Spring 2024
Location
Barbara Massey Room 414
Start Date
7-5-2024 10:00 AM
End Date
7-5-2024 10:30 AM
Description
To support the teaching of a class, I investigated the Kaktovik or Inupiaq number system. What started as an exploration to enhance an education class activity turned into a fascinating addition to my research agenda. The proposed presentation will summarize already accepted work and look forward to new possibilities. My first scholarly work with these numbers had education majors connect their own understanding of mathematics to the addition and subtraction in the number system, challenging the students’ approaches to teaching elementary school children familiar algorithms. In another work, I presented approaches to multiplying these new numbers to local mathematics teachers. The second work is a starting point in helping a Belmont student develop a senior seminar project on developing new algorithms for multiplication of the Kaktovik numbers. Looking ahead, I am working with a colleague at a different institution to explore the linguistic and mathematical implications of the number system and the construction of their numerals for teaching future mathematics teachers of all grade levels. I also want to take deeper dives into the addition and subtraction of numbers in the Kaktovik system than my first presentation.
Recommended Citation
Fox, Ryan, "Counting the Possibilities: New numerals and new opportunities" (2024). Faculty Scholarship Symposium. 2.
https://repository.belmont.edu/fac_schol/Spring_2024/Spring_2024/2
Included in
Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Science and Mathematics Education Commons
Counting the Possibilities: New numerals and new opportunities
Barbara Massey Room 414
To support the teaching of a class, I investigated the Kaktovik or Inupiaq number system. What started as an exploration to enhance an education class activity turned into a fascinating addition to my research agenda. The proposed presentation will summarize already accepted work and look forward to new possibilities. My first scholarly work with these numbers had education majors connect their own understanding of mathematics to the addition and subtraction in the number system, challenging the students’ approaches to teaching elementary school children familiar algorithms. In another work, I presented approaches to multiplying these new numbers to local mathematics teachers. The second work is a starting point in helping a Belmont student develop a senior seminar project on developing new algorithms for multiplication of the Kaktovik numbers. Looking ahead, I am working with a colleague at a different institution to explore the linguistic and mathematical implications of the number system and the construction of their numerals for teaching future mathematics teachers of all grade levels. I also want to take deeper dives into the addition and subtraction of numbers in the Kaktovik system than my first presentation.
