The notion of carried-number, between the history of calculating instruments and arithmetic.
Résumé
This paper is based on a doctoral thesis about studying calculating instruments and deals with the very familiar primary school notion: the carried-number. We develop this notion in three ways: the history of calculating instruments and their mechanisation; a mathematical study of this notion within the place-value system; and an analysis of experimental data from an investigation of student and teacher understanding. For many students and teachers the notion of carried-number appears to be undeveloped mathematically.
Origine | Fichiers produits par l'(les) auteur(s) |
---|
Loading...