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Standard Algorithms
In elementary arithmetic, a standard algorithm or method is a specific method of computation which is conventionally taught for solving particular mathematical problems. These methods vary somewhat by nation and time, but generally include exchanging, regrouping, long division, and long multiplication using a standard notation, and standard formulas for average, area, and volume. Similar methods also exist for procedures such as square root and even more sophisticated functions, but have fallen out of the general mathematics curriculum in favor of calculators (or tables and slide rules before them). The concepts of reform mathematics which the NCTM introduced in 1989 favors an alternative approach. It proposes a deeper understanding of the underlying theory instead of memorization of specific methods will allow students to develop individual methods which solve the same problems. Students' alternative algorithms are often just as correct, efficient, and generalizable as the ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Arithmetic
Arithmetic () is an elementary part of mathematics that consists of the study of the properties of the traditional operations on numbers— addition, subtraction, multiplication, division, exponentiation, and extraction of roots. In the 19th century, Italian mathematician Giuseppe Peano formalized arithmetic with his Peano axioms, which are highly important to the field of mathematical logic today. History The prehistory of arithmetic is limited to a small number of artifacts, which may indicate the conception of addition and subtraction, the best-known being the Ishango bone from central Africa, dating from somewhere between 20,000 and 18,000 BC, although its interpretation is disputed. The earliest written records indicate the Egyptians and Babylonians used all the elementary arithmetic operations: addition, subtraction, multiplication, and division, as early as 2000 BC. These artifacts do not always reveal the specific process used for solving problems, ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Long Division
In arithmetic, long division is a standard division algorithm suitable for dividing multi-digit Hindu-Arabic numerals (Positional notation) that is simple enough to perform by hand. It breaks down a division problem into a series of easier steps. As in all division problems, one number, called the dividend, is divided by another, called the divisor, producing a result called the quotient. It enables computations involving arbitrarily large numbers to be performed by following a series of simple steps. The abbreviated form of long division is called short division, which is almost always used instead of long division when the divisor has only one digit. Chunking (also known as the partial quotients method or the hangman method) is a less mechanical form of long division prominent in the UK which contributes to a more holistic understanding of the division process. While related algorithms have existed since the 12th century, the specific algorithm in modern use was introduced b ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Long Multiplication
A multiplication algorithm is an algorithm (or method) to multiply two numbers. Depending on the size of the numbers, different algorithms are more efficient than others. Efficient multiplication algorithms have existed since the advent of the decimal system. Long multiplication If a positional numeral system is used, a natural way of multiplying numbers is taught in schools as long multiplication, sometimes called grade-school multiplication, sometimes called the Standard Algorithm: multiply the multiplicand by each digit of the multiplier and then add up all the properly shifted results. It requires memorization of the multiplication table for single digits. This is the usual algorithm for multiplying larger numbers by hand in base 10. A person doing long multiplication on paper will write down all the products and then add them together; an abacus-user will sum the products as soon as each one is computed. Example This example uses ''long multiplication'' to multiply 23,9 ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Arithmetic Mean
In mathematics and statistics, the arithmetic mean ( ) or arithmetic average, or just the '' mean'' or the ''average'' (when the context is clear), is the sum of a collection of numbers divided by the count of numbers in the collection. The collection is often a set of results of an experiment or an observational study, or frequently a set of results from a survey. The term "arithmetic mean" is preferred in some contexts in mathematics and statistics, because it helps distinguish it from other means, such as the geometric mean and the harmonic mean. In addition to mathematics and statistics, the arithmetic mean is used frequently in many diverse fields such as economics, anthropology and history, and it is used in almost every academic field to some extent. For example, per capita income is the arithmetic average income of a nation's population. While the arithmetic mean is often used to report central tendencies, it is not a robust statistic, meaning that it is great ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Area
Area is the quantity that expresses the extent of a region on the plane or on a curved surface. The area of a plane region or ''plane area'' refers to the area of a shape or planar lamina, while '' surface area'' refers to the area of an open surface or the boundary of a three-dimensional object. Area can be understood as the amount of material with a given thickness that would be necessary to fashion a model of the shape, or the amount of paint necessary to cover the surface with a single coat. It is the two-dimensional analogue of the length of a curve (a one-dimensional concept) or the volume of a solid (a three-dimensional concept). The area of a shape can be measured by comparing the shape to squares of a fixed size. In the International System of Units (SI), the standard unit of area is the square metre (written as m2), which is the area of a square whose sides are one metre long. A shape with an area of three square metres would have the same area as three such s ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Volume
Volume is a measure of occupied three-dimensional space. It is often quantified numerically using SI derived units (such as the cubic metre and litre) or by various imperial or US customary units (such as the gallon, quart, cubic inch). The definition of length (cubed) is interrelated with volume. The volume of a container is generally understood to be the capacity of the container; i.e., the amount of fluid (gas or liquid) that the container could hold, rather than the amount of space the container itself displaces. In ancient times, volume is measured using similar-shaped natural containers and later on, standardized containers. Some simple three-dimensional shapes can have its volume easily calculated using arithmetic formulas. Volumes of more complicated shapes can be calculated with integral calculus if a formula exists for the shape's boundary. Zero-, one- and two-dimensional objects have no volume; in fourth and higher dimensions, an analogous concept to the ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Square Root
In mathematics, a square root of a number is a number such that ; in other words, a number whose ''square'' (the result of multiplying the number by itself, or ⋅ ) is . For example, 4 and −4 are square roots of 16, because . Every nonnegative real number has a unique nonnegative square root, called the ''principal square root'', which is denoted by \sqrt, where the symbol \sqrt is called the '' radical sign'' or ''radix''. For example, to express the fact that the principal square root of 9 is 3, we write \sqrt = 3. The term (or number) whose square root is being considered is known as the ''radicand''. The radicand is the number or expression underneath the radical sign, in this case 9. For nonnegative , the principal square root can also be written in exponent notation, as . Every positive number has two square roots: \sqrt, which is positive, and -\sqrt, which is negative. The two roots can be written more concisely using the ± sign as \plusmn\sq ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Slide Rules
The slide rule is a mechanical analog computer which is used primarily for multiplication and division, and for functions such as exponents, roots, logarithms, and trigonometry. It is not typically designed for addition or subtraction, which is usually performed using other methods. Maximum accuracy for standard linear slide rules is about three decimal significant digits, while scientific notation is used to keep track of the order of magnitude of results. Slide rules exist in a diverse range of styles and generally appear in a linear, circular or cylindrical form, with slide rule scales inscribed with standardized graduated markings. Slide rules manufactured for specialized fields such as aviation or finance typically feature additional scales that aid in specialized calculations particular to those fields. The slide rule is closely related to nomograms used for application-specific computations. Though similar in name and appearance to a standard ruler, the slide rule is ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Reform Mathematics
Reform mathematics is an approach to mathematics education, particularly in North America. It is based on principles explained in 1989 by the National Council of Teachers of Mathematics (NCTM). The NCTM document ''Curriculum and Evaluation Standards for School Mathematics'' (''CESSM'') set forth a vision for K–12 (ages 5–18) mathematics education in the United States and Canada. The ''CESSM'' recommendations were adopted by many local- and federal-level education agencies during the 1990s. In 2000, the NCTM revised its ''CESSM'' with the publication of '' Principles and Standards for School Mathematics'' (''PSSM''). Like those in the first publication, the updated recommendations became the basis for many states' mathematics standards, and the method in textbooks developed by many federally-funded projects. The ''CESSM'' de-emphasised manual arithmetic in favor of students developing their own conceptual thinking and problem solving. The ''PSSM'' presents a more balanced view, ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
NCTM
Founded in 1920, The National Council of Teachers of Mathematics (NCTM) is a professional organization for schoolteachers of mathematics in the United States. One of its goals is to improve the standards of mathematics in education. NCTM holds annual national and regional conferences for teachers and publishes five journals. Journals NCTM publishes five official journals. All are available in print and online versions. ''Teaching Children Mathematics'' supports improvement of pre-K–6 mathematics education by serving as a resource for teachers so as to provide more and better mathematics for all students. It is a forum for the exchange of mathematics idea, activities, and pedagogical strategies, and or sharing and interpreting research. ''Mathematics Teaching in the Middle School'' supports the improvement of grade 5–9 mathematics education by serving as a resource for practicing and prospective teachers, as well as supervisors and teacher educators. It is a forum for the e ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Constance Kamii
Constance Kamii is a Swiss-Japanese-American mathematics education scholar and psychologist. She is a professor in the Early Childhood Education Program Department of Curriculum and Instruction at the University of Alabama in Birmingham, Alabama. Overview Constance Kamii was born in Geneva, Switzerland, and attended elementary schools there and in Japan. She finished high school in Los Angeles, attended Pomona College, and received her Ph.D. in education and psychology from the University of Michigan. She is now a professor of early childhood education at the University of Alabama in Birmingham. A major concern of hers since her work on the Perry Preschool Project in the 1960s has been the conceptualization of goals and objectives for early childhood education on the basis of a scientific theory explaining children’s sociological and intellectual development. Convinced that the only theory in existence that explains this development from the first day of life to adolescence was t ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
