Communications in Algebra, volume 16, number 5, 1988 by Marcel Dekker, Inc

By Marcel Dekker, Inc

Goals and Scope. This magazine offers full-length articles that replicate major advances m all parts of present algebraic curiosity and job apart from themes dealing solely with classical quantity concept.

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In contrast, number-phrases represent collections which are things in the real-world that we can see and touch. This is exactly the reason why we use number-phrases even if they make things more cumbersome. 2. Aside from anything else, we should realize that when textbooks use the word number they are talking—usually without saying it—about the concepts represented by the numerators that are actually printed. EXAMPLE 28. When a textbook says “3 is the number of one-dollar bills on the desk”, what is meant is “3 is the numerator that represents the number of onedollar bills on the desk”.

But then we may not be able to label all the tick-marks. EXAMPLE 18. On the following ruler Washingtons 0123456789 we don’t have enough room to write two-digit numerators. One workaround to that is to label the tick-marks only every so often. However it is usually better to do so regularly, that is every so many. To make it easier to read the ruler, it is usual in this case to make the tick-marks that are labeled longer and, if these are far apart, to make the middle tick-marks a bit longer too.

When the two given collections involve different kinds of items, they don’t they cannot be compared. and Nell’s collection is we don’t really want to compare them because that would mean that we are really EXAMPLE 5. If Jane’s collection is looking at the items as and would be ignoring some of the details in the pictures. , that is that we • When the two given collections involve the same kind of items, the realworld process we will use to compare the two collections will be to match one-to-one each item of the first collection with an item of the second collection and to look in which of the two collections the leftover items are in.

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