Number Talk Research Articles

Numbers Talk Loud? A Case In Making Investment Decisions

This study presents a case study intended for use in the introductory financial accounting course at the undergraduate level. The case study is designed for students to evaluate accounting information in the investment decision-making process. The project aims to stimulate student interest in accounting by presenting the application of accounting information.

Memorable Messages of Hard Times: Constructing Short- and Long-Term Resiliencies Through Family Communication

We take a communicative and life course theory approach to understanding how resilience is constructed in families. Drawing upon interviews with 20 fathers, 16 mothers, and 23 children who dealt with financial hardship during the 1980s recession, we analyze the messages families communicated about finances when their children were young and how these messages contributed to the development of short- and long-term resiliencies. The family talk and material practices of numbers talk, tightening the belt, sidelining, and preparing, as well as general talk of resiliency, transmitted through the generations a dual-layer of resilience. The first layer involved persisting through the immediate financial crisis. The second dealt with shaping the value systems and attitudes of the younger generation in ways that taught long-term resiliencies they carried into adulthood.

Number Talks, Math Drawing, and Mariquitas

This department contains reviews of books, products, and software.

Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal-number knowledge

Before they enter preschool, children vary greatly in their numerical and mathematical knowledge, and this knowledge predicts their achievement throughout elementary school (e.g. Duncan et al., 2007; Ginsburg & Russell, 1981). Therefore, it is critical that we look to the home environment for parental inputs that may lead to these early variations. Recent work has shown that the amount of number talk that parents engage in with their children is robustly related to a critical aspect of mathematical development - cardinal-number knowledge (e.g. knowing that the word 'three' refers to sets of three entities; Levine, Suriyakham, Rowe, Huttenlocher & Gunderson, 2010). The present study characterizes the different types of number talk that parents produce and investigates which types are most predictive of children's later cardinal-number knowledge. We find that parents' number talk involving counting or labeling sets of present, visible objects is related to children's later cardinal-number knowledge, whereas other types of parent number talk are not. In addition, number talk that refers to large sets of present objects (i.e. sets of size 4 to 10 that fall outside children's ability to track individual objects) is more robustly predictive of children's later cardinal-number knowledge than talk about smaller sets. The relation between parents' number talk about large sets of present objects and children's cardinal-number knowledge remains significant even when controlling for factors such as parents' socioeconomic status and other measures of parents' number and non-number talk.

Optimus prime: paraphrasing prime number talk

Baker (Mind 114:223–238, 2005; Brit J Philos Sci 60:611–633, 2009) has recently defended what he calls the “enhanced” version of the indispensability argument for mathematical Platonism. In this paper I demonstrate that the nominalist can respond to Baker’s argument. First, I outline Baker’s argument in more detail before providing a nominalistically acceptable paraphrase of prime-number talk. Second, I argue that, for the nominalist, mathematical language is used to express physical facts about the world. In endorsing this line I follow moves made by Saatsi (Brit J Philos Sci 62(1):143–154, 2011). But, unlike Saatsi, I go on to argue that the nominalist requires a paraphrase of prime-number talk, for otherwise we lack an account of what that ‘physical fact’ is in the case of mathematics that seemingly makes reference to prime numbers.

What counts in the development of young children's number knowledge?

Prior studies indicate that children vary widely in their mathematical knowledge by the time they enter preschool and that this variation predicts levels of achievement in elementary school. In a longitudinal study of a diverse sample of 44 preschool children, we examined the extent to which their understanding of the cardinal meanings of the number words (e.g., knowing that the word "four" refers to sets with 4 items) is predicted by the "number talk" they hear from their primary caregiver in the early home environment. Results from 5 visits showed substantial variation in parents' number talk to children between the ages of 14 and 30 months. Moreover, this variation predicted children's knowledge of the cardinal meanings of number words at 46 months, even when socioeconomic status and other measures of parent and child talk were controlled. These findings suggest that encouraging parents to talk about number with their toddlers, and providing them with effective ways to do so, may positively impact children's school achievement.

Making the numbers talk: Too much reliance on quantitative measures and too little on qualitative risk analysis

Making the numbers talk: Too much reliance on quantitative measures and too little on qualitative risk analysis

Making stillbirths count, making numbers talk - issues in data collection for stillbirths.

BackgroundStillbirths need to count. They constitute the majority of the world's perinatal deaths and yet, they are largely invisible. Simply counting stillbirths is only the first step in analysis and prevention. From a public health perspective, there is a need for information on timing and circumstances of death, associated conditions and underlying causes, and availability and quality of care. This information will guide efforts to prevent stillbirths and improve quality of care.DiscussionIn this report, we assess how different definitions and limits in registration affect data capture, and we discuss the specific challenges of stillbirth registration, with emphasis on implementation. We identify what data need to be captured, we suggest a dataset to cover core needs in registration and analysis of the different categories of stillbirths with causes and quality indicators, and we illustrate the experience in stillbirth registration from different cultural settings. Finally, we point out gaps that need attention in the International Classification of Diseases and review the qualities of alternative systems that have been tested in low- and middle-income settings.SummaryObtaining high-quality data will require consistent definitions for stillbirths, systematic population-based registration, better tools for surveys and verbal autopsies, capacity building and training in procedures to identify causes of death, locally adapted quality indicators, improved classification systems, and effective registration and reporting systems.

Creating "Kantri" in Central New Guinea: Relational Ontology and the Categorical Logic of Statecraft

Creating "Kantri" in Central New Guinea: Relational Ontology and the Categorical Logic of Statecraft

There were nine in the bed …

You can do a lot to help your child recognise numbers and understand what the symbols stand for. Try to include number talk in your everyday conversation. Where, in each room, are there opportunities to count or talk about numbers?

Discourse in different voices: reconciling N=1 and N=many

When groups are convened to discuss the making of policy, people are chosen to represent particular interests because they have relevant experience. Different stakeholders, however, may use differing discourses, and particular discourses may be privileged in particular contexts. This means that important contributions to the discussion may not be reflected in final reports. Discursive incommensurability is particularly seen when individual, personal experience is presented in meetings where quantification or “numbers talk” is privileged. While pooled personal experience may carry some weight in such a context, individual anecdote does not. The inclusion of ‘consumers’ in policy making groups may result in their dysempowerment. Their presence promises that they will have influence, but their voices disappear from the final document. The promise of empowerment is not realised. Dysempowerment may translate into empowerment with time, as it has done with feminism and the HIV/AIDS lobby. In order to speed the process, we suggest some practical means whereby mixed discourses may be generated and monitored. For constructive interchange, each party to the discourse needs to express the interests and arguments relevant to the group he or she represents. Supporting this principle of representation are principles of implicature and radical respect. Implicature is the act of implying what is relevant to others involved in the discourse. Radical respect is a fundamental and foundational respect for others in their roles as representatives of stakeholders with legitimate interests in the topic of the discourse.

Can Numbers Talk? Basic Data Management of a Corpus

This study attempts a series of quantitative analyses on a cornucopia of data in the Corpus of Scientific Journal Articles (CSJA), a special- purpose corpus consisting of 360 journal articles in 10 major scientific fields. Major findings include: (1) the average word length is 6.31 characters;(2) a word-form occurs 36.8 times on average;(3) a text category having a larger number of running words tends to have a higher word recurrence rate; (4) most of the 100 most frequent word-forms are function words; (5) in comparison with the COBUILD corpus and the LOB corpus, numbers and letters are much more frequently used in the CSJA than in the other two corpora; (6) only a very limited number of word-forms have a high recurrence rate while more than half of the vocabulary occur only once or twice; (7) despite disciplinary difference, word frequency profiles of the ten scientific fields are very similar, showing that different scientific fields bear similar patterns in the use of words.

Numbers and Relations

In this paper, I criticize John Bigelow's account of number and present my own account that results from the criticism. In doing so, I argue that proper understanding of the nature of number requires a radical departure from the standard conception of language and reality and outline the alternative conception that underlies my account of number. I argue that Bigelow's account of number rests on an incorrect analysis of the plural constructions underlying the talk of number and propound an analysis of numerical sentences, such as "Quine and Goodman are two", that conforms to the natural understanding of the plural constructions. The analysis leads to the account of number according to which natural numbers are properties, i.e., one-place relations: the number two, for example, is the property indicated by "to be two", which, I argue, is a one-place predicate that can combine with plural terms like "Quine and Goodman".

Mathsemantics: making numbers talk sense

Mathsemantics: making numbers talk sense

Children's Mathematics Learning: The Struggle to Link Form and Understanding

Children's Mathematics Learning: The Struggle to Link Form and Understanding

The Argot of Number Gambling

THE TERM number gambling refers to the practice of wagering on the 1 outcome of certain numbers. It embraces a variety of games which diSer principally in the way the winning number is determined. The two basic types are 'policy,' in which the winning number is obtained by a drawing, and 'numbers,' in which the winning number is derived from various published statistics. Number gambling has its chief incidence among Negroes and the lower income levels of other groups. It is commonly referred to as the 'poor man's roulette,' since the minimum wager is ten cents in many of the games; in some instances it is as low as one cent. Drake and Cayton2 in their definitive study of Chicago's Negro community have characterized number gambling as a big business, a cult, and a community institution. This clearly summarizes the significant role which the activity has come to have in the life of the urban Negro. In every respect number gambl1ng is a big business. It has been estimated by some that for the country as a whole an annual intake of a billion dollars is probably conservative. Drake and Cayton estimate that in Chicago in 1938 there were approximately five hundred number banks paying a total of some $25,000 weekly in wages alone. It is judged that these banks employed over five thousand people and had an annual gross turnover of at least $18,000,000. It is likely that since that time income and wages have tripled. It goes without saying that a business of this size involves extensive and intricate organization. The cultist nature of number gambling is readily apparent. In the Negro community 'the numbers' are a perennial topic of conversation. Wherever people congregate one may hear 'number talk.' And frequently comments on the numbers have become the accepted form of greeting. Instead of the customary 'Good morning' or 'How do you do,' we often hear 'What was it?' and the answer '327,' '413,' '87S,' or whatever the winning number happens to be. The hold which this activity has on its devotees is shown also in their feverish pursuit of 'lucky numbers' via dream books, lucky incense and potions, spiritualists, numerologists, and conSdence men.

An Analysis of Meaning in Arithmetic. I

Previous articleNext article No AccessAn Analysis of Meaning in Arithmetic. IH. van EngenH. van Engen Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 49, Number 6Feb., 1949 Article DOIhttps://doi.org/10.1086/459053 Views: 3Total views on this site Citations: 8Citations are reported from Crossref Copyright 1949 The University of ChicagoPDF download Crossref reports the following articles citing this article:Pamela Moffett, Patricia Eaton The impact of the Promoting Early Number Talk project on the development of abstract representation in mathematics, European Early Childhood Education Research Journal 26, no.44 (Jun 2018): 547–561.https://doi.org/10.1080/1350293X.2018.1487166Lyn English, Bharath Sriraman Problem Solving for the 21st Century, (Oct 2009): 263–290.https://doi.org/10.1007/978-3-642-00742-2_27James Hiebert A theory of developing competence with written mathematical symbols, Educational Studies in Mathematics 19, no.33 (Aug 1988): 333–355.https://doi.org/10.1007/BF00312451H. Shaw THE DEVELOPMENT OF THE CHILD'S CONCEPTION OF NUMBER, Educational Review 13, no.33 (Jun 1961): 184–198.https://doi.org/10.1080/0013191610130303J. B. Biggs The Teaching of Mathematics‐‐I THE DEVELOPMENT OF NUMBER CONCEPTS IN YOUNG CHILDREN, Educational Research 1, no.22 (Feb 1959): 17–34.https://doi.org/10.1080/0013188590010202Esther J. Swenson, Daisy Parton Chapter VII: General Aspects of Instructional Method, Review of Educational Research 23, no.22 (Jun 2016): 162–170.https://doi.org/10.3102/00346543023002162Robert L. Burch, Harold E. Moser Chapter IV: The Teaching of Mathematics in Grades I thru VIII, Review of Educational Research 21, no.44 (Jun 2016): 290–304.https://doi.org/10.3102/00346543021004290William C. Trow Chapter II: Growth, Development, Learning, and Maturation as Factors in Curriculum and Teaching, Review of Educational Research 21, no.33 (Jun 2016): 186–195.https://doi.org/10.3102/00346543021003186