Changing the Face of Math Education Book 1 Chapter 2

Changing the Face of Math Education Book 1 Chapter 2
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Additive/Place Value Numeration Systems
2.1 Introduction…20
2.2 Babylonian Numeration System…21
2.3 Mayan Numeration System…25
2.4 Creating an Additive/Place Value Numeration System of Your Own…29
2.5 Practice Exercises for Chapter 2…30

This chapter will introduce you to past, present, and possible additive numeration systems that also use place value. Our present day system is an additive numeration system that also uses place value. Material in this chapter will give you the opportunity to gain a more complete understanding of what an additive/place value numeration system is and how they work by comparing similarities and differences between different numeration systems. In the end, you will learn how to develop your own additive/place value numeration system and how easy it would be to have your students build their own additive/place value numeration system.

The Babylonian Numeration System introduced in this chapter is seldom introduced to individuals but will give a deeper conceptual understanding of a numeration system that uses place value. This system could be introduced early to give students an interesting way of counting by tens and ones up to 59. Later on, it could be used as an abstract way to practice multiplication and addition.

The Mayan Numeration System introduced in this chapter is seldom introduced to individuals but will give a deeper conceptual understanding of a numeration system that uses vertical place value instead of the traditional horizontal place value. This system could be introduced early to give students an interesting way of counting by fives and ones up to19. Later on, it could be used as an abstract way to practice multiplication and addition.

Material in this chapter would normally be discussed after a student has been introduced to the Hindu-Arabic numeration system and they have learned to add, subtract, multiply and divide whole numbers.

Do not make students memorize the symbols, their values and place values. This will more than likely create math anxiety in some of your students and turn them off to math. We want students to enjoy and be interested in math. The goal is for the student to understand what an additive/place value numeration system is and be introduced to the existence of other numeration system. Therefore, tables and values should always be available and used on assignments and quizzes.

You could also use the Babylonian Numeration System or Mayan Numeration System as an activity on a shortened day, or the day before a break to add interest and intrigue to mathematics.
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