While this system shares certain features with the more familiar Hindu-Arabic base-10 numeration system (e.g., the use of position to convey the value of each symbol), it differs significantly in other respects (e.g., base 60, use of only two distinct symbols) that cause the two systems to look quite dissimilar. The purpose of this article is not to revisit the complex question of the benefits or drawbacks of these methods, but to provide an example at one end of these extremes that makes use of the history of mathematics: the mini-Primary Source Project Babylonian Numeration.Įxploring the Babylonian numeration system in general presents a marvelous opportunity, for students who are not familiar with it, to challenge basic assumptions about numerical representation. At the other extreme, some “Discovery Learning” methodologies provide students with almost no information, instead offering an extended series of leading questions that encourage them to build their own knowledge.
At one end, some traditional teaching methodologies give students all of the theorems, methods, or rules relating to the topic at hand. Among these is: how much scaffolding should be provided? At the risk of oversimplifying, answers to this question lie along a spectrum.
#BABYLONIAN NUMERALS T243 BASE TEN EQUVILENT HOW TO#
When teaching any new topic, instructors face a dizzying number of choices about how to do so.
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