Number Of Symbols Research Articles

The Influence of Number Dice Games in Improving Early Childhood Mathematical Logic in Early Childhood Education

Purpose of the study: The aim of this research is to determine the effect of the number dice game in improving the mathematical logic intelligence of young children in Early Childhood Education.
 Methodology: The method used in this research is quantitative with an experimental research design, the sampling technique is purposive sampling, with post test and pre test research instruments, the data analysis used is inferential statistics.
 Main Findings: The results of this research show that Early Childhood Education Teachers use the number dice game media used in mathematics learning, which is a game that children like because it is very easy and interesting to play. In order to stimulate various areas of development such as cognitive, language and social. Social skills trained in this game include the willingness to follow and obey the rules of the game, playing in turns. Mathematical cognitive skills that are stimulated are stating the order of numbers, recognizing number symbols and number concepts.
 Novelty/Originality of this study: The use of a number dice game introduces a novel and engaging way for young children to interact with mathematical concepts. It offers an enjoyable learning experience that can potentially enhance children's motivation and interest in mathematics, establishing a positive foundation for learning.

Intertextual elements of the novel «Masky opadaiut povilno (Masks Fall Slowly)» by Stepan Protsiuk

The works of Stepan Protsiuk are vivid examples of a modernized presentation of the Ukrainian literature classics for a new generation. The article is devoted to the study of intertextual elements in the novel aboutVolodymyr Vynnychenko «Masky opadaiut povilno (Masks Fall Slowly)».Detailing and decoding of intertextual markers serves as an auxiliary factor in understanding the influence of external factors on the protagonist’s life position. The novel attracts attention in the context of contemporarypsychobiographical prose because it contains a large number of symbols and colours. The study reveals and analyses the specifics of Volodymyr Vynnychenko’s artistic portrayal, the complex corpus of his experiences,emotions, secrets of creativity, etc. The artist uses psychologism and deep tragedy of the narrative in a filigree manner, which adds even moresymbolism, metaphor and colour to his novels. «Masky opadaiut povilno(Masks Fall Slowly)» is a subjective perception of the Ukrainian classic, amodelling of his worldview. Stepan Protsiuk tries to show the protagonist not as a messiah of the world, but as a person who also experiences and has a lot of psychological traumas, which only get worse in the future. The chosen literary approach makes it possible to fully reveal the protagonist’s personality and understand the contradictions of the artist’s psychological world.

Low knowledge of national biodiversity symbols among urban South Africans limits their potential value as conservation flagship species

Abstract Most countries have declared one or more animal or plant species to be among their national symbols, termed here national biodiversity symbols. National biodiversity symbols are the species formally or informally recognised by societies and countries as having meaning to one or more of national identity, values and unity. It has been proposed previously that national biodiversity symbols can be used as flagship species to advance habitat conservation in their respective countries. However, this assumes that the symbols are well‐known and revered by the citizens of the country concerned. We examined this assumption via direct interviews with 382 urban residents in four towns in South Africa, which is a mega‐biodiversity country with five national biodiversity symbols (a national tree, flower, animal, bird and fish). We found that less than 3% of the urban respondents could name all five species, ranging from 6% for the national tree to 40% for both the national flower and national animal. Knowledge of other national symbols (flag and anthem) were equally low. The number of national biodiversity symbols known increased with income and education level of respondents. Despite limited knowledge of which species were the national biodiversity symbols, almost two‐thirds of respondents felt that having national biodiversity symbols was important for promoting national identity. These findings show that from a heritage perspective a great deal more awareness needs to be developed in South Africa around the national biodiversity symbols. From a conservation perspective, it indicates that the national biodiversity symbols are unlikely, at this stage at least, to be useful as flagship species for habitat conservation programmes. Read the free Plain Language Summary for this article on the Journal blog.

A neural network model of mathematics anxiety: The role of attention

Anxiety about performing numerical calculations is becoming an increasingly important issue. Termed mathematics anxiety, this condition negatively impacts performance in numerical tasks which can affect education outcomes and future employment. The disruption account proposes poor performance is due to anxiety disrupting limited attentional and inhibitory resources leaving fewer cognitive resources for the current task. This study provides the first neural network model of math anxiety. The model simulates performance in two commonly-used tasks related to math anxiety: the numerical Stroop and symbolic number comparison. Different model modifications were used to simulate high and low math-anxious conditions by modifying attentional processes and learning; these model modifications address different theories of math anxiety. The model simulations suggest that math anxiety is associated with reduced attention to numerical stimuli. These results are consistent with the disruption account and the attentional control theory where anxiety decreases goal-directed attention and increases stimulus-driven attention.

Исследование двухмодульных взвешенных кодов с суммированием с произвольными разбиениями множества информационных символов

A method has been proposed for constructing two-modulus sum codes that are suitable for solving the synthesis problems of self-checking digital computing devices and systems, as well as the technical means of their diagnostics. In the process of constructing a code, a set of data symbols is divided into two subsets, forming separate vectors for which the total weight is calculated according to a predetermined modulus. Beforehand, in each of the selected vectors, one of the data symbols is weighted with a coefficient from a natural series. Codes obtained with different values of weight coefficients and modulus for determining the total weight form a separate family of uniform binary codes with a fixed number of check symbols. The article provides an example of constructing a sum codes in the ring of residues modulus M = 4. Using this modulus enables the construction of a two-modulus code with k = 4 check symbols for any value of the m number of data symbols. As the value of m increases, the relationship between the number of data symbols and check symbols will change significantly, and the resulting code will have low redundancy. This is important when using the considered class of codes in the construction of digital devices. Previously unknown properties of the discussed class of sum codes have been identified, and taking these into account is beneficial when addressing problems related to the synthesis and technical diagnostics of digital devices.

Upaya Meningkatkan Kemampuan Mengenal Lambang Bilangan Melalui Bermain Puzzle pada Anak Usia 4-5 Tahun di TK Tunas Inti Indragiri Hulu

Mathematical knowledge in early childhood, especially knowledge about understanding the concept of numbers, is very important and must be prepared as well as possible so that it will contribute to students' success in everyday life and success in the future. The aim of this research is to improve the ability to recognize number symbols through playing puzzles in children aged 4-5 years at Tunas Inti Indragiri Hulu Kindergarten. This type of research is Classroom Action Research (PTK) using the Kemmis and Mc model research design. Taggart. The research subjects were all group A children at Tunas Inti Indragiri Hulu Kindergarten. The number of children is 20, consisting of 10 boys and 10 girls. This classroom action research was carried out through two cycles. Each cycle consists of two meetings. The results of the research were that in the pre-cycle the average child's score was only 41.50% in the Not Yet Developed category, but after playing the puzzle game in Cycle 1 the child's average score increased to 67.65%, but this score did not meet the indicators of success. So the researchers continued improvements in cycle 2 with an average score of 84.67%. The improvement in the ability to recognize number symbols for children aged 4-5 years at Tunas Inti Indragiri Hulu Kindergarten in cycle 2 has met the success criteria so that it does not require reflective action and the research is considered complete. Keywords: Symbols for Numbers, Games, Puzzles

Diffusion-assisted quantum noise stream cipher for physical layer security in UFMC

Universal filtered multicarrier (UFMC) is a promising multicarrier technologies due to its ability to suppress inter symbol interference, increase frequency band utilization and provide flexible adaptation. However, it is vulnerable to illegal eavesdropping in the point-to-multipoint access transmission. Quantum noise stream cipher (QNSC), a classical physical layer encryption scheme, is inherent matched with the UFMC system. However, its security mainly depends on the length of the basis states, which is limited by the performance of commercial high-speed digital-to-analog converters (DACs). In this work, we propose a diffusion-assisted quantum noise stream cipher (DA-QNSC) scheme to enhance the security. Here, we introduce artificial noise generated by hyperchaotic system to pseudo expand the distribution of quantum noise, which will make it more difficult for eavesdroppers to crack plaintext information violently. We experimentally demonstrate the encrypted 16/4096-QAM, 16/16384-QAM, 16/65536-QAM DA-QNSC signals over 30-km standard single mode fiber (SSMF) transmission. Compared to the conventional QNSC systems, the proposed method achieves a 3.6 times improvement in the security with the same DAC resolution and has negligible impact on bit error ratio (BER) performance. For the 16/65536-QAM signal, the number of masked symbols (NMS) are increased from 910 to 3270.

TDCS effects in basic symbolic number magnitude processing are not significantly lateralized

Functional lateralization was previously established for various cognitive domains—but not for number processing. Although numbers are considered to be bilaterally represented in the intraparietal sulcus (IPS), there are some indications of different functional roles of the left vs. right IPS in processing number pairs with small vs. large distance, respectively. This raises the question whether number size plays a distinct role in the lateralization within the IPS. In our preregistered study, we applied anodal transcranial direct current stimulation (tDCS) over the left vs. right IPS to investigate the effect of stimulation as compared to sham on small vs. large distance, in both single-digit and two-digit number comparison. We expected that anodal tDCS over the left IPS facilitates number comparison with small distance, while anodal tDCS over the right IPS facilitates number comparison with large distance. Results indicated no effect of stimulation; however, exploratory analyses revealed that tDCS over the right IPS slowed down single-digit number processing after controlling for the training effect. In conclusion, number magnitude processing might be bilaterally represented in the IPS, however, our exploratory analyses emphasise the need for further investigation on functional lateralization of number processing.

Simulasi Kegiatan Jual Beli Dan Menabung Bagi Siswa Siswi TK Al Azhar 54 Pekanbaru

Simulation of buying, selling and saving activities motivated by the needs of young children, especially students at Kindergarten Al Azhar 54 Pekanbaru in improving ability to recognize the concept of numbers because currently it is still using the assignment method, books and using general learning media cause young children difficult in understanding concept of numbers and number symbols. Several methods were applied, namely: observation, interviews, counseling and documentation. The PKM activities are simulation of buying and selling activities to provide education on buying and selling activities that are often do in daily life, simulations of saving activities at bank, counseling the benefits of saving at bank and explanations bank products. The expected final result of this PKM activities are Al Azhar 54 Pekanbaru Kindergarten students can improve their ability to recognize numbers and number symbols, know the value of money, understand buying and selling transactions in daily life, increase their knowledge about banks, knowing how to save at bank, motivate to save from an early age to buy favorite items, training discipline in using money according to needs, and teaching not to spend all the money you have so that it is easier to manage your finances.

Early symbolic numeracy and gross, fine, and perceptual-motor skills in Mexican preschool children

The relation between early numeracy and motor skills has previously been examined, however, different results have been obtained depending on whether gross, fine, or perceptual-motor skills were considered in the study and the numeracy outcomes that were analyzed. The goal of the present research was to examine the relation between preschool children’s performance on two assessments of symbolic numeracy and gross, fine, and perceptual-motor skills. A total of one-hundred-and-twenty-three Mexican preschool children were assessed on their gross, fine, and perceptual-motor skills, their numeracy skills (i.e., applied problem-solving and symbolic number comparison) their numeracy precursor skills (i.e., number identification, cardinality and verbal counting), inhibitory control and visual-spatial working memory. Results from hierarchical linear regressions showed that applied problem-solving was predicted only by children’s numeracy precursor skills while the ability to compare two symbolic numbers was significantly predicted only by perceptual-motor skills. The study highlights the importance of perceptual-motor skills to children’s early numeracy learning. Keywords: Early numeracy skills; motor skills; perceptual-motor skills; preschool children.

Pengembangan Kemampuan Kognitif Anak Dengan Menggunakan Media Papan Pintar Angka

This background of this research is the low ability of children to understand concept of numbers, one of the alternatives offered by researchers is the introduction of understand of numbers by . The research method used was classroom action research conducted in 2 cycles. Data collection methods used are observation, assignment and documentation. The results showed that the children's cognitive abilities in recognizing number symbols which developed very well in each indicator showed a good increase after the action was carried out in cycle II, where children could recognize number symbols 1-10 with a percentage of 90%, children could show number symbols 1-10 in sequence with a percentage of 90%, children paired symbol numbers 1-10 with picture media with a percentage of 90%, and children could name symbols of numbers 1-10 in sequence with a percentage of 90%. Keywords: Cognitive Abilities, Smartboard number, Demonstration Learning Method

Differences in augmented reality games performance between individuals with Down syndrome and individuals with typical development

Introduction: Down syndrome is the most common genetic cause of intellectual disability, and the use of augmented reality can be improving the cognitive, motor, and literacy skills of this population. Objective: to compare statistical differences in learning between individuals with Down syndrome and individuals with typical development using augmented reality games. Methods: we compared the reaction time before and after the virtual reality tasks, in addition to the performance in these tasks, which consisted of correctly identifying numbers and letters in 46 people with Down syndrome and 46 controls with typical development. Results: our results indicate that the total points for the typical development group were higher (M = 13.0 and 11.9) when compared to the Down syndrome group (M = 6.6 and 4.6) for letters of the alphabet and numbers, respectively. Furthermore, the results indicated that participants in both groups were more accurate in identifying alphabetic symbols when compared to numerical symbols, and both groups were sensitive to the number of symbols presented in each phase. The down syndrome group had a lower performance when compared to the typical development group. Conclusion: despite the need for further studies, our results support the outcome that there is clinical utility of an intervention based on virtual reality tasks for people with Down syndrome. In conclusion, the use of this technology to improve the reaction time of this population is considered useful.

More of me: Self-prioritization of numeric stimuli.

People process stimuli that have been arbitrarily associated with the self versus with a stranger preferentially, but congruence effects can modulate self-prioritization, as when the self is paired with, for example, symmetrical versus asymmetrical stimuli. In two experiments, we examined the interaction of self-prioritization with number magnitude when participants associated the self or a stranger with specific number symbols such as "2" presented as natural, negative, and ordinal number types (Experiment 1), or abstract numeric concepts, such as "larger than 5" (Experiment 2). Empathy and personal distance were also assessed. While self-prioritization emerged in both experiments, number type (natural, ordinal, and negative) had no effect on performance. Furthermore, correlations with empathy and personal distance did not emerge consistently. An interaction between number magnitude and self-assignment was observed for the magnitude comparison matching task (e.g., > 5) (Experiment 2), but not in the specific number (e.g., "8") matching task (Experiment 1). The null interaction may reflect the fact that encoding symbol identity, but not number magnitude, was sufficient for the symbol-matching task. The order of numbers and self-associations also had an effect. In sum, this study is the first to show that self-prioritization emerges for symbolic numbers and can even occur with abstract categories, such as a range of numbers (e.g., > 5). Furthermore, congruence effects between number concepts and labels (e.g., for the stranger, less is better) may also affect performance. However, this would appear to depend on the task context, such as whether numeric magnitude was needed to complete the task. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Peningkatan Kemampuan Berhitung Melalui Metode Bermain Kereta Angka Pada Anak Kelompok A di TK Tunas Harapan

This research aims to assess the effectiveness of the number train play method in enhancing counting skills in group A children. Counting skills are fundamental cognitive abilities essential in a child's developmental process. This study involved 12 children aged 4-5 years who were enrolled in a local kindergarten's group A.The research was conducted using a quantitative approach with a quasi-experimental design. Participants were divided into two groups: the experimental group, receiving instruction through the number train play method, and the control group, receiving conventional instruction. Data were collected through pre-test and post-test assessments measuring the children's counting abilities.The research results show that the group receiving instruction through the number train play method experienced a significant improvement in their counting skills, while the control group exhibited a lower level of improvement. Data analysis using a t-test revealed a significant difference between the two groups at a significance level of 0.05.This research concludes that the number train play method is effective in enhancing counting skills in group A children. The implications of this study are that play-based methods can be a valuable choice for early childhood counting instruction, offering a more enjoyable and interactive learning experience. It is expected that this research can contribute to the development of more effective teaching methods for early childhood education. Keywords: Cognitive abilities, recognizing number symbols, method of playing number trains.

Mengembangkan Kognitif Anak Usia 4-5 Tahun dengan Permainan Gerbong Angka

Number carriage game which is a simple math learning activity that is easy to play and can solve or find the sum of the results provided by the educator. The purpose of this study is to describe the results of cognitive development in totaling to group A PAUD KIA-KIRA Sedati Sidoarjo. The data analysis technique uses 3 stages, namely data reduction; data presentation; and conclusions or verification. Then triagulation and validity are carried out. The group studied was Group A (ages 4-5 years) totaling 14 students. Data was collected from the results of observation sheets and field notes.The results showed that the cognitive development of group A PAUD KIA-KIRA in adding up with the numbers carriage game at the stage of development as expected (BSH) but on the indicator symbol of numbers at the stage began to develop (MB). Factors that support the implementation of the number car play activities, namely students who are enthusiastic to play even though there are some who are not familiar with numbers and homeroom teacher support is always helpful while the inhibiting factor is the cognitive ability to read the symbols of student numbers is still lacking, because the media at school is lacking inadequate as well as the lack of creativities educator makes educational props tools (APE).

MENINGKATKAN HASIL BELAJAR MATEMATIKA MELALUI MODEL PEMBELAJARAN MAKE A MATCH MATERI BILANGAN PECAHAN PADA SISWA KELAS IV DI SD SWASTA ABDI SUKMA KECAMATAN MEDAN JOHOR

This research aims to determine learning through: (1) student learning outcomes before using the make a match learning model in Mathematics subjects in class IV of Abdi Sukma Private Elementary School, Medan Johor District. (2) Application of the make a match learning model in mathematics subjects in class IV of Abdi Sukma Private Elementary School, Medan Johor District. (3) Student learning outcomes after using the make a match learning model in Mathematics subjects in class IV of the Abdi Sukma Private Elementary School, Medan Johor District. The type of research used is Classroom Action Research (PTK) with the subjects of this research being fourth grade students at Abdi Sukma Private Elementary School, Medan Johor District. Based on the research results, it can be concluded that the results before implementing the make a match learning model obtained an average teacher activity result of 83.32% and an average student activity result of 80.08% and an average student learning result of 70%. Based on the results above, it can be concluded that the use of the make a match learning model can improve student learning outcomes in mathematics subjects, the material of recognizing Roman number symbols in class IV D Swasta Abdi Sukma, Medan Johor District.

The Genesis of Jewish Genealogy

This paper examines the structure, message, and content of biblical genealogies in light of literary analysis and social anthropology. In particular, the focus is on the so-called “Table of Nations” in Genesis 10. My basic assumption is that most biblical genealogies are a literary genre employing various devices that carry a message using symbolic numbers, chiastic structure, and anticipation. These lists interact and supplement the narrative, sometimes as a foil to the story line. They are inserted at relevant points of change in the story of mankind from Adam and Eve to Joseph and his brothers. I even propose that these insertions are the earliest form of dividing the book of Genesis into installments, a precursor to weekly Torah readings and to the later division into chapters as in the printed text. The underlying message of this chapter is the value concept of the brotherhood of mankind stemming from one father—Noah. This innovative idea of universal kinship breaks with the common pagan view prevalent in antiquity that man’s place is to serve the gods and to have little or no personal identity. Note that the great urban cultures of ancient Egypt and Mesopotamia have left us no real records of family lineage other than the long king lists that reflect dynastic power. No doubt the importance of oral and written lineage stems from a tribal culture like that of the ancient Hebrews and their kindred. This overriding view even shaped the Nimrud pericope, describing his founding the urban centers of Babylon and Assyria. Genealogy became the natural medium expressing this message of universal kinship. Basic to understanding biblical genealogies is discerning two patterns of kinship, one, linear, stretching up to ten generations, and two, segmented genealogies, noting an eponymous “father” and his segmented offspring or wives. Our understanding of these structures in the Bible is shaped by the research of social anthropologists who studied oral genealogy among analphabetic tribes in Africa and the Middle East. I apply these observations and methodology in a detailed commentary on the Table of Nations.

Is the order of learning numerals universal? Evidence from eight countries and six languages

Cramman et al. (2018) proposed that numerical symbol identification may constitute a universally predictive measure of early mathematical development. While a broad pathway to learning number symbols is unsurprising, lack of systematic variation in acquisition order relative to factors such as teaching, age, country, progression stage, is. This study evidences unidimensionality of measurement of the order of ability clusters of numbers, showing that variations are minor across eight countries and, importantly, six instructional languages. This invariance suggests early symbol identification could represent a universal measurement which could a) instructionally inform teaching and learning of classroom mathematics, b) work predictively as an educational research tool and c) offer a foundation for valid international comparisons of the mathematical development of children. Tentatively, this study suggests numerical symbol identification may be a universal measure to assess mathematical cognition in early years education that is unaffected by language of instruction, gender, time of assessment and country.

Block Diagonalization in the 5G SA Network

In this paper, we did programming regarding the Block diagonalization technology in the 5G standalone SA network, in this program, we have created a 5G site with 16 antennas(minimum of Massive MIMO) and 4 active users equipped of 4 antennas, this system is called Multi Users Massive MIMO system, the link that was chosen is the downlink,we have calculated the maximum throughput in the 5G downlink where we have obained a value of 1673864 b/ms, this value is divided by the number of Massive MIMO layers which worth 16 to get a transport block size of 104616 b/ms (no Cyclic redundancy check CRC). The Block Error rate BLER is null (no detection of errors in reception) because we are in the case of no crc and no channel coding (uncoded transmission), the signal of each user among 4 to be transmitted consists of 4 vectors, each vector has a length of 52308 that corresponds to the number of symbols which are the outputs of Quadrature Phase Shift Keying QPSK Mapping Operation. The received signal at each user equipment UE has a form which can be represented by the multiplication of preconding matrix of this UE with the channel matrix between this UE and the 5G site plus the noise received at the antennas of this UE. the results show that the product of channel gain between UE and the 5G site(known in emission) with the precoding matrix of the other UE gives a matrix which composes of imaginary elements each of which has a real part and imaginary part which both tend to zero(the inter users interferences IUI is canceled). The results show also that when the Signal to Noise Ratio SNR increases(several transmissions) the Bit Error Rate decreases.

Effects of a 3-factor field intervention on numerical and geometric knowledge in preschool children.

The main aim of this study was to develop and test the effects of a field math intervention program on both number and geometry knowledge. The intervention was developed based on three basic skills previously associated with mathematical performance: symbolic number knowledge, mapping processes and spatial reasoning. The participants were 117 preschoolers from six schools in Cali and Bogotá. The children were assigned to an intervention group (N = 55) or a control group (N = 62). The intervention lasted 11 weeks with 3 sessions per week where the children participated in different game-based activities. Tests of numerical and geometric knowledge were administered before and after the intervention. The effects of the intervention were tested twice, immediately after the program ended and six months later. The results show that the children in the intervention group improved more than the control group in both number and geometry. The second posttest revealed a significant intervention effect for geometry, but not for numerical knowledge. The implications of these mixed patterns of results are discussed in the paper.