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2024, Muniz, Matheus A.
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5 pages
1 file
This study delves into the phenomenon of repeating decimals produced by dividing non-zero integers by 11, highlighting a particular focus on those not evenly divisible. It uncovers the pattern where such divisions invariably yield a two-digit periodicity, encapsulated by the term AB, or what is termed the reflector term (Tr), with specific emphasis on the sequential nature of these digits. The investigation reveals that the division by 11 consistently manifests a pair of repeating digits extending into the decimal's infinity, originating from what is identified as the reflected term (To). A case in point involves the division of 985 by 11, which results in the repeating sequence 89.545454, demonstrating a finite part alongside an infinite repeating decimal portion. This analysis challenges pre-existing notions of periodic decimals, proposing a novel perspective that no pure periodic decimal emerges in divisions by any non-zero integer, apart from the denominator, by 11. It posits that every decimal sequence commences subsequent to the appearance of its initial reflector term, commonly acknowledged as the period. This insight extends to the assertion that the infinite decimal parts follow a sequential yet finite progression. Moreover, the paper introduces a critical examination of the regularity in arithmetic progression within such divisions, pointing out an intriguing disruption when the divisor aligns with the number 11. This anomaly and its implications for the continuity of the decimal sequence are thoroughly explored, alongside a practical exploration into the simplification of division through the identification and manipulation of the infinite decimal part. In conclusion, the research provides a comprehensive framework for understanding the intricate dynamics of repeating decimals in division by 11, offering significant insights into their structural composition and challenging conventional interpretations. This work lays the groundwork for further exploration into the mathematical intricacies of periodic decimals and their broader implications.
Journal of Mathematics Education
In this paper, we focus on the transformations among rational number representations made by students when working with decimal numbers. A teaching experiment was designed and carried out with the same class of 25 students, in Grade 3 and 4. We present evidence of two moments of the teaching experiment: the first is an excerpt of a whole-class discussion in the third grade, and the second is individual interviews with 4 students in the fourth grade. The results reveal that students are able to transform representations into equivalent forms that they perceive as more efficient. They are also able to regroup a decimal number by coordinating fraction and percentage knowledge as well as flexibly shifting the unit. Both strategies appear to empower the development of rational number comprehension.
In the early eighteenth-century, techniques of computation for decimal fractions, especially non-terminating decimals, were being developed amid a debate over their utility compared to common fractions for merchants and tradesmen facing complicated metrological and currency systems. The most comprehensive exploration of these techniques was undertaken by John Marsh in his Decimal Arithmetic Made Perfect of 1742. In this paper we explain Marsh's achievement, locate his contribution in the context of earlier work, and consider his audience and its implications as evidence for the depth and spread of interest in mathematics in England
Learning and Teaching Mathematics, 2014
Cyclic numbers stemming from the decimal expansions of certain fractions provide a fascinating context for mathematical exploration and investigation. The purpose of this article was not to engage too heavily with the theory behind cyclic numbers as this has been done extensively elsewhere through the use of the algorithmic process of long division, number theory, modular arithmetic, and group theory. Rather, what we hope we have accomplished in this article is to show how a simple idea can be developed into an ever expanding investigation resulting in intriguing discoveries which hopefully spark a mathematical desire to explore both further and deeper.
Acta Mathematica Hungarica, 1995
2017
In this article, a student's misconception of multiplication and division of decials is analyzed and findings are presented from preservice teachers’ interpretation of that misconception. The authors then highlight common decimal misconceptions, outline two strategies for addressing such misconceptions in the classroom, and include final remarks connecting the professional noticing framework with addressing misconceptions in mathematics.
2007
Let n denote a positive integer relatively prime to 10. Let the period of 1/n be a · b with b > 1. Break the repeating block of a · b digits up into b sub blocks, each of length a, and let B(n,a,b) denote the sum of these b blocks. In 1836, E. Midy proved that if p is a prime greater than 5, and the period of 1/p is 2 · a, then B(p,a,2) = 10a ! 1. In 2004, B. Ginsberg (2) showed that if p is a prime greater than 5, and the period of 1/p is 3 · a, then B(p,a,3) = 10a ! 1. In 2005, A. Gupta and B. Sury (3) showed that if p is a prime greater than 5, and the period of 1/p is a·b with b > 1, then B(p,a,b) = k·(10a! 1). (The results of Midy and Ginsberg follow quickly from this). In this paper we examine the case in which p is not necessarily prime. Define two positive integers u and v to be period compatible provided that there exist odd integers r and t and a positive integer s such that the periods of 1/u and 1/v are of the form r · 2s and t · 2s respectively. Let n be a positiv...
A New Theory of Numbers, 2020
“How can all of this be true all at the same time?” This will be the question you will be asking yourself once you discover the amazing inner world hiding behind numbers, as they reveal palindromes, two types of dual characteristics, visible and invisible patterns, perfect plus/minus as well as odd/even balances, and much more. Learn that prime numbers can be organized in a perfect 24-based, yet decimally-based system and aren’t randomly distributed. Discover a whole new way to see numbers as one unified, and I dare say, Intelligent and Logical system. An entire new Number Theory is hereby introduced as well. Find out further aspects hiding behind the Fibonacci numbers, and similarly found ratios point to the square roots of whole numbers. A bonus chapter reveals the number present in our solar system.
arXiv: Number Theory, 2012
For odd n>=3, we consider a general hypothetical identity for the differences S_{n,0}(x) of multiples of n with even and odd digit sums in the base n-1 in interval [0,x), which we prove in the cases n=3 and n=5 and empirically confirm for some other n. We give a verification algorithm for this identity for any odd n. The hypothetical identity allows to give a general recursion for S_{n,0}(x) for every integer x depending on the residue of x modulo p(n)=2n(n-1)^{n-1}, such that p(3)=24, p(5)=2560, p(7)=653184, etc.
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