that develops from it. Fundamental to an understanding of number are concepts of equivalence and less-than and greater-than relations. These concepts, together with the concept of unit, are posited to be the starting points for the development of numerical knowledge.

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Antonova, O. V., N. Sh Kremer, G. I. Lukyanenko, N. N. Martyinenko, and L. A. Melnikova. "FUNDAMENTAL CONCEPTS OF FINANCIAL ACCOUNTING AND DIALECTIC OF THEIR DEVELOPMENT: MACROECONOMIC CONCEPT, MICROECONOMIC CONCEPT." BULLETIN 5, no. 387 (October 15, 2020): 153–60. http://dx.doi.org/10.32014/2020.2518-1467.154.

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At the moment, the advancement of accounting is recognizably driven by the development of its theory and methods in order to assess the existing and recently emerging accounting concepts and expand the theoretical, regulatory, and methodological framework of accounting based on such concepts. In accounting, framework developments put forward new accountable items, and new concepts lead to a brand-new approach to the scientific research of accounting as a science. Thus, research should be conducted from the perspective of a comprehensive analysis of the existing Concept for the Development of Accounting, which is an integral component of the institutional system represented by the structural elements of the accounting system and related systems arranged in a strictly defined order [1,4,17]. The theory and methods of accounting are implemented through the development and use of certain concepts. The requirement to use the accounting concepts is explained by the fact that the accounting practice in Russia lags far behind the recently established requirements for the quality of accounting information as driven by the current processes of globalization and integration of the Russian Federation into the global economy. This requires a separate approach to understanding the theoretical and methodological foundations of accounting from the perspective of institutionalism [5,13,20]. The method is considered in the work as a point of view on the structure and development of accounting. Elements of methodological institutionalism are used as a justification of the position under consideration. When considering the impact on the development of accounting of institutional factors, a number of research tasks are set, including determining the role of the organization of accounting, institutional factors, the possibility of institutional organization of accounting, determining the subject, object, subject and scientific status of accounting. The authors revealed what theoretical and methodological concepts are: forms of accounting organization, schemes, models, methods of cognition, or is it all taken together.

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Rips, Lance J., Amber Bloomfield, and Jennifer Asmuth. "From numerical concepts to concepts of number." Behavioral and Brain Sciences 31, no. 6 (December 2008): 623–42. http://dx.doi.org/10.1017/s0140525x08005566.

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AbstractMany experiments with infants suggest that they possess quantitative abilities, and many experimentalists believe that these abilities set the stage for later mathematics: natural numbers and arithmetic. However, the connection between these early and later skills is far from obvious. We evaluate two possible routes to mathematics and argue that neither is sufficient: (1) We first sketch what we think is the most likely model for infant abilities in this domain, and we examine proposals for extrapolating the natural number concept from these beginnings. Proposals for arriving at natural number by (empirical) induction presuppose the mathematical concepts they seek to explain. Moreover, standard experimental tests for children's understanding of number terms do not necessarily tap these concepts. (2) True concepts of number do appear, however, when children are able to understand generalizations over all numbers; for example, the principle of additive commutativity (a+b=b+a). Theories of how children learn such principles usually rely on a process of mapping from physical object groupings. But both experimental results and theoretical considerations imply that direct mapping is insufficient for acquiring these principles. We suggest instead that children may arrive at natural numbers and arithmetic in a more top-down way, by constructing mathematical schemas.

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Carrara, Massimiliano. "Relative Identity and the Number of Artifacts." Techné: Research in Philosophy and Technology 13, no. 2 (2009): 108–22. http://dx.doi.org/10.5840/techne200913210.

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Relativists maintain that identity is always relative to a general term (RI). According to them, the notion of absolute identity has to be abandoned and replaced by a multiplicity of relative identity relations for which Leibniz’s Law does not hold. For relativists RI is at least as good as the Fregean cardinality thesis (FC), which contends that an ascription of cardinality is always relative to a concept specifying what, in any specific case, counts as a unit. The same train of thought on cardinality and identity is apparent among those – Artifactualists – who take relative identity sentences for artifacts as the norm. The aim of this paper is (i) to criticize the thesis (T1) thatfrom FC it is possible to derive RI, and (ii) to explain why Artifactualists mistakenly believe that RI can be derived from FC. The misunderstanding derives from their assumption that the concept of artifact – like the concept of object – is not a sortal concept.

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Palupi, Agustina Nur. "Use of Manipulative Media as A Stimulation Of Ability To Understand The Concept of Early Children's Age." Early Childhood Research Journal (ECRJ) 3, no. 2 (December 26, 2020): 41–57. http://dx.doi.org/10.23917/ecrj.v3i2.11414.

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Every child has the right and needs for stimulation of his development. One of them is cognitive. Aspects of cognitive development can be stimulated through mathematics learning. But children can find it difficult to understand mathematical concepts because reasoning and logic are needed, whereas mathematical concepts are not concrete. For this reason, concrete media need to be used to demonstrate or illustrate the concept, the media are manipulative. The purpose of this study is to analyze articles and documents resulting from research on the use of manipulative media as a stimulation of the ability to recognize the concept of child numbers. Method: This research uses a literature review method. There are criteria in searching journals so that 20 journals are found to be analyzed based on population, sample, variables, data analysis, type of research design, and research results. Results and discussion: Literature review shows that the use of manipulative media in early childhood education varies greatly in terms of media material, its play, and its effectiveness. The manipulative media in question such as grain media, number blocks, clock puzzles, container marbles, picture cards, congklak numbers cards, numbers fishing games, and others. While the ability to recognize the concept of numbers in question such as the meaning of the symbol number of concepts a lot a little, counting, and others. Statistical analysis shows the application of manipulative media can stimulate the ability to recognize the concept of numbers in children, increase the activities of children and teachers, and found the response of children who are happy with the use of manipulative media. Conclusion: Manipulative media can stimulate the ability to recognize the concept of child numbers.

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Fredy, Fredy, Salman Alparis Sormin, and Gregorius Sebo Bito. "Teaching Mathematics in Elementary School using Ethnomathematics of Malind-Papua Tribe Approach." Jurnal Basicedu 5, no. 6 (November 2, 2021): 5498–507. http://dx.doi.org/10.31004/basicedu.v5i6.1676.

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One of the largest tribes in the southern region of Papua is the Malind tribe. They have a number system that can be a link for understanding formal mathematical concepts. This study aims to explore the indigenous number of the Malind tribe, then make patterns in terms of language, identify basic numbers and their use in mathematics learning in elementary schools, especially the concept of addition. The research method used is qualitative. The subjects researched are the men of the traditional, village chief and the people Malind tribe. Data were collected using observation, interviews, and literature study techniques. The results showed that the numeric of the Malind tribe used the base numbers one (hyakod), two (inah), and five (laghr sangga). Counting numbers one to four uses the base numbers one and two, while to count six (laghr sangga hyakod) and so on uses the base numbers one, two, and five. Number system can be used to teach addition concepts assisted blocks media. By using traditional knowledge, students are expected to be able to understand the concept of mathematics well

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Azizah, Nurlia, Masganti Sitorus, and Reflina. "The Influence Of Concept Map And Mind Mapping On Students' Concept Understanding And Mathematical Reasoning Ability." Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran 2, no. 2 (August 5, 2023): 97–108. http://dx.doi.org/10.58432/mahir.v2i2.873.

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This study aims to find out whether there is an influence on the ability to understand concepts and mathematical reasoning of students who are taught with Concept Maps and Mind Mapping in class VIII MTs Daar al-Uluum Asahan Modern Islamic Boarding School in the 2021-2022 Academic Year Range. This research is a quantitative research with a quasi-experimental research type. The population is all class VIII students of MTs Modern Daar al-Uluum Asahan Islamic Boarding School for the 2021-2022 Academic Year Range, consisting of 2 classes and a total of 60 students, who were also sampled in this study. The test instrument used to determine students' ability to understand concepts and mathematical reasoning is in the form of a description. Data analysis was carried out by analysis of variance (ANAVA). The results of these findings showed: 1). The ability to understand concepts of students who were taught using the Concept Map was better than students who were taught with Mind Mapping in the material of Number Patterns in class VIII; 2). The mathematical reasoning ability of students who were taught by using Concept Map was no better than students who were taught by Mind Mapping on Number Pattern material in grade VIII; 3). The ability to understand concepts and mathematical reasoning of students who were taught by using the Concept Map was better than students who were taught by Mind Mapping in the material of Number Patterns in class VIII; 4). There is a significant interaction between the learning methods used and the ability to understand concepts and students' mathematical reasoning in the matter of number patterns. The conclusion in this study explains that students' conceptual comprehension and mathematical reasoning abilities are more appropriate to be taught with concept maps than mind maps.

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Galkanov, Allaberdi G. "ON DEFINING SOME CONCEPTS OF THE THEORY OF NUMBER SEQUENCES IN CLASSICAL MATHEMATICAL ANALYSIS." RSUH/RGGU Bulletin. Series Information Science. Information Security. Mathematics 4 (2023): 108–18. http://dx.doi.org/10.28995/2686-679x-2023-4-108-118.

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The concept of the limit of a numerical sequence is a long-established concept in the course of mathematical analysis. It is a defined concept and its definition took shape in the form of an "ε – m" definition or definition according to Cauchy. The article shows that the classical definition can be further improved in the sense of a more logical reduction to previously introduced concepts in the most natural form. The definition proposed by the author is called the τ-definition. It is shown that the Cauchy definition and τ-definition are equivalent. By comparing them, certain advantages of the latter were revealed. Some properties of the limit and their new proofs are also considered. The article also gives a new proof of the uniqueness of the limit as well as the boundedness of a convergent numerical sequence and shows the logical vulnerability of the traditional proof. A new definition of a fundamental sequence and a proof of the equivalence of the convergence and fundamental nature of a numerical sequence are proposed. It is shown that for sign-alternating numerical sequences the concept of conditional convergence does not make sense, although this concept exists for sign-alternating numerical sequences. Comparison criteria for non-negative sequences of sums are introduced, preceding the same criteria for non-negative numerical series.

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Journal articles on the topic 'Number concept'

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