"Un projet collaboratif qui a pour but de recueillir des images intéressantes qui peuvent servir comme point de départ pour des jasettes mathématiques au sujet des nombres.
A collaborative project dedicated to gathering interesting images to be used as a launching point for Number Talks."
We teach children about numbers, but how do people come to know what numbers are, given that they are abstract? There must be some process of learning that takes place. This paper explores this problem, offers several alternative accounts of what a number is, and argues that the concept of a number can be learned by learning to recognize the size of a set or collection of entities. Teachers call this subetizing
Wolfram defined computational thinking as “the activity for a human of taking something that they want to know about or that they want to have happen in the world, and formulating it in such a way that a sufficiently smart computer can then know what to do.”
“Computational thinking is a bigger, more significant thing that I think will be remembered as probably the most important intellectual achievement of the 21st century,”
Coding, Wolfram argued, is “the enemy” of computational thinking. “I think with the low-level coding, it is as mechanical as a lot of the kind of math that kids find boring,”