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    Maryrose Sumulong
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    This document appears to be a syllabus for a course on mathematics in the modern world. It lists the names of four students enrolled in section 34 and the chapter title is "Explaining the Origins: Ethnological and Pyschological Approaches in th Sourced of Numbers". It includes five questions related to the origins and development of number concepts, arithmetic, and counting among prehistoric humans and other cultures.

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    This document appears to be a syllabus for a course on mathematics in the modern world. It lists the names of four students enrolled in section 34 and the chapter title is "Explaining the Origins: Ethnological and Pyschological Approaches in th Sourced of Numbers". It includes five questions related to the origins and development of number concepts, arithmetic, and counting among prehistoric humans and other cultures.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    3 views1 page

    5 Questions - SUMMATIVE

    Uploaded by

    Maryrose Sumulong
    This document appears to be a syllabus for a course on mathematics in the modern world. It lists the names of four students enrolled in section 34 and the chapter title is "Explaining the Origins: Ethnological and Pyschological Approaches in th Sourced of Numbers". It includes five questions related to the origins and development of number concepts, arithmetic, and counting among prehistoric humans and other cultures.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    GED103-SECTION 34 - MATHEMATICS IN MODERN WORDLD

    LORENZO, Richiemark
    RIVERO, Gabrielle Ross
    SANTOS, Tesslene Claire
    SUMULONG, Maryrose

    CHAPTER 1
    EXPLAINING THE ORIGINS: ETHNOLOGICAL AND PYSCHOLOGICAL
    APPROACHES IN TH SORCES OF NUMBERS

    1. Why is it important to use our body especially our hands in learning mathematics?

    2. How do Botocudos express three and four when they only have two real number terms:
    "one" for one and "two" for two?

    3. How prehistoric humanity did arithmetic for many millenia, before the first glimmer of
    arithmetic or of number-concepts arose?

    4. How could you probably tell which of the numbers are meant without accompanying the
    gesture?

    5. Why is the intellectual faculty of counting where in the creation of human mind is called
    “hierarchy relation” or “order relation”?

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