DOCSLIB.ORG

0–1 Billion 2) B. ASL's Cardinal Numbers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
0–1 Billion 2) B. ASL's Cardinal Numbers The Use of Numbers in American Sign Language Interpreting I (ASL 3310) American Sign Language Utah Valley State College After this workshop, you will Better understand: 1) the differences in English and ASL numerical systems 2) how to express numbers in ASL’s unique numbering systems 1) So what are the differences? English numbering systems include: ASL numbering systems include: • Cardinal numerals, or counting numbers: • Cardinal numerals: 1, 2, 3, etc. a) counting numbers (1, 2, 3) • Ordinal numerals, or numbers that refer b) approximations (@300) to a place: 1st, 2nd, 3rd, etc. • Ordinal numerals: • an aspect or frequency system: “single” a) placement, rank, order (8th, 22nd) “double,” “once,” “twice,” etc. b) temporal (November 8th) • Incorporated subsystems a) money (cents) c) time units b) calendar d) sports • Unique systems a) time of day d) money (dollars) b) measurements e) age c) pronominals 2) a. ASL’s cardinal numbers: • Numbers 0-10 • Combinations of 6, 7, 8, 9 Counting numbers: 0–1 billion a) numbers 1–5: palm faces toward a) numbers 67, 68, 69, 76, 78, 79, 86, signer, 6–9: palm faces away 87, 89, 96, 97, 98 utilize a rolling • Numbers 11-30 action of the hand to emphasize the a) numbers 11–15: palm faces toward signer’s thumb position; figure 2b signer, 16-19: numbers formed as • Emphasis of multiples of 100 compounds (10+6, 10+7, etc.) a) numbers 100–900 require a sharp, b) numbers 20–29 (not 22): ‘L’ hand- singular movement plus facial expres- shape is used to represent 2X, sion derived from FSL counting system; • Numbers 101–109 Figure 2a: The cardinal number 26 Figure 2b: The cardinal number 79 26–29 formed as compounds (‘L’+6, a) zero is clearly shown (1+C+0+3, etc.); ‘L’ +7, etc.); figure 2a figure 2c • Numbers 30–99 & multiples of 100 • Colloquial/Regional approximation or a) numbers formed as compounds (3+5, emphasis signs for multiples of 10 (30-80) 8+4, etc.) a) numbers 30, 40, 50, 60, 70, 80: do not • Multiples of 11 follow book format, instead use first a) same number is repeated, hand- digit and “rock”or “bounce” the number shape bounces twice (2+2, etc.) to indicate the multiple of ten (‘rocking’ 3 = 30, ‘bouncing’ 5 = @50, etc.); fig- Figure 2c: The cardinal number 103 Figure 2d: ‘approximately 30’ ure 2d 2) b. ASL’s cardinal numbers: Generally, approximations are given by one • Use of wiggling Approximations of the following movements plus an ‘uncertain’ a) most often, but not exclusively, used facial expression, denoting estimation. with age, sign the cardinal number, • Use of APPROXIMATELY then shake it to denote ‘approximate.’ a) sign the number then add APPROXI- b) with multiples of 100, wiggled fingers MATELY; figure 2e can designate ‘about’; figure 2f Figure 2e: ‘about 100’ Figure 2f: ‘approximately 400’ © 1999 DBS · 06/99 3) a. ASL’s ordinal numbers: • Explaining position of something in a • Placement and scores: use ordinal num- Placement, rank, or order ordered set or group, placement, rank, bers to express who places where in a or order competition a. Numbers 1st-9th—cardinal number a. Placing 1st-9th—cardinal number is facing out is rotated down; figure 3a made with a horizontal movement b. Numbers 10th-up—cardinal number (first place, sixth place, etc.); figure 3c is signed plus #ST, #ND, #TH b. Placing 10th-up—use rule for explain- (341+#ST, 52+#ND, 45+#TH, etc.) ing position or rank (‘#ST, #ND, #TH, etc.) • Sequence of events • Geographical locations and streets a. index finger of dominant hand counts a. Street numbers 1st-9th—ordinal num- Figure 3a: The ordinal number ‘fifth’ Figure 3b: ‘third out of five’ on fingers of non-dominant hand; fig- ber is used (8th Street NE, 3rd Ave.) ure 3b b. Street numbers 10th-up—cardinal • Rank/order in family/group: common to number is used; ‘nd’ or ‘th’ informa- explain family/group dynamics based on tion is implied in the number (24 #ST, birth or other chronological order 37 #AVE) a. point to corresponding number finger • Spatial location and descriptions: object on non-dominant hand (3rd out of 5, is either in a horizontal or vertical row second oldest, etc.) a. 4th HAT, 9TH FLOOR, etc.; figure 3d • Date/temporal expression Figure 3c: ‘second place’ Figure 3d: ‘fourth one down’ a. Fingerspell month first: J-A-N, F-E-B, M-A-R, A-P-R, M-A-Y, J-U-N-E, J-U-L-Y, A-U-G, S-E-P-T, O-C-T, N-O-V, D-E-C b. Days 1-9—use ordinal number (S-E-P-T 8th, J-A-N 6th, etc.) c. Days 10-31—use cardinal number, no ‘th’ or ‘st’ is added (J-U-L-Y 27, O-C-T 12, etc.) 4) a. ASL’s incorporated subsytems: • Money: expressing change or “cents” d. Duration: ASL uses emphasis, extra Using cardinal or ordinal a. cents formed as compounds motion, and expression to accomplish numerals for various categories (CENT+1, CENT+8, etc.); index finger a feeling of length or duration. Exam- of number touches brow; figure 4a ples: expressing words like “whole,” b. exception: cents that begin with 9s; “long,” “XX years,” etc. index finger first touches brow, then e. Frequency: repetition of time unit form NINE (CENT+(index) 94) signs indicates “every” c. can spell C-E-N-T-S (45 C-E-N-T-S) • Sports • Time Units a. Baseball positions: 1B, 2B, 3B a. Time units follow the “rule of nine”— b. Time periods: THIRD I-N-N-I-N-G, cardinal numerals 1-9 are incorporated FOURTH Q, etc. Figure 4a: ‘55 cents’ Figure 4b: ‘four months’ into the time unit’s sign; for signs (c–e tend to use numbers with the palm incorporating numerals 10 or higher, facing signer, similar to cardinal count- sign the number then the sign for the ing numbers 1-5) time unit c. Jersey numbers: cardinal numbers b. Seconds: cardinal number is given, are placed on front of chest, simulating then fingerspelled S-E-C uniform number placement (7-on-chest c. Minutes: 1-9: follow “rule of nine”; = Number 7, etc.) minutes using 10 or more: 1) cardinal d. Scoring: scoring signs use spatial number plus sign (15+MINUTE), 2) placement to differentiate teams; 1) if Figure 4c: ‘five to three’ Figure 4d: The number 0825 cardinal number plus fingerspelled 1st/2nd person narrative, 1st person on M-I-N (25 M-I-N) body, 2nd person in appropriate spa- d. Hours: 1-9: follow “rule of nine”; hours tial area; 2) if 3rd person narrative, using 10 or more: 1) cardinal number teams are indicated in signer’s space plus sign (13+HOUR), 2) cardinal then numbers are placed in appropri- number plus fingerspelled #HRS ate spaces; figure 4c (24+#HRS) e. Win/Loss records: follow same format • Calender Units as (d): wins first, losses second, a. Days/Weeks: 1-9: follow “rule of nine”; move towards dominant hand days/weeks using 10 or more: 1) car- • Identification numbers: do not represent dinal number plus sign (15+DAY/ quantities, are signed differently WEEK), 2) cardinal number plus fin- a. 3-digit numbers: signed as X | XX gerspelled D-A-Y-S/W-E-E-K-S (social security numbers, phone num- (25 D-A-Y-S/W-E-E-K-S) bers, etc.) b. Months: 1-9: follow “rule of nine”; b. 4 digit numbers: signed as XX | XX months using 10 or more: 1) cardinal (social security numbers, phone num- number plus sign (15+MONTH); fig- bers, years); figure 4d ure 4b c. 5-digit numbers: signed as XX | X | XX c. Years: Do not follow “rule of nine”, but (addresses, streets) note that YEAR is truncated and does not follow traditional book form. © 1999 DBS · 06/99 5) a. ASL’s unique numbering sub- • Telling time (“o’clock”, i.e. 9:00) • Measurement: Length, volume, weight, systems: time, measurements, a. Time numbers are formed as com- and temperature pronominals, money, and age pounds, the sign for TIME plus the a. Use cardinal (counting) numbers plus cardinal number (TIME+4, etc.); fig- fingerspelled abbreviations of English ure 5a equivalents (ft, m, mm, km, tb, oz, pt, b. Sign may originate from finger or qt, gal, ml, tsp, lb, C, F, etc.) hand on non-dominant wrist (indicat- b. degrees expressed by sign TEMPER- ing TIME); if hand is used, “rule of ATURE nine” is in effect, time numbers 10-12 • Pronominalization use index finger then number a. ASL incorporates numbers with pro- (TIME(index)+10, etc.) nouns to express concepts like “X-of- c. Cardinal numbers 1-5 are formed us” or “X-of-them” (TWO-OF-US, etc.) Figure 5a: ‘three o’clock’ Figure 5b: ‘three-fourths/quarters’ palm out, not like counting numbers Uses “rule of five”; numbers 6-up • Telling time (hour & minutes, i.e. 11:35) must use cardinal number plus sign a. To form the hour, same rules apply as US (6 + US, 8 + THEM, etc.); figure above; minute numbers are signed as 5d compounds, (TIME 11+35, TIME b. ASL incorporates numbers with clas- 2+43, etc.) sifiers to express concepts like group • Year and date signs interaction or object relationships: a. Year/date numbers are signed as 4 “four people coming here” or “three digit numbers: XX | XX (19+77, trees next to two cars”; Uses “rule of Figure 5c: ‘six feet eight inches’ Figure 5d: ‘the four of us’ 17+76, etc.) five”; numbers 6-up must use cardinal b.
Load more

Recommended publications
  • Set Theory, by Thomas Jech, Academic Press, New York, 1978, Xii + 621 Pp., '$53.00
    BOOK REVIEWS 775 BULLETIN (New Series) OF THE AMERICAN MATHEMATICAL SOCIETY Volume 3, Number 1, July 1980 © 1980 American Mathematical Society 0002-9904/80/0000-0 319/$01.75 Set theory, by Thomas Jech, Academic Press, New York, 1978, xii + 621 pp., '$53.00. "General set theory is pretty trivial stuff really" (Halmos; see [H, p. vi]). At least, with the hindsight afforded by Cantor, Zermelo, and others, it is pretty trivial to do the following. First, write down a list of axioms about sets and membership, enunciating some "obviously true" set-theoretic principles; the most popular Hst today is called ZFC (the Zermelo-Fraenkel axioms with the axiom of Choice). Next, explain how, from ZFC, one may derive all of conventional mathematics, including the general theory of transfinite cardi­ nals and ordinals. This "trivial" part of set theory is well covered in standard texts, such as [E] or [H]. Jech's book is an introduction to the "nontrivial" part. Now, nontrivial set theory may be roughly divided into two general areas. The first area, classical set theory, is a direct outgrowth of Cantor's work. Cantor set down the basic properties of cardinal numbers. In particular, he showed that if K is a cardinal number, then 2", or exp(/c), is a cardinal strictly larger than K (if A is a set of size K, 2* is the cardinality of the family of all subsets of A). Now starting with a cardinal K, we may form larger cardinals exp(ic), exp2(ic) = exp(exp(fc)), exp3(ic) = exp(exp2(ic)), and in fact this may be continued through the transfinite to form expa(»c) for every ordinal number a.
    [Show full text]
  • Mathematics 144 Set Theory Fall 2012 Version
    MATHEMATICS 144 SET THEORY FALL 2012 VERSION Table of Contents I. General considerations.……………………………………………………………………………………………………….1 1. Overview of the course…………………………………………………………………………………………………1 2. Historical background and motivation………………………………………………………….………………4 3. Selected problems………………………………………………………………………………………………………13 I I. Basic concepts. ………………………………………………………………………………………………………………….15 1. Topics from logic…………………………………………………………………………………………………………16 2. Notation and first steps………………………………………………………………………………………………26 3. Simple examples…………………………………………………………………………………………………………30 I I I. Constructions in set theory.………………………………………………………………………………..……….34 1. Boolean algebra operations.……………………………………………………………………………………….34 2. Ordered pairs and Cartesian products……………………………………………………………………… ….40 3. Larger constructions………………………………………………………………………………………………..….42 4. A convenient assumption………………………………………………………………………………………… ….45 I V. Relations and functions ……………………………………………………………………………………………….49 1.Binary relations………………………………………………………………………………………………………… ….49 2. Partial and linear orderings……………………………..………………………………………………… ………… 56 3. Functions…………………………………………………………………………………………………………… ….…….. 61 4. Composite and inverse function.…………………………………………………………………………… …….. 70 5. Constructions involving functions ………………………………………………………………………… ……… 77 6. Order types……………………………………………………………………………………………………… …………… 80 i V. Number systems and set theory …………………………………………………………………………………. 84 1. The Natural Numbers and Integers…………………………………………………………………………….83 2. Finite induction
    [Show full text]
  • 641 1. P. Erdös and A. H. Stone, Some Remarks on Almost Periodic
    1946] DENSITY CHARACTERS 641 BIBLIOGRAPHY 1. P. Erdös and A. H. Stone, Some remarks on almost periodic transformations, Bull. Amer. Math. Soc. vol. 51 (1945) pp. 126-130. 2. W. H. Gottschalk, Powers of homeomorphisms with almost periodic propertiesf Bull. Amer. Math. Soc. vol. 50 (1944) pp. 222-227. UNIVERSITY OF PENNSYLVANIA AND UNIVERSITY OF VIRGINIA A REMARK ON DENSITY CHARACTERS EDWIN HEWITT1 Let X be an arbitrary topological space satisfying the TVseparation axiom [l, Chap. 1, §4, p. 58].2 We recall the following definition [3, p. 329]. DEFINITION 1. The least cardinal number of a dense subset of the space X is said to be the density character of X. It is denoted by the symbol %{X). We denote the cardinal number of a set A by | A |. Pospisil has pointed out [4] that if X is a Hausdorff space, then (1) |X| g 22SW. This inequality is easily established. Let D be a dense subset of the Hausdorff space X such that \D\ =S(-X'). For an arbitrary point pÇ^X and an arbitrary complete neighborhood system Vp at p, let Vp be the family of all sets UC\D, where U^VP. Thus to every point of X, a certain family of subsets of D is assigned. Since X is a Haus­ dorff space, VpT^Vq whenever p j*£q, and the correspondence assigning each point p to the family <DP is one-to-one. Since X is in one-to-one correspondence with a sub-hierarchy of the hierarchy of all families of subsets of D, the inequality (1) follows.
    [Show full text]
  • Cardinal Invariants Concerning Functions Whose Sum Is Almost Continuous Krzysztof Ciesielski West Virginia University, [email protected]
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The Research Repository @ WVU (West Virginia University) Faculty Scholarship 1995 Cardinal Invariants Concerning Functions Whose Sum Is Almost Continuous Krzysztof Ciesielski West Virginia University, [email protected] Follow this and additional works at: https://researchrepository.wvu.edu/faculty_publications Part of the Mathematics Commons Digital Commons Citation Ciesielski, Krzysztof, "Cardinal Invariants Concerning Functions Whose Sum Is Almost Continuous" (1995). Faculty Scholarship. 822. https://researchrepository.wvu.edu/faculty_publications/822 This Article is brought to you for free and open access by The Research Repository @ WVU. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Cardinal invariants concerning functions whose sum is almost continuous. Krzysztof Ciesielski1, Department of Mathematics, West Virginia University, Mor- gantown, WV 26506-6310 ([email protected]) Arnold W. Miller1, York University, Department of Mathematics, North York, Ontario M3J 1P3, Canada, Permanent address: University of Wisconsin-Madison, Department of Mathematics, Van Vleck Hall, 480 Lincoln Drive, Madison, Wis- consin 53706-1388, USA ([email protected]) Abstract Let A stand for the class of all almost continuous functions from R to R and let A(A) be the smallest cardinality of a family F ⊆ RR for which there is no g: R → R with the property that f + g ∈ A for all f ∈ F . We define cardinal number A(D) for the class D of all real functions with the Darboux property similarly.
    [Show full text]
  • Elements of Set Theory
    Elements of set theory April 1, 2014 ii Contents 1 Zermelo{Fraenkel axiomatization 1 1.1 Historical context . 1 1.2 The language of the theory . 3 1.3 The most basic axioms . 4 1.4 Axiom of Infinity . 4 1.5 Axiom schema of Comprehension . 5 1.6 Functions . 6 1.7 Axiom of Choice . 7 1.8 Axiom schema of Replacement . 9 1.9 Axiom of Regularity . 9 2 Basic notions 11 2.1 Transitive sets . 11 2.2 Von Neumann's natural numbers . 11 2.3 Finite and infinite sets . 15 2.4 Cardinality . 17 2.5 Countable and uncountable sets . 19 3 Ordinals 21 3.1 Basic definitions . 21 3.2 Transfinite induction and recursion . 25 3.3 Applications with choice . 26 3.4 Applications without choice . 29 3.5 Cardinal numbers . 31 4 Descriptive set theory 35 4.1 Rational and real numbers . 35 4.2 Topological spaces . 37 4.3 Polish spaces . 39 4.4 Borel sets . 43 4.5 Analytic sets . 46 4.6 Lebesgue's mistake . 48 iii iv CONTENTS 5 Formal logic 51 5.1 Propositional logic . 51 5.1.1 Propositional logic: syntax . 51 5.1.2 Propositional logic: semantics . 52 5.1.3 Propositional logic: completeness . 53 5.2 First order logic . 56 5.2.1 First order logic: syntax . 56 5.2.2 First order logic: semantics . 59 5.2.3 Completeness theorem . 60 6 Model theory 67 6.1 Basic notions . 67 6.2 Ultraproducts and nonstandard analysis . 68 6.3 Quantifier elimination and the real closed fields .
    [Show full text]
  • 21 Cardinal and Ordinal Numbers. by W. Sierpióski. Monografie Mate
    BOOK REVIEWS 21 Cardinal and ordinal numbers. By W. Sierpióski. Monografie Mate- matyczne, vol. 34. Warszawa, Panstwowe Wydawnictwo Naukowe, 1958. 487 pp. Not since the publication in 1928 of his Leçons sur les nombres transfinis has Sierpióski written a book on transfinite numbers. The present book, embodying the fruits of a lifetime of research and ex­ perience in teaching the subject, is therefore most welcome. Although generally similar in outline to the earlier work, it is an entirely new book, and more than twice as long. The exposition is leisurely and thickly interspersed with illuminating discussion and examples. The result is a book which is highly instructive and eminently readable. Whether one takes the chapters in order or dips in at random he is almost sure to find something interesting. Many examples and ap­ plications are included in the form of exercises, nearly all accom­ panied by solutions. The exposition is from the standpoint of naive set theory. No axioms, other than the axiom of choice, are ever stated explicitly, although Zermelo's system is occasionally referred to. But the role of the axiom of choice is a central theme throughout the book. For a student who wishes to learn just when and how this axiom is needed this is the best book yet written. There is an excellent chapter de­ voted to theorems equivalent to the axiom of choice. These include not only well-ordering, trichotomy, and Zorn's principle, but also several less familiar propositions: Lindenbaum's theorem that of any two nonempty sets one is equivalent to a partition of the other; Vaught's theorem that every family of nonempty sets contains a maximal disjoint family; Tarski's theorem that every cardinal has a successor, and other propositions of cardinal arithmetic; Kurepa's theorem that the proposition that every partially ordered set con­ tains a maximal family of incomparable elements is an equivalent when joined with the ordering principle, i.e., the proposition that every set can be ordered.
    [Show full text]
  • Set Theory: Taming the Infinite
    This is page 54 Printer: Opaque this CHAPTER 2 Set Theory: Taming the Infinite 2.1 Introduction “I see it, but I don’t believe it!” This disbelief of Georg Cantor in his own creations exemplifies the great skepticism that his work on infinite sets in- spired in the mathematical community of the late nineteenth century. With his discoveries he single-handedly set in motion a tremendous mathematical earthquake that shook the whole discipline to its core, enriched it immea- surably, and transformed it forever. Besides disbelief, Cantor encountered fierce opposition among a considerable number of his peers, who rejected his discoveries about infinite sets on philosophical as well as mathematical grounds. Beginning with Aristotle (384–322 b.c.e.), two thousand years of West- ern doctrine had decreed that actually existing collections of infinitely many objects of any kind were not to be part of our reasoning in philosophy and mathematics, since they would lead directly into a quagmire of logical con- tradictions and absurd conclusions. Aristotle’s thinking on the infinite was in part inspired by the paradoxes of Zeno of Elea during the fifth century b.c.e. The most famous of these asserts that Achilles, the fastest runner in ancient Greece, would be unable to surpass a much slower runner, provided that the slower runner got a bit of a head start. Namely, Achilles would then first have to cover the distance between the starting positions, dur- ing which time the slower runner could advance a certain distance. Then Achilles would have to cover that distance, while the slower runner would again advance, and so on.
    [Show full text]
  • Cardinals and the Size of Infinite Sets 1 Review of Bijections
    Cardinals and the size of infinite sets These notes revise some lectured material and have some questions for you to complete yourself. (You might find that some of the boxes are too small|just staple extra sheets at the back.) Note that these are not complete lecture notes|they cover most but not all things mentioned in the lectures|and they do not replace the notes you take in lectures. 1 Review of bijections Question 1 Recall the definition of a bijection between two sets. Question 2 (a) Find a bijection between the natural numbers N and the set of even natural numbers f2n j n 2 Ng. (b) Do the same for N and the set of integers Z. Question 3 Find a bijection (0; 1) ! R between the open interval (0; 1) (which is a subset of R) and R itself. [Hint: the function tan(x) can help by giving a bijection from some interval to R|that's not quite the right interval, but you'll be able to fix that problem somehow.] 1 2 The size of finite sets A set A is finite with n elements if A = fa1; : : : ; ang where the elements ai are all distinct. We often denote the number of elements of such sets A by jAj = n. It is clear in this case that there is a bijection f1; 2; : : : ; ng ! A given by i 7! ai: For finite sets, this is a simple observation. But for infinite sets, it will be used as a definition that will provide the starting point of our study.
    [Show full text]
  • The Arithmetic of Cardinal Numbers
    The arithmetic of cardinal numbers We wish to extend the familiar operations of addition, multiplication and expo- nentiation of the natural numbers so as to apply to all cardinal numbers. We start with addition and multiplication, then go on consider the unary exponen- tiation function assigning 2 n to each number n and finally the general binary exponentiation operation assigning mn to numbers n, m . Addition and Multiplication Lemma 2 For finite sets A, B , (i) If A ∩ B = ∅ then A ∪ B is finite and |A ∪ B| = |A| + |B|, (ii) A × B is finite and |A × B| = |A| · | B|. Proof see Example 1.9. For sets A, B let A + B = ( {0} × A) ∪ ({1} × B). We call this the disjoint union of A and B. Lemma 3 If A ∼ C and B ∼ D then (i) A + B ∼ C + D, (ii) A × B ∼ C × D. Proof Let f : A ∼ C, g : B ∼ D. Then h : A + B → C + D and e : A × B → C × D defined by h(0 , a ) = (0 , f (a)) for a ∈ A, h (1 , b ) = (1 , g (b)) for b ∈ B e(a, b ) = ( f(a), g (b)) for a ∈ A, b ∈ B are bijections so the result follows. Definition 10 For cardinal numbers n, m let (i) n + m = |A + B| for some/any sets A, B such that n = |A| and m = |B|, (ii) n · m = |A × B| for some/any sets A, B such that n = |A| and m = |B|, Note that the previous lemma ensures that these definitions make sense. Proposition 21 For cardinal numbers n, m and any sets A, B such that A ∩ B = ∅ and n = |A| and m = |B| we have n + m = |A ∪ B|.
    [Show full text]
  • SET THEORY Andrea K. Dieterly a Thesis Submitted to the Graduate
    SET THEORY Andrea K. Dieterly A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS August 2011 Committee: Warren Wm. McGovern, Advisor Juan Bes Rieuwert Blok i Abstract Warren Wm. McGovern, Advisor This manuscript was to show the equivalency of the Axiom of Choice, Zorn's Lemma and Zermelo's Well-Ordering Principle. Starting with a brief history of the development of set history, this work introduced the Axioms of Zermelo-Fraenkel, common applications of the axioms, and set theoretic descriptions of sets of numbers. The book, Introduction to Set Theory, by Karel Hrbacek and Thomas Jech was the primary resource with other sources providing additional background information. ii Acknowledgements I would like to thank Warren Wm. McGovern for his assistance and guidance while working and writing this thesis. I also want to thank Reiuwert Blok and Juan Bes for being on my committee. Thank you to Dan Shifflet and Nate Iverson for help with the typesetting program LATEX. A personal thank you to my husband, Don, for his love and support. iii Contents Contents . iii 1 Introduction 1 1.1 Naive Set Theory . 2 1.2 The Axiom of Choice . 4 1.3 Russell's Paradox . 5 2 Axioms of Zermelo-Fraenkel 7 2.1 First Order Logic . 7 2.2 The Axioms of Zermelo-Fraenkel . 8 2.3 The Recursive Theorem . 13 3 Development of Numbers 16 3.1 Natural Numbers and Integers . 16 3.2 Rational Numbers . 20 3.3 Real Numbers .
    [Show full text]
  • EQUIVALENT SETS and CARDINAL NUMBERS THESIS Presented To
    t 5 l EQUIVALENT SETS AND CARDINAL NUMBERS THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF SCIENCE By Shawing, Hsueh, B. S. Denton, Texas December, 1975 Hsueh, Shawing, Equivalent Sets and Cardinal Numbers. Master of Science (Mathematics), December, 19 7 5 , 38 pp., biblography, 4 titles. The purpose of this thesis is to study the equivalence relation between sets A and B: A o B if and only if there exists a one to one function f from A onto B. In Chapter I, some of the fundamental properties of the equivalence relation are derived. Certain basic results on countable and uncountable sets are given. In Chapter II, a number of theorems on equivalent sets are proved and Dedekind's definitions of finite and infinite are compared with the ordinary concepts of finite and infinite. The Bernstein Theorem is studied and three different proofs of it are given. In Chapter III, the concept of cardinal number is introduced by means of two axioms of A. Tarski, and some fundamental theorems on cardinal arithmetic are proved. TABLE OF CONTENTS Chapter Page I. BASIC PROPERTIES ............... -.-.-......- 1 II. EQUIVALENT SETS............................. 10 III. CARDINAL NUMBERS............................29 BIBLIOGRAPHY..................-...-.-.-.....-.-.... 38 CHAPTER I BASIC PROPERTIES The purpose of this thesis is to study the equivalence relation between sets A and B: A ru B if and only if there exists a one to one function f from A onto B. The thesis is divided into three chapters: "Basic Properties," "Equivalent Sets," and "Cardinal Numbers." In Chapter I, some of the fundamental properties of the equivalence relation are derived.
    [Show full text]
  • TEACHING PRESCHOOLERS ABOUT CARDINAL NUMBERS by Sallee Beneke
    TEACHING PRESCHOOLERS ABOUT CARDINAL NUMBERS By Sallee Beneke Preschoolers’ Cardinal Number Competencies Before they can become skilled counters, children master several foundational concepts and skills called the number core (National Research Council, 2009). These foundational concepts and skills are cardinality, the number word list, 1-to-1 correspondences, and written number symbols. Cardinality is the knowledge of how many things are in a set and the number name for that quantity. Children who have mastered this competency understand that the last number counted is the number of objects in the set. For example, they can accurately count 10 objects, and when asked how many are in the set, they answer Numbers are an abstract concept. We use numbers to “ten.” Preschoolers typically recognize the number of describe the quantity in a set (e.g., 3 cookies, 5 chairs, 1 objects in a set of three or fewer instantly. This ability is dog). Children come to preschool with some potentially called perceptual subitizing. As they become more familiar limited understanding of the relationship between num- with sets of numbers they begin to see the quantity in bers and things that can be done with them (i.e., number larger sets by quickly recognizing the smaller sets that sense). Their competencies grow as teachers and family make up the quantity (e.g., the set of eight on a die is members model how to count to determine quantity. made up of two groups of four). This is called conceptual This includes describing the process of counting sets of subitizing (Clements, 1999). For example, children can see objects, providing guidance in using cardinal number to a group of dots on the side of a die and they “just know” solve problems and feedback on children’s efforts to use how many dots are present without counting them.
    [Show full text]