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# Cogmath count

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### Cogmath count

1. 1. COUNTSTUDY PROJECT
2. 2. number representation “The way we do arithmetic is intimately related to the way we represent the numbers we deal with.” Donald Knuth, TAOCP Vol. II, p.195
3. 3. number representation 0, 1, 2, 3, ...
4. 4. number representation 0, 1, 2, 3, ... “zero”, “one”, “two”, “three”, ...
5. 5. number representation 0, 1, 2, 3, ... “zero”, “one”, “two”, “three”, ... 0 = ∅, 1 = {∅}, 2 = {{∅}}, ...
6. 6. number representation 0, 1, 2, 3, ... “zero”, “one”, “two”, “three”, ... 0 = ∅, 1 = {∅}, 2 = {{∅}}, ... 0 = ∅, 1 = {∅}, 2={∅,{∅}}, ...
7. 7. number representation 0, 1, 2, 3, ... “zero”, “one”, “two”, “three”, ... 0 = ∅, 1 = {∅}, 2 = {{∅}}, ... 0 = ∅, 1 = {∅}, 2={∅,{∅}}, ...
8. 8. cognitive accounts of number representation
9. 9. cognitive accounts of number representationhave to allow for what we actually dowith numbers in daily life, e.g.:- mental arithmetic- strategic decomposition Mental Calculations. Nikolay Bogdanov-Belsky. 1895.
10. 10. cognitive accounts of number representation
11. 11. cognitive accounts of number representation - we do not have every number (infinite instances) represented - instead, we have procedures to generate them and operate with them So whenever we face a number symbol, we know what can be done with it
12. 12. positional number systems
13. 13. A trivial counter
14. 14. A base-notation counter
15. 15. A base-notation counter
16. 16. A base-notation counter
17. 17. A base-notation counter State 1: increases digits, goes left if 9 State 2: finalizes, goes right till “–“
18. 18. A base-notation counter State 1: increases digits, goes left ● number symbols, if 9 ● position expansion, ● carry-over, State 2: finalizes, goes right till ● the special role of zero “–“ The crucial point with base notation is the repeated application of “increasing digits” at different positions.
19. 19. A quaternary base-notation counter
20. 20. question - how do people learn to “orient themselves” in systems like base notation? - how do they “really” blend concepts in doing so? - what strategies do they use to cope with problems?
21. 21. the experiments - 12 qualitative case studies (video and tablet recordings) - quantitative online study (so far 58 subjects)
22. 22. the qualitative studies - 30-40 min. sessions - interview situation (as little guidance as possible, as much as necessary) - let the subjects construct their own solutions (if possible) - “obfuscated” quaternary system, using symbols {A,B,C,D}
23. 23. the qualitative studies A B C D BA BB 1. “What comes next?” 2. “Why?”
24. 24. the qualitative studies A B C D BA BB (...) BAA B°B→C C°B→D D ° C → BB BB ° B → ?
25. 25. the qualitative studies
26. 26. the qualitative studies “big problems”: - missing AAs - order of variation in multiple digit sequences (BAA → BBA, BAA → BAB, …) - A = 1? (0-omitting habit)
27. 27. the quantitative study - investigate problems people had in the case studies (corroborate qualitative analysis) - 20-30 min. online experiment - “supervised” control group
28. 28. the quantitative study
29. 29. the quantitative study
30. 30. the quantitative study
31. 31. the quantitative study
32. 32. preliminary results from the quantitative study - in general, performance was good (in successors, antecedents, continuations) - rating was inconclusive - The “A-problem” was abundant
33. 33. A few explanations- „A = 0 B = 1 C = 2 D = 3 Rechnen Base 4“- „base(4) = { A, B, C, D }; erster Stellenübertrag verwendet B statt A, das macht michwahnsinnig... ansonsten wie normale Zahlenbasis.“- „polyadisches System, mit den Zeichen Zeichen B, C, D, mit Ausnahme, an rechtesterStelle fängt es immer mit dem Zusatzzeichen A an.“
34. 34. A few explanations- „Die Reihenfolge beruht auf dem Alphabet nur bis zum Buchstaben D nach D wiederholtsich die Reihenfolge wieder wenn D erscheint verändert sich der vorherige Buchstabe zumdarauffolgenden“- „bei A anfangen und bis D durchzählen, danach macht man ein B vor das A und zählt damitdurch bis D dann ein C und so weiter nach dem D kommt ein BA vor die Ursprungsfolge.”- „Die Folge ist in Viererbloecken organisiert. Ganz rechts sind immer die Buchstaben A bisD. Links werden immer blockweise die Buchstaben B bis D angefuegt. Dazwischen dieBuchstaben A bis D.”
The text passage describes a study on how people learn and use number systems, particularly focusing on a quaternary (base-4) system with symbols {A, B, C, D}. It outlines the methodology of both qualitative and quantitative studies, including the challenges participants faced, such as the "A-problem" and the order of variation in multiple-digit sequences.
no_question

the passage does not contain a specific mathematical question or provide an answer to one. it is a descriptive text about a research study.
Given a text passage, determine:
    1. If it contains a mathematical question (including word problems or calculations)
    2. If an answer to that mathematical question is provided in the text

First, describe the content structure you found in 1-2 sentences.

Then provide your analysis in the following format:
TYPE: <one of the following values>
- NO_QUESTION
- SINGLE_QUESTION
- SINGLE_QUESTION_WITH_ANSWER
- MULTIPLE_QUESTIONS
- MULTIPLE_QUESTIONS_WITH_ANSWERS
system
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# Cogmath count

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Published in: Education, Technology, Design
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### Cogmath count

1. 1. COUNTSTUDY PROJECT
2. 2. number representation “The way we do arithmetic is intimately related to the way we represent the numbers we deal with.” Donald Knuth, TAOCP Vol. II, p.195
3. 3. number representation 0, 1, 2, 3, ...
4. 4. number representation 0, 1, 2, 3, ... “zero”, “one”, “two”, “three”, ...
5. 5. number representation 0, 1, 2, 3, ... “zero”, “one”, “two”, “three”, ... 0 = ∅, 1 = {∅}, 2 = {{∅}}, ...
6. 6. number representation 0, 1, 2, 3, ... “zero”, “one”, “two”, “three”, ... 0 = ∅, 1 = {∅}, 2 = {{∅}}, ... 0 = ∅, 1 = {∅}, 2={∅,{∅}}, ...
7. 7. number representation 0, 1, 2, 3, ... “zero”, “one”, “two”, “three”, ... 0 = ∅, 1 = {∅}, 2 = {{∅}}, ... 0 = ∅, 1 = {∅}, 2={∅,{∅}}, ...
8. 8. cognitive accounts of number representation
9. 9. cognitive accounts of number representationhave to allow for what we actually dowith numbers in daily life, e.g.:- mental arithmetic- strategic decomposition Mental Calculations. Nikolay Bogdanov-Belsky. 1895.
10. 10. cognitive accounts of number representation
11. 11. cognitive accounts of number representation - we do not have every number (infinite instances) represented - instead, we have procedures to generate them and operate with them So whenever we face a number symbol, we know what can be done with it
12. 12. positional number systems
13. 13. A trivial counter
14. 14. A base-notation counter
15. 15. A base-notation counter
16. 16. A base-notation counter
17. 17. A base-notation counter State 1: increases digits, goes left if 9 State 2: finalizes, goes right till “–“
18. 18. A base-notation counter State 1: increases digits, goes left ● number symbols, if 9 ● position expansion, ● carry-over, State 2: finalizes, goes right till ● the special role of zero “–“ The crucial point with base notation is the repeated application of “increasing digits” at different positions.
19. 19. A quaternary base-notation counter
20. 20. question - how do people learn to “orient themselves” in systems like base notation? - how do they “really” blend concepts in doing so? - what strategies do they use to cope with problems?
21. 21. the experiments - 12 qualitative case studies (video and tablet recordings) - quantitative online study (so far 58 subjects)
22. 22. the qualitative studies - 30-40 min. sessions - interview situation (as little guidance as possible, as much as necessary) - let the subjects construct their own solutions (if possible) - “obfuscated” quaternary system, using symbols {A,B,C,D}
23. 23. the qualitative studies A B C D BA BB 1. “What comes next?” 2. “Why?”
24. 24. the qualitative studies A B C D BA BB (...) BAA B°B→C C°B→D D ° C → BB BB ° B → ?
25. 25. the qualitative studies
26. 26. the qualitative studies “big problems”: - missing AAs - order of variation in multiple digit sequences (BAA → BBA, BAA → BAB, …) - A = 1? (0-omitting habit)
27. 27. the quantitative study - investigate problems people had in the case studies (corroborate qualitative analysis) - 20-30 min. online experiment - “supervised” control group
28. 28. the quantitative study
29. 29. the quantitative study
30. 30. the quantitative study
31. 31. the quantitative study
32. 32. preliminary results from the quantitative study - in general, performance was good (in successors, antecedents, continuations) - rating was inconclusive - The “A-problem” was abundant
33. 33. A few explanations- „A = 0 B = 1 C = 2 D = 3 Rechnen Base 4“- „base(4) = { A, B, C, D }; erster Stellenübertrag verwendet B statt A, das macht michwahnsinnig... ansonsten wie normale Zahlenbasis.“- „polyadisches System, mit den Zeichen Zeichen B, C, D, mit Ausnahme, an rechtesterStelle fängt es immer mit dem Zusatzzeichen A an.“
34. 34. A few explanations- „Die Reihenfolge beruht auf dem Alphabet nur bis zum Buchstaben D nach D wiederholtsich die Reihenfolge wieder wenn D erscheint verändert sich der vorherige Buchstabe zumdarauffolgenden“- „bei A anfangen und bis D durchzählen, danach macht man ein B vor das A und zählt damitdurch bis D dann ein C und so weiter nach dem D kommt ein BA vor die Ursprungsfolge.”- „Die Folge ist in Viererbloecken organisiert. Ganz rechts sind immer die Buchstaben A bisD. Links werden immer blockweise die Buchstaben B bis D angefuegt. Dazwischen dieBuchstaben A bis D.”
user
The text passage describes a study on how people learn and use number systems, particularly focusing on a quaternary (base-4) system with symbols {A, B, C, D}. It outlines the methodology of both qualitative and quantitative studies, including the challenges participants faced, such as the "A-problem" and the order of variation in multiple-digit sequences.

TYPE: NO_QUESTION

The passage does not contain a specific mathematical question or provide an answer to one. It is a descriptive text about a research study.