PENGEMBANGAN PERMAINAN ULAR TANGGA BERBASIS MAGIC BOX UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA KELAS I SD

Numerical abilities play an important role in solving problems in various areas of life. However, it is known that the students' numeracy ability is low. The purpose of this research is to find out the development process and the feasibility of magic box-based snakes and ladders game media on the material of addition and subtraction arithmetic operations. In addition, it is also to determine the level of students' numeracy skills after using the development of snakes and ladders game media based on magic box on arithmetic operations material. This model is known as the 4-D Model which includes four elements, namely: 1) Define, 2) Design, 3) Develop, 4) Disseminate. The subjects in this study were class I students at SDN Tlumpu Blitar City in the 2022/2023 academic year. Number of students The number of students consists of 22 students. The feasibility of Magic box-based Snakes and Ladders learning media on arithmetic operations material was obtained from a total of 82.44% so it can be concluded that Snakes and Ladders learning media in arithmetic operations material Magic box-based Snakes and Ladders learning media on arithmetic operations material has feasibility with very decent criteria. Improving the numeracy skills of first grade students at SDN Tlumpu through the development of Magic Box-based Snakes and Ladders learning media on arithmetic operations material obtained the result g = 0.70. Based on these results, the increase in numeracy skills through the Snakes and Ladders learning media has increased moderately

PENGEMBANGAN PERMAINAN ULAR TANGGA BERBASIS MAGIC BOX UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA KELAS I SD

Numerical abilities play an important role in solving problems in various areas of life. However, it is known that the students' numeracy ability is low. The purpose of this research is to find out the development process and the feasibility of magic box-based snakes and ladders game media on the material of addition and subtraction arithmetic operations. In addition, it is also to determine the level of students' numeracy skills after using the development of snakes and ladders game media based on magic box on arithmetic operations material. This model is known as the 4-D Model which includes four elements, namely: 1) Define, 2) Design, 3) Develop, 4) Disseminate. The subjects in this study were class I students at SDN Tlumpu Blitar City in the 2022/2023 academic year. Number of students The number of students consists of 22 students. The feasibility of Magic box-based Snakes and Ladders learning media on arithmetic operations material was obtained from a total of 82.44% so it can be concluded that Snakes and Ladders learning media in arithmetic operations material Magic box-based Snakes and Ladders learning media on arithmetic operations material has feasibility with very decent criteria. Improving the numeracy skills of first grade students at SDN Tlumpu through the development of Magic Box-based Snakes and Ladders learning media on arithmetic operations material obtained the result g = 0.70. Based on these results, the increase in numeracy skills through the Snakes and Ladders learning media has increased moderately

The Representation of Natural Numbers in Quantum Mechanics

This paper represents one approach to making explicit some of the assumptions and conditions implied in the widespread representation of numbers by composite quantum systems. Any nonempty set and associated operations is a set of natural numbers or a model of arithmetic if the set and operations satisfy the axioms of number theory or arithmetic. This work is limited to k-ary representations of length L and to the axioms for arithmetic modulo k^{L}. A model of the axioms is described based on states in and operators on an abstract L fold tensor product Hilbert space H^{arith}. Unitary maps of this space onto a physical parameter based product space H^{phy} are then described. Each of these maps makes states in H^{phy}, and the induced operators, a model of the axioms. Consequences of the existence of many of these maps are discussed along with the dependence of Grover's and Shor's Algorithms on these maps. The importance of the main physical requirement, that the basic arithmetic operations are efficiently implementable, is discussed. This conditions states that there exist physically realizable Hamiltonians that can implement the basic arithmetic operations and that the space-time and thermodynamic resources required are polynomial in L.Comment: Much rewrite, including response to comments. To Appear in Phys. Rev.

Fast reliable interrogation of procedurally defined implicit surfaces using extended revised affine arithmetic.

Techniques based on interval and previous termaffine arithmetic next term and their modifications are shown to provide previous term reliable next term function range evaluation for the purposes of previous termsurface interrogation.next term In this paper we present a technique for the previous termreliable interrogation of implicit surfacesnext term using a modification of previous termaffine arithmeticnext term called previous term revised affine arithmetic.next term We extend the range of functions presented in previous termrevised affine arithmeticnext term by introducing previous termaffinenext term operations for arbitrary functions such as set-theoretic operations with R-functions, blending and conditional operators. The obtained previous termaffinenext term forms of arbitrary functions provide previous termfasternext term and tighter function range evaluation. Several case studies for operations using previous termaffinenext term forms are presented. The proposed techniques for previous termsurface interrogationnext term are tested using ray-previous termsurfacenext term intersection for ray-tracing and spatial cell enumeration for polygonisation. These applications with our extensions provide previous termfast and reliablenext term rendering of a wide range of arbitrary previous termprocedurally defined implicit surfacesnext term (including polynomial previous termsurfaces,next term constructive solids, pseudo-random objects, previous termprocedurally definednext term microstructures, and others). We compare the function range evaluation technique based on previous termextended revised affine arithmeticnext term with other previous termreliablenext term techniques based on interval and previous termaffine arithmeticnext term to show that our technique provides the previous termfastestnext term and tightest function range evaluation for previous termfast and reliable interrogation of procedurally defined implicit surfaces.next term Research Highlights The main contributions of this paper are as follows. ► The widening of the scope of previous termreliablenext term ray-tracing and spatial enumeration algorithms for previous termsurfacesnext term ranging from algebraic previous termsurfaces (definednext term by polynomials) to general previous termimplicit surfaces (definednext term by function evaluation procedures involving both previous termaffinenext term and non-previous termaffinenext term operations based on previous termrevised affine arithmetic)next term. ► The introduction of a technique for representing procedural models using special previous termaffinenext term forms (illustrated by case studies of previous termaffinenext term forms for set-theoretic operations in the form of R-functions, blending operations and conditional operations). ► The detailed derivation of special previous termaffinenext term forms for arbitrary operators

Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment

In describing academic attainment in autism spectrum disorders (ASD), results are typically reported at the group mean level. This may mask subgroups of individuals for whom academic achievement is incommensurate with intellectual ability. The authors tested the IQ, literacy, and mathematical abilities of a large group (N = 100) of adolescents (14–16 years old) with ASD. Seventy-three percent of the sample had at least one area of literacy or mathematical achievement that was highly discrepant (approximately 14 standard score points) from full-scale IQ (FSIQ). The authors focused on four subgroups with either word reading (“Reading Peak” and “Reading Dip”) or arithmetic (“Arithmetic Peak” and “Arithmetic Dip”) higher or lower than FSIQ. These subgroups were largely mutually exclusive and were characterized by distinct intellectual profiles. The largest was the “Arithmetic Peak” subgroup of participants, who presented with average intellectual ability alongside superior arithmetic skills and who were predominantly in a mainstream educational setting. Overall, the most pervasive profile was discrepantly poor reading comprehension, which associated with severity of social and communication difficulties. The high rate of uneven academic attainment in ASD has implications for educational practice