Sentence examples for multiplicative relationship from inspiring English sources

We refer to it as an awareness of a multiplicative relationship between two quantities.

The iterable unit allows students to reconceptualize their number words to a single multiplicative relationship instead of a sequence of counting acts.

Recall that a student who is using equi-partitioning understands the whole as resulting from iterations of a partitioned unit, a multiplicative relationship in which the whole is seen as n times as long as the partition.

In the case of the IFS, the numerator and the denominator represent multiplicative relationships, while only the denominator represents a multiplicative relationship for a student with a partitive unit fraction scheme.

The natural logarithm of arrests term represents a potential multiplicative relationship with (re)arrest in the same way our adjustments of the rate ratio for arrest risk do.

Analysis contrasted sub-groups of cases with particular combinations of these "stratification variables" and risk factor exposures (e.g. male/female proband and maternal folic acid use/non-use), with the "association" between the stratification variable and risk factor (strictly the interaction, or departure from a multiplicative relationship) expressed as a case-only odds ratio (ORca).

Thus, these physical experiences helped children's subsequent performance symbolizing otherwise elusive multiplicative relationships.

Note that fractions do not represent fully multiplicative relationships from the student's perspective until they have constructed an iterative fraction scheme (IFS, see Steffe, 2010b).

These students were challenged to represent multiplicative relationships between unknowns: They changed the given relationship, did not think of the relationship as multiplicative until after concerted work, and used numerical values in lieu of unknowns.

Once the ENS student is aware of both inherent multiplicative relationships before creating the partitions, we say that the student has constructed a splitting operation (Hackenberg, 2007; Steffe, 2010b; Wilkins & Norton, 2011).

If we and other researchers could help teachers identify written indicators of this transition, that would give teachers one more way to be able to identify interventions for these students before they stumble in understanding proportional reasoning and algebraic symbolization of multiplicative relationships.