Search

In this article we establish the necessary context and theoretical framework for an analytical approach to the use of number symbolism in the Iliad, setting us apart from the critical tradition of the poem which considers number as a purely quantitative resource. We will also catalogue two distinct numerical sequences to seek how their use could affect the course of action within the Homeric work. [ABSTRACT FROM AUTHOR]

The Sasanian Empire was one of the most important periods in ancient Iran and one that experienced flourishing of the Zoroastrian religion. As the official religion in the Sasanian to post-Sasanian period, Zoroastrianism can be understood better by studying evidence of the religion's impact on artifacts such as glassware, coins, silver vessels, pottery, and textiles. This paper shows the importance of "Zoroastrian sacred numbers" on glass fabrication and its impact on a specific type of glassware. Based on his assumption that glassware designs reflect the beliefs of artisans, the author focuses on the number of the facets on the related glassware. To test this hypothesis, the Sasanian glassware is compared to other concomitant objects such as royal necklaces and flower petals used in the Zoroastrian Pahlavi manuscripts. This religion-inspired decorative technique continued into the Early Islamic period, during which Shiism strongly preserved the Zoroastrian legacy in glassware. [ABSTRACT FROM AUTHOR]

This article discusses four newly discovered technopaegnia in Musaeus's Hero and Leander. The author argues that they are interconnected and constitute a complex literary game that spreads almost over the whole poem. The characteristic elements of the technopaegnia discussed in the article are the apostrophes, their palindromic character, and the numbers 9 and 10. Based on the latter feature, the author tries to show that lines 1-10 hide references to the Pythagoreans' teachings about the first ten numbers. [ABSTRACT FROM AUTHOR]

This study focuses on adults who are neither preschool teachers nor professional caregivers and investigates their beliefs regarding the importance of engaging young children with numerical activities. It also examines the types of numerical activities adults report having observed children engaging with, as well as the types of activities they propose as a way for promoting counting, enumerating, recognizing number symbols, and number composition and decomposition. Findings showed that participants believed to a great extent that engaging young children with numerical activities is important. Most reported that they had observed children engaging with at least some numerical activity. In general, participants relayed more activities and more detailed activities when suggesting activities for each competency, than they did when reporting observed activities. Findings also suggested a need to enhance adults' knowledge regarding the necessity to promote verbal counting, separate from object counting, as well as to increase adults' awareness of number composition and decomposition. For mathematics educators wishing to plan workshops for adults, this study offers a method for investigating adults' knowledge of early numerical activities, as well as a starting point with which to plan appropriate workshops. [ABSTRACT FROM AUTHOR]

The paper is devoted to the identification and interpretation of some common and unique features of the phraseological expressions, or idioms, with numeric component in their formations in the English, Hungarian, and Ukrainian languages. In the course of analysis, various groups of meanings of these numbers found in these units are distinguished which accurately reflect the given nation’s culture, beliefs, identity, mentality, folklore and provide a deeper insight into the link between language and culture. Moreover, the present study further outlines some challenging points for both non-native speakers and translators when dealing with culture-specific set expressions in a foreign language based on semantic and structural differences. [ABSTRACT FROM AUTHOR]

Exact arithmetic abilities require symbolic numerals, which constitute a precise representation of quantities, such as the Arabic digits. Numerical thinking, however, also engages an intuitive non-linguistic number sense, the Approximate Number System (ANS). The ANS allows us to discriminate quantities, approximate arithmetic transformations, and estimate quantities, all without counting individual items. Although the ANS does not require language, estimations made by means of the ANS can be expressed with number words or Arabic digits. A connection between the ANS and school math performance has been established. A child's accuracy in mapping from approximate quantities to Arabic digits is associated with children's symbolic math abilities and can also predict their success at learning new arithmetic skills. Here, we explore whether directly training the mapping between estimated quantities and Arabic digits transfers to better math proficiency. The control training was based on discriminating quantity representations, without involving digits. Each of these three-week computer-based trainings were added to the school schedule. We measured improvements in approximate and exact arithmetic after training. Both the experimental and the control group improved in approximate arithmetic performance. However, in exact arithmetic, results show that strengthening the digit-quantity relation improved the 7-year-olds' competence in symbolic additions and subtractions over and above the improvement measured in the control group. Our results speak to the complexity of the factors involved in developing mathematical abilities, making the case that training the mapping from estimated quantities to digits can be particularly effective in improving children's mathematical performance. [ABSTRACT FROM AUTHOR]

The ability to efficiently compare number symbols, such as digits, is associated with mathematics competence across the lifespan. Performance on symbolic number comparison tasks differ across age groups; young students who are developing fluency with digits improve on symbolic number comparison, and performance is better in adults than children. However, whether this improvement continues for older students who are fluent with number symbols, and what cognitive factors relate to this improvement, is unknown. This study used a longitudinal sample of U.S. middle school students (n = 394) to examine whether symbolic number comparison performance changes over middle school (i.e., students aged 11-14), whether there are individual differences in students' rate of change, and potential predictors of that change. Students completed measures of single-digit symbolic number comparison, nonsymbolic number comparison, executive function (EF), and mathematics competence in Grade 5 (M = 11.02 years; SD = 0.32), and double-digit symbolic number comparison in Grades 6-8. Results showed that, on average, students' symbolic number comparison performance improved from Grades 6-8. Grade 5 Symbolic number comparison performance predicted Grade 8 symbolic number comparison and rate of change over Grades 6-8. Grade 5 nonsymbolic number comparison, EF, and mathematics competence predicted Grade 8 symbolic number comparison performance. Results suggest that numerical magnitude processing, executive functions, and mathematics competence are related to symbolic number processing well into middle school, and that students continue to refine their ability to process number symbols into adolescence. [ABSTRACT FROM AUTHOR]

What is the foundational knowledge that children rely on to provide meaning as they construct an exact symbolic number system? People and animals can quickly and accurately distinguish small exact quantities (i.e., 1 to 3). One possibility is that children's ability to map small quantities to spoken number words supports their developing exact number system. To test this hypothesis, it is important to have valid and reliable measures of the efficiency of quantity-number word mapping. In the present study, we explored the reliability and validity of a measure for assessing the efficiency of mapping between small quantities and number words -- speeded naming of quantity. Study 1 (N = 128) with 5- and 6-year-old children and Study 2 (N = 182) with 3- and 4-year-old children show that the speeded naming of quantities is a simple and reliable measure that is correlated with individual differences in children's developing numeracy knowledge. This measure could provide a useful tool for testing comprehensive theories of how children develop their symbolic number representations. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Southeast University (English Edition) is the property of Journal of Southeast University Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Fingers facilitate number learning and arithmetic processing in early childhood. The current study investigated whether images of early-learned, culturally-typical (canonical), finger montring patterns presenting smaller (2,3,4) or larger (7,8,9) quantities still facilitate adults' performance and neural processing in a math verification task. Twenty-eight adults verified solutions to simple addition problems that were shown in the form of canonical or non-canonical finger-number montring patterns while measuring Event Related Potentials (ERPs). Results showed more accurate and faster sum verification when sum solutions were shown by canonical (versus non-canonical) finger patterns. Canonical finger montring patterns 2–4 led to faster responses independent of whether they presented correct or incorrect sum solutions and elicited an enhanced early right-parietal P2p response, whereas canonical configurations 7–9 only facilitated performance in correct sum solution trials without evoking P2p effects. The later central-parietal P3 was enhanced to all canonical finger patterns irrespective of numerical range. These combined results provide behavioral and brain evidence for canonical cardinal finger patterns still having facilitating effects on adults' number processing. They further suggest that finger montring configurations of numbers 2–4 have stronger internalized associations with other magnitude representations, possibly established through their mediating role in the developmental phase in which children acquire the numerical meaning of the first four number symbols. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the bibliometric analysis of number sense studies over the past 30 years and monitor the trend regarding the nomological network accordingly. All the published articles in Web of Science database, containing the term number sense between 1990 and 2019, constituted the focus of the study. In the analysis of 448 articles, the distance-based bibliometric maps and the clusters were created by VOSviewer so that they provide information about the existence of nomological networks and the occurrence of the number sense-related concepts. The results of the study indicated that the terms of number sense-related studies were clustered in four groups depending on the degree of the relationships among them. The groups were identified as recognition of number sense to define clearly (recognition), evaluating the number sense to support (evaluation), associating the number sense with other skills and abilities to increase the success (association) and promoting number sense to improve instruction (promotion). This study put forth evidence to list the interrelated terms, to show the close relationship among the terms, to emphasize the diversity, to reveal the intertwining and to show the richness of number sense. [ABSTRACT FROM AUTHOR]

Background: Young children's mathematics abilities may be divided between symbolic and non‐symbolic skills. Lower performance of SES disadvantaged versus advantaged children has already been established in symbolic math. Aim: This study aimed to verify the effect of children's SES category on non‐symbolic mathematical (numerical) performance. Sample: The main sample comprises 4,955 children from the French longitudinal study, ELFE, tested when they were in the nursery school (4‐ to 5‐year‐olds). Method: The distinction between symbolic and non‐symbolic math skills based on the specific math assessment items used in the present study was verified on a larger sample. The SES‐related difference in non‐symbolic math skills was then examined in the ELFE sample only. Results: The children's performance in non‐symbolic maths is significantly and almost as strongly correlated with their family's income and their mother's level of education as their performances in symbolic maths. Linear regression mixed‐effects modelling shows that the score in non‐symbolic maths (out of 100) of children from families with below median income is 3.8 points lower than that of their peers from families with above median income. Conclusion: Children from disadvantaged SES backgrounds perform significantly lower than those from advantaged backgrounds in non‐symbolic maths. Even if non‐symbolic math skills retain an educational interest, they should not reduce the importance of symbolic math skills in young children. [ABSTRACT FROM AUTHOR]

Symbolic number ordering has been related to arithmetic fluency; however, the nature of this relation remains unclear. Here we investigate whether the implementation of strategies can explain the relation between number ordering and arithmetic fluency. In the first study, participants (N = 16) performed a symbolic number ordering task (i.e., "is a triplet of digits presented in order or not?") and verbally reported the strategy they used after each trial. The analysis of the verbal responses led to the identification of three main strategies: memory retrieval, triplet decomposition, and arithmetic operation. All the remaining strategies were grouped in the fourth category "other". In the second study, participants were presented with a description of the four strategies. Afterwards, they (N = 61) judged the order of triplets of digits as fast and as accurately as possible and, after each trial, they indicated the implemented strategy by selecting one of the four pre-determined strategies. Participants also completed a standardized test to assess their arithmetic fluency. Memory retrieval strategy was used more often for ordered trials than for non-ordered trials and more for consecutive than non-consecutive triplets. Reaction times on trials solved by memory retrieval were related to the participants' arithmetic fluency score. For the first time, we provide evidence that the relation between symbolic number ordering and arithmetic fluency is related to faster execution of memory retrieval strategies. [ABSTRACT FROM AUTHOR]

This article is a continuation of the discussion of a new idea about the need to compile a culturological passport of each number and its symbolic sacralization in different cultures, which was proposed for an interdisciplinary study in one of his works by the co-author R. Vasko “Semiotic and Culturological Passportization of Numeric Phraseosymbols”. The team of the article authors makes convincing arguments that the symbolic parameter should be the initial criterion for systematization of numbers in such a passport-calendar (a kind of database). The source of the symbolism of the number is, first of all, the mythology of different peoples of the world, which helps to reveal through quantitative characteristics the internal properties and qualities of various events. Taking into account the mythological and semiotic sacred parameter of the passportization data of modern numbers, it is proposed to consider numbers as a configuration of the symbolism of previous and subsequent signs, which undergo further transformation and, thus, receive a new sacred component in their mythopoetic meaning, characteristic of each national culture. A preliminary conclusion is made that the process of the number symbolization from one to thirteen in the mythopoetic traditions of different cultures reflects both the paradigmatics of the numerical series (i.e., its structure and properties of its members) and syntagmatic (i.e., functioning of numbers in mythopoetic and folklore texts). [ABSTRACT FROM AUTHOR]

Copyright of Santo: Rivista Francescana di Storia Dottrina Arte is the property of Associazione Centro Studi Antoniani and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The numerical distance effect (it is easier to compare numbers that are further apart) and size effect (for a constant distance, it is easier to compare smaller numbers) characterize symbolic number processing. However, evidence for a relationship between these two basic phenomena and more complex mathematical skills is mixed. Previously this relationship has only been studied in participants with normal or poor mathematical skills, not in mathematicians. Furthermore, the prevalence of these effects at the individual level is not known. Here we compared professional mathematicians, engineers, social scientists, and a reference group using the symbolic magnitude classification task with single-digit Arabic numbers. The groups did not differ with respect to symbolic numerical distance and size effects in either frequentist or Bayesian analyses. Moreover, we looked at their prevalence at the individual level using the bootstrapping method: while a reliable numerical distance effect was present in almost all participants, the prevalence of a reliable numerical size effect was much lower. Again, prevalence did not differ between groups. In summary, the phenomena were neither more pronounced nor more prevalent in mathematicians, suggesting that extremely high mathematical skills neither rely on nor have special consequences for analogue processing of symbolic numerical magnitudes. [ABSTRACT FROM AUTHOR]

The number-line task has been extensively used to study the mental representation of numbers in children. However, studies suggest that proportional reasoning provides a better account of children's performance. Ninety 4- to 6-year-olds were given a number-line task with symbolic numbers, with clustered dot arrays that resembled a perceptual scaling task, or with spread-out dot arrays that involved numerical estimation. Children performed well with clustered dot arrays, but poorly with symbolic numbers and spread-out dot arrays. Performances with symbolic numbers and spread-out dot arrays were highly correlated and were related to counting skill; neither was true for clustered dot arrays. Overall, results provide evidence for the role of mental representation of numbers in the symbolic number-line task. [ABSTRACT FROM AUTHOR]

The article discusses Number Presentation, which includes The College de France's docet omnia is equally valid for the diversity, that he dispense only for the spirit scholar of his teachers, in the straight line of the humanists who were brought together by the first readers and conception of law is registered in an understanding of the social, in what this term can have at the illuminating times and totaling.

Although Kosovo has a small area, it has an important position in the Balkans. Geographically, it is located in the south of the European continent and in the northwest of the Balkan Peninsula. It is a bridge between Turkey and Europe. Kosovo is a region in southwestern Serbia bordering Montenegro, Albania and Macedonia. The ethnic structure in Kosovo is very similar to the ethnic mosaic that covered the entire Yugoslav Republic. If Bosniaks, Croats, Serbs, Albanians and Montenegrins live together in the former Yugoslav Republic, the same situation can be found in Kosovo. The Turkish population living in Kosovo focuses on Prizren and the village of Prizren in Mamusa. Turks also live in Pristina, Mitrovica, İpek and Gilan. Gilan; is located in the east of Kosovo. Turks, Serbs and Roms also live in the city where the Albanians form the majority. Turks also live in the village of Doburcan, which is linked to Gilan. The Turks living in Kosovo are making great efforts to preserve their identity and cultural values under the umbrella of the non-governmental organizations they founded. The purpose of our research is to identify the traditional practices related to the birth of Turks living in the city of Gilan in Kosovo, which are considered to be the first of the most important transitional periods in human life for many years, to examine the source and those practiced accordingly to uncover practices. [ABSTRACT FROM AUTHOR]

From past to present as a symbolizing factor for the often used numbers, different meanings are loaded in Turkish mythology, culture and narratives. This loading has been seen in several points from human interpreting the World to stating every kind of thought. Therefore, the numbers, the origin of which especially dates from mythological past, have indicated the hearing, thinking and perceiving of a nation against life. “Number symbolism” is quite prominent in Turkish culture. Hence, from past to present, people who believe that numbers have a great power have made use of this in various ways in their lives like asking souls for help, casting a spell, and praying. It can also be seen that this is an indispensable component of the language by carrying a variety of meanings in the narratives such as legends, epics and tales composed with the imagination of the society since the mythological times. “Symbolism of numbers” have also taken very important place in the folk culture of Kazan Tatars. The numbers symbolizing and modifiering of properties, objects and actions have had several different meanings in beliefs and narratives. In this way, the numbers have had an important function in terms of representing cultural identity of Kazan Tatars. In this study, the numbers of 3, 4, 7, 9 and 40, which are frequently seen in the folk culture of Kazan Tatars, will be emphasized. In addition, the origins of Turks’ cultural identitiy will be revealed that they go back to mythological ages / eras. [ABSTRACT FROM AUTHOR]

In this paper, we introduce a new semi-analytical method called the homotopy analysis Shehu transform method (HASTM) for solving multidimensional fractional diffusion equations. The proposed technique is a combination of the homotopy analysis method and the Laplace-type integral transform called the Shehu transform which is a generalization of the Laplace and the Sumudu integral transforms. Shehu transform is user-friendly, and its visualization is easier than the Sumudu, and the natural transforms. The convergence analysis of the method is proved, and we provide some applications of the fractional diffusion equations to validate the efficiency and the high accuracy of the technique. The results obtained using the HASTM are in complete agreement with the results of the existing techniques. [ABSTRACT FROM AUTHOR]

An editorial is presented on the integral role of numbers in creative writing, It highlights that it involves navigating, understanding, and employing words to build patterns and relationships. It reports that Steffen Thesingiore's study on numbers as guiding principles found that 64 could be found in almost every household 64 times over 64 years. It mentions that this combination forms the foundation of creative writing.

Copyright of Journal of Ottoman Literature Studies / Divan Edebiyatı Araştırmaları Dergisi is the property of Journal of Ottoman Literature Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Basic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young children's numerical skills. The purpose of this study was to evaluate the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills. A sample of kindergarten children (M age = 5.86, N = 439) were assessed on the measure along with a number line estimation task, a measure of arithmetic, and several control measures. Results indicated that performance on the symbolic comparison task explained unique variance in children's arithmetic performance in kindergarten. Longitudinal analyses demonstrated that both symbolic comparison and number line estimation in kindergarten were independent predictors of 1st grade mathematics achievement. However, only symbolic comparison remained a unique predictor once language skills and processing speed were taken into account. These results suggest that a two-minute paper-and-pencil measure of children's symbolic number comparison is a reliable predictor of children's early mathematics performance. Highlights • We tested the validity and reliability of a recently developed Numeracy Screener. • Performance on the symbolic comparison task predicted kindergarten children's arithmetic performance. • Performance on the symbolic comparison task in kindergarten predicted school mathematics achievement one year later. • The Numeracy Screener may be a useful tool for early mathematics researchers and educators alike. [ABSTRACT FROM AUTHOR]

Cyril of Alexandria's exegesis of Scripture has been the focus of recent scholarship. This is a welcome development since the majority of his literary output is commentaries and other exegetical writings. Cyril is a keen observer of details in the biblical text, and assumes that nothing in Scripture is superfluous. In this essay, I explore the way Cyril interprets numbers in Scripture as signposts indicating deeper theological realities. This interpretive method is called number symbolism. Understanding Cyril's use of number symbolism sheds light on his exegesis of Scripture and the core principles of his theological vision. [ABSTRACT FROM AUTHOR]

Children's ability to map numbers into a spatial context has been shown to be a powerful predictor of math performance. Here, we investigate how three types of cognitive abilities – approximate number processing ability, symbolic number processing ability, and non-numerical cognitive abilities – predict 0–100 number-line estimation performance in first graders. While each type of measure predicts number-line performance when considered individually, when considered together, only symbolic number comparison and non-verbal reasoning predicted unique variance in number-line estimation. Moreover, the relation between symbolic number comparison and number-line ability was stronger for male students than for female students, suggesting potential gender differences in the way boys and girls accomplish mapping numbers into space. These results suggest that number-line estimation ability is largely reflective of the precision with which symbolic magnitudes are represented (at least among boys). Our findings therefore suggest that promoting children's understanding of symbolic, rather than non-symbolic, numerical magnitudes may help children learn better from number-lines in the classroom. [ABSTRACT FROM AUTHOR]

This article examines the cosmological arguments advanced within Liu Mu's 劉牧 (n.d.) Yishu gouyin tu 易數鉤隱圖, a short work composed in the 1030s that was dedicated to explaining the meaning of the Yijing. In the Yishu gouyin tu, Liu used combinations of diagrams and text to argue that numbers underlay, and provided the keys to understanding, the development of the cosmos and the creation of the myriad entities that inhabited it. He further asserted that the important role numbers played in the process of creation and transformation was revealed to the ancient sage Fu Xi 伏羲 via two important diagrams, the Hetu 河圖 and Luoshu 洛書. In addition to explicating Liu's conception of how the numbers of the Hetu and Luoshu informed both cosmological development and the composition of the Yi, this article situates his views within the context of Northern Song thought in an effort to shed light on their larger significance and influence. It argues that Liu played a key role in promoting several ideas that would assume great importance in the mid-eleventh century, including the questioning of the received exegetical tradition, the claim that the dao had a cosmological foundation, and the use of diagrams and numbers to explicate cosmological process. [ABSTRACT FROM AUTHOR]