To analyze the task of mental arithmetic with external repre-sentations in different number systems we model algorithms for addition and multiplication with Arabic and Roman numer-als. This demonstrates that Roman numerals are not only infor-mationally equivalent to Arabic ones but also computationally similar—a claim that is widely disputed. An analysis of our models ’ elementary processing steps reveals intricate trade-offs between problem representation, algorithm, and interac-tive resources. Our simulations allow for a more nuanced view of the received wisdom on Roman numerals. While symbolic computation with Roman numerals requires fewer internal re-sources than with Arabic ones, the large number of needed symbols inflates the number o...
Understanding the cognitive underpinnings of children’s arithmetic development has great theoretical...
The main aim of this thesis was to investigate the role of multi-digit number processing in the deve...
Some current models of mathematical cognition (Dehaene, 1992; Campbell & Clark, 1992) make strong cl...
To analyze the task of mental arithmetic with external representations in different number systems w...
In a verification task of simple additions composed of Arabic or Roman numerals, Gonzalez and Kolers...
The Egyptians and the Romans are known for their great monuments and public works projects. Behind t...
In this paper, we study the representational properties of numeration systems. We argue that numerat...
Exact arithmetic abilities require symbolic numerals, which constitute a precise representation of q...
The evolution of number systems, demonstrating the remarkable cognitive abilities of early humans, e...
An interesting aspect about numbers is that htey can be resented in different formats. Although numb...
Numerical and mathematical skills are critical predictors of academic success. The last three decade...
The ability for students to understand numbers and other mathematical symbols is a crucial part of s...
From our very early school years we start to realize that numbers govern much of our life. The symbo...
In elementary mathematics classes, students are often overwhelmed by different representations of nu...
by David Eugene Smith (former College at Brockport faculty member) and Louis Charles Karpinski. The ...
Understanding the cognitive underpinnings of children’s arithmetic development has great theoretical...
The main aim of this thesis was to investigate the role of multi-digit number processing in the deve...
Some current models of mathematical cognition (Dehaene, 1992; Campbell & Clark, 1992) make strong cl...
To analyze the task of mental arithmetic with external representations in different number systems w...
In a verification task of simple additions composed of Arabic or Roman numerals, Gonzalez and Kolers...
The Egyptians and the Romans are known for their great monuments and public works projects. Behind t...
In this paper, we study the representational properties of numeration systems. We argue that numerat...
Exact arithmetic abilities require symbolic numerals, which constitute a precise representation of q...
The evolution of number systems, demonstrating the remarkable cognitive abilities of early humans, e...
An interesting aspect about numbers is that htey can be resented in different formats. Although numb...
Numerical and mathematical skills are critical predictors of academic success. The last three decade...
The ability for students to understand numbers and other mathematical symbols is a crucial part of s...
From our very early school years we start to realize that numbers govern much of our life. The symbo...
In elementary mathematics classes, students are often overwhelmed by different representations of nu...
by David Eugene Smith (former College at Brockport faculty member) and Louis Charles Karpinski. The ...
Understanding the cognitive underpinnings of children’s arithmetic development has great theoretical...
The main aim of this thesis was to investigate the role of multi-digit number processing in the deve...
Some current models of mathematical cognition (Dehaene, 1992; Campbell & Clark, 1992) make strong cl...