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Tag Archives: denominations
Operators, Functions, and Properties – part 18
In the latest post in this series, we looked at modeling a simple fourfunction calculator as a state machine where key presses invoke operators that operate on the current state of the machine, producing a new state. Missing from this … Continue reading
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Tagged black box, deferred computation, denominations, extending patterns, models, representations, reverse engineering
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Operators, Functions, and Properties – part 16
In this series, we’ve been playing with operators in an attempt to make some models for an introduction to algebra that may fit modern kids’ ways of thinking better than some traditional models. A key entry point for us has … Continue reading
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Tagged black box, deferred computation, denominations, extending patterns, models, naming, representations, reverse engineering
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Operators, Functions, and Properties – part 15
In this series, we’ve been playing with the mathematical notion of an operator, seeing if we could make it useful for making a bridge between arithmetic and algebra. In the previous post, we started to investigate the notion of a … Continue reading
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Tagged black box, denominations, extending patterns, lookup, models, reverse engineering
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Operators, Functions, and Properties – part 14
In earlier parts of this series, we’ve looked at operators that take a number coming in, and produce a number coming out. We’ve looked at stringing these operators together in a chain, and we’ve looked at combinations of operators that … Continue reading
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Tagged black box, deferred computation, denominations, extending patterns, models, naming, reverse engineering
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Representations – Black Boxes – Equivalence 2
We ended the previous post in this series by looking at this figure: To recap, a black box is something where we have access to the behavior but not the internal organization. We can propose a model for a black … Continue reading
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Tagged black box, denominations, equivalence, extending patterns, models, representations, reverse engineering, unlearning
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First, Do No Harm
Wouldn’t that be a great stricture for Math Education to adopt, just like medical professionals do? Whatever else you do, make sure you do no harm. You’d think that this would represent a really low standard of math education: that … Continue reading