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The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
In mathematics education, there was a debate on the issue of whether the operation of multiplication should be taught as being a form of repeated addition.Participants in the debate brought up multiple perspectives, including axioms of arithmetic, pedagogy, learning and instructional design, history of mathematics, philosophy of mathematics, and computer-based mathematics.
Multiplication can also be thought of as scaling. Here, 2 is being multiplied by 3 using scaling, giving 6 as a result. Animation for the multiplication 2 × 3 = 6 4 × 5 = 20. The large rectangle is made up of 20 squares, each 1 unit by 1 unit. Area of a cloth 4.5m × 2.5m = 11.25m 2; 4 1 / 2 × 2 1 / 2 = 11 1 / 4
Numeracy is the ability to understand, reason with, and apply simple numerical concepts; it is the numerical counterpart of literacy. [1] The charity National Numeracy states: "Numeracy means understanding how mathematics is used in the real world and being able to apply it to make the best possible decisions...It's as much about thinking and ...
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.
Cuisenaire rods illustrating the factors of ten A demonstration the first pair of amicable numbers, (220,284). Cuisenaire rods are mathematics learning aids for pupils that provide an interactive, hands-on [1] way to explore mathematics and learn mathematical concepts, such as the four basic arithmetical operations, working with fractions and finding divisors.
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