Titlebook: History of Number; Evidence from Papua Kay Owens,Glen Lean,Charly Muke Book 2018 The Editor(s) (if applicable) and The Author(s), under ex

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書目名稱History of Number影響因子(影響力)




書目名稱History of Number影響因子(影響力)學(xué)科排名




書目名稱History of Number網(wǎng)絡(luò)公開度




書目名稱History of Number網(wǎng)絡(luò)公開度學(xué)科排名




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書目名稱History of Number讀者反饋學(xué)科排名

付出

5-Cycle Systems,of the AN (all but two are Oceanic) languages have a 5-cycle primary cycle. There are some AN languages with (5) and (5, 20) cycles but more NAN languages with these cycles. The AN languages are more likely to have a numeral for 10 and a 10 cycle, usually as a secondary cycle.

補角

Atrium

nascent

An Overview of the Studies, Papua New Guinea, Oceania, Languages and Migrations,resented in this chapter permits the reader to link the pursuing discussion in a time and place. The chapter finishes with an overview of the book that sets out the diversity of counting system cycles, where they are established, and how they may have developed.

斑駁

INERT

榮幸

Indigenous and Western Knowledge,t also school learning if incorporated into the school mathematics. These cultural practices extend beyond the use of the morpheme and word patterns that can reinforce school mathematics learning in the early years and which are ubiquitous opportunities with most Indigenous counting systems.

注射器

2-Cycle Systems Including Some Digit Tally Systems,s of these types of systems is given in Figure 3.1. Further data (Mimica, 1988; C. Muke, 2000) and that obtained by Owens indicate that these systems were developed from cultural beliefs and practices to incorporate large numbers.

Simulate

Integration of Indigenous Knowledge in Formal Learning Environments, in other regions of Papua New Guinea. In particular, the chapter looks at the impact of social, postcolonial attitudes, changing education policies, and the importance of quality teacher education that addresses these issues.