Number Games

填上 one,two,three,four,five,six,seven,eight,nine,ten,eleven,twelve,数字,使横竖每条线之和等于thirty.同时不同数字的排列.也可使每条线之和等于 Twenty-six 和 twenty-two.注:这游戏可配合四年级第一学期 Unit1,2,3,4.     

Number Life

生活中充满着数字,理性的字符,围绕在我们的身边。数字里包含着生活,古老的符号,支撑着人类的世界。是谁在掌握数字?名字里的一二三四,竟有那么多的含义;     

Rational Number

A rational number is a number that can be expressed as a fraction p/q where p and q are integers and q≠0.     

Number Knowledge and Young Children’s Ability to Measure Length

Research Findings: In this research we explore the relationship between young children’s number knowledge and their measurement of length. First, we examined 4- to 5-year-olds’ (kindergartners’) understanding of and preference for using standard or nonstandard units to measure length. Second, we investigated whether the following tasks were related to children’s understanding of using standard (i.e., rulers) and nonstandard (i.e., blocks) units to measure length: (a) counting and written number identification knowledge, (b) symbolic or nonsymbolic number magnitude comparison ability, and (c) approximate number line estimation ability. Third, we examined whether understanding these number tasks predicted understanding how to measure length for both standard and nonstandard units. Our results show that young children prefer to use standard units of measurement when given a choice, and some of these children use a ruler correctly. Our results also show an important relationship between children’s understandings of numbers and measurement. Practice or Policy: Given children’s preference for rulers, introducing both nonstandard and standard units in early learning settings concurrently rather than consecutively is recommended for practice.     

The Wrong Number

Many of us know Michael Jordan is a famous American basketball star. He is perhaps the greatest player in basketball history. Jordan is 1.98m tall. He plays guard(后卫)for the Chicago Bulls. He led his team to six NBA(National Basketball Association ) championships (冠军4).     

Color by Number

1:White 2:1 ightb「Own 3: da水bro钾n 4:green 5:b!Ue，」_ j州嘛Color by Number~~     

Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge

Individual differences in children’s number knowledge arise early and are associated with variation in parents’ number talk. However, there exists little experimental evidence of a causal link between parent number talk and children’s number knowledge. Parent number talk was manipulated by creating picture books which parents were asked to read with their children every day for 4 weeks. N = 100 two- to four-year olds and their parents were randomly assigned to read either Small Number (1 – 3), Large Number (4 – 6), or Control (non-numerical) books. Small Number books were particularly effective in promoting number knowledge relative to the Control books. However, children who began the study further along in their number development also benefited from reading the Large Number Books with their parents.     

I''''ve Got His Number

的路毅黔簿.乍)药弃丰燕嘿翼蘸】)鬓鑫蒸翼黝蘸l窿菌鬓鬓簇戮鬓毓食颤黔异黔纂黔猖豁漏薰熬{嘿少一’一哪七点钟，电视台大·门口，不见不散。你顺便通知一卞Tom吧。黝鬓感鬓翼璨藻醚蘸翼卜几z巨口‘卜气厂Lof︸，r闷呵呵，都鹏州真是倒霉，“热脸碰上了冷屁股”。不过这也难怪     

A New Telephone Number

Mr Andrews had a new telephone number.Before he got it,it wasthe number of a shop.The shop now had a new number,but a lot ofwomen did not know this,so they still telephoned the old one.At first,Mr and Mrs Andrews always said,‘We are sorry.You havethe wrong number.The shop has a new one now.’But women still continued to telephone them to ask for things,so     

The Remarkable Number “1”

In human history, the origin of the numbers came from definite practical needs. Indeed, there is strong evidence that numbers were created before writing. The number “1”, dating back at least 20,000 years, was found as a counting symbol on a bone. The famous statement by the German mathematician Leopold Kronecker (1823–1891), “God made the integers; all else is the work of man,” has spawned a lively modern philosophical discussion, and this discussion begins by trying to get a philosophical handle on “1.” This approach remains under heavy discussion, and is more-or-less unresolved (Frege in Die Grundlagen der Arithmetik (English: The foundations of arithmetic). Polhman, 1884). In this note, we consider the many facets of “one” in it many guises and applications. Nonetheless, “one” has multiple meanings, from the very practical to the abstract, from mathematics to science to basically everything. We examine here a mere slice of mathematical history with a focus on the most basic and applicable concept therein. It troubles many, particularly students, even today.     

Chinese Preschoolers’ Mental Number Line and Mental Number Distance: Valid Characteristics Using Dirichlet Process Gaussian Mixture Model

Research Findings: In this research, 487 Chinese children age 3 to 5 years took part in a number line estimation task. This task was used to assess children’s estimation accuracy and their estimation patterns along a number line in two different estimation circumstances. Situation A had the same line lengths for different numeric ranges, whereas situation B held the ratio of line lengths to numeric ranges constant. There were also three different number ranges (1–5/10/20). A new mathematical modeling method was proposed, where the two-dimensional estimation patterns of one child would be modeled as points in a higher dimensional space. Then the Dirichlet process Gaussian mixture model was applied to dynamically estimate the number of classes and assemble the different points into discrete classes based on distance. Three conclusions were drawn as follows: (a) significant differences were found within children for different ages and number ranges; (b) Chinese preschoolers had more estimation patterns than just linear pattern and logarithmic pattern, especially in small number ranges; and (c) mental number distance played an important role in their estimation patterns. Practice or Policy: Implications for early mathematic instruction on children’s understanding of mental number line are discussed.     

Everybody Counts,but Usually Just to 10! A Systematic Analysis of Number Representations in Children’s Books

Research Findings: Teachers and parents often use trade books to introduce or reinforce mathematics concepts. To date, an analysis of the early numeracy content of trade books has not been conducted. Consequently, this study evaluated the properties of numbers and counting within trade books. We coded 160 trade books targeted at establishing early numeracy skill in children to determine the numbers included; the representations of number presented; and how books used representations of number to inform children about numbers, including counting. The main findings included limited opportunity to learn the number 0 and numbers beyond 10 as well as limited exposure to multiple representations of number deemed necessary to build strong number understanding and counting skills. Practice or Policy: We discuss practical implications for the selection and use of trade books about number with young children.     

Using Lesson Study to Support the Teaching of Early Number Concepts: Examining the Development of Prospective Teachers’ Specialized Content Knowledge

Growing awareness of the importance of education in the early years has led professional organizations and policy makers to consider the effectiveness of mathematics education for young children. Factors such as educational environments, early years curricula and teacher education are some of the many aspects that have been examined. This paper describes the types of mathematical content knowledge that 25 prospective primary teachers developed as they designed, taught and reflected upon early number lessons. This Lesson Study approach involved two mathematics educators and 25 prospective primary teachers designing, teaching and re-teaching five early number lessons in two elementary classrooms with 4–5 year old children. The results suggest that effective teaching of early number concepts draws on mathematical knowledge that is specialized and unique to teachers; in other words Specialized Content Knowledge (SCK). The study found that engaging in Lesson Study promoted mathematics SCK development in two primary ways, notable by: (1) raising awareness of the complex relationships between early number concepts that contribute to developing robust early number understandings and (2) developing expertise in identifying the nature and source of children’s mathematical errors. The development of participants’ early number SCK is described and recommendations are made for the design of experiences in Initial Teacher Education (ITE) to support teachers in the provision of high quality mathematics experiences to young learners.     

《What’s Your Number?》教学设计

教学内容:小学英语EEC版第一册第六课。教学理念:在英语教学的起始阶段,培养和激发学生的学习兴趣是我们的主要教学任务之一。在教学实践中,我发现将学生带入真实的语言交际环境下,可以激发他们强烈的学习愿望,而让学生带着任务去学习,可以极大地调动他们参与语言实践的热情。在本课教学活动中,我提供尽可能多的机会给学生参与语言实践,让每个学生都能通过自己的语言实践得到衬衫和号码,完成学习任务,从而获得成就感。让学生在语言应用中学习,在语言实践中完成学习任务,对英语学习产生浓厚的兴趣,树立学好英语的自信心。教学目标:1.W ords…     

Clients’ Expected Number of Counseling Sessions,Treatment Effectiveness,and Termination Status: Using Empirical Evidence to Inform Session Limit Policies

Many counseling centers have session limits to accommodate the increasing number of clients who seek treatment. The current study explored clients' expectations for the number of sessions over the course of one year at a large university counseling center. In contrast to previous research that has suggested clients want ten or fewer sessions, our results suggest that over 60% of clients wanted 20 or more sessions. Moreover, clients who expected 20 or more sessions reported therapy was less effective than clients who expected less than 20 sessions. While actual number of sessions was related to expected number of sessions, termination status appeared to be related to clinical factors and not clients' expected number of sessions. Implications for clinical practice and agency session limit policies are discussed.     

A New Method of Ranking Fuzzy Number Based on α-Cut

提出了一种新的区间和模糊数的比较方法．在区间的数值意义的概念基础上，给出了理解模糊性的另一种方式．在这种理解方式下，定义了区间的数值意义的不等关系和基于α截集区间的模糊数的不等关系，并证明了模糊数的不等关系满足传递性．本文提出的方法实用性很强，并可以依据不同的应用需要作不同精确粒度的计算．     

Influence of Self-Regulation on the Development of Children’s Number Sense

The present study examined predictive power of behavioral self-regulation, family and child characteristics on children’s number sense. The participants consisted of 101 kindergarten children. A subsample of 30 children was randomly chosen for the reliability procedures of Assessing Number Sense and Head, Toes, Knees and Shoulders instruments. Thus, data from 71 children were used for further analysis. Multiple regressions using stepwise method were computed for determining whether self-regulation, family income, parents’ level of education, gender, and age related to and were predictive of scores on number sense. Results of the study indicated that behavioral self-regulation, mothers’ education level, gender and age are significant predictors of number sense, and behavioral self-regulation was the most influential predictor, followed by mothers’ education level, gender and age. Findings are discussed in terms of influential factors of number sense in early childhood.