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Edinburgh Luxury Holiday Flat
from £158 /night help Price for guests, Nights approx:
from £158 /night help Price for guests, Nights approx:
Estimated nightly price based on a weekly stay. Contact the advertiser to confirm the total cost.
Apartment / 4 bedrooms / sleeps 8
Availability Your dates are available
Apartment / 4 bedrooms / sleeps 8
|Key Info
19 Warrender Park Crescent offers a fantastic base from which to explore Edinburgh's many attractions. The apartment has been tastefully decorated and furnished and provides excellent accommodation for larger parties of up to 8 plus baby.
There are 4 bedrooms, 2 large doubles and 2 twins, 2 modern shower rooms, a spacious kitchen with dining table for 6/8 and a large lounge with additional dining facilities for 8 allowing the visitor to dine in comfort whilst overlooking Edinburgh Castle – a wonderful sight at any time of day but particularly in the evening with the floodlit castle creating an even more dramatic backdrop.
Awarded 4 stars by the Scottish Tourist Board.
|Sleeps up to 8, 4 bedrooms
|Will consider
|Long term lets (over 1 month)
|Car not necessary
|Family friendly
|Great for children of all ages
|No pets allowed, No smoking at this property
Features and Facilities
|Internet access, DVD player
|Central heating, TV, CD player, Telephone, Satellite TV, Wi-Fi available
|Kettle, Toaster, Iron, Hair dryer
|Clothes dryer, Dishwasher, Cooker, Microwave, Fridge, Freezer, Washing machine
|4 bedrooms, 2 bathrooms of which 2 Shower rooms
|Double beds (2), Single beds (4), Cots (1), Dining seats for 8, Lounge seats for 8
|Linen provided, Towels provided, High chair
|Further details indoors
TV with BT Vision & DVD
Fully equipped kitchen
Coal effect fire
All bedding and towels
There is a coal effect fire for cosy nights in.
|Further details outdoors
Metred on street parking is available directly outside the apartment which is free over weekends.
The Edinburgh region
The historic city of Edinburgh provides visitors with the opportunity to experience a wealth of cultural attractions from the many art galleries within the city to the impressive choice of theatres and restaurants each giving its own unique experience to the visitor and allowing them to be part of the excitement and buzz of a night out in Scotland's capital city. With its stunning Georgian and Victorian architecture, and winding medieval streets, it's easy to see why Edinburgh has been listed as a World Heritage Site. Edinburgh Castle dominates the urban skyline, perched on the crags of an ancient volcano right in the centre of the city, and overlooks Edinburgh's Old Town, where a walk down the historic narrow wynds and closes is one of the most captivating experiences the city has to offer. There's plenty of open space too, including Arthur's Seat, a large parkland area of hills and lochs, plus many public parks and tree lined avenues close to the city centre including The Meadows directly opposite the apartment. For active types, there's an extensive and varied choice of activities and sports or if you just want to exercise your wallet, the capital is a great place to shop.
In August the city is enveloped by the Edinburgh Festival, a term used to cover the collection of various festivals which take over the city in an explosion of cultural expression. The streets are filled with tourists, buskers and performers and every available space in the capital is pushed into use as a venue. The summer programme includes The International Festival and the Fringe which together feature the best the world has to offer in classical and contemporary dance, music, opera, comedy, drama and theatre. The spectacle of the Military Tattoo held at the Castle Esplanade attracts a huge number of visitors each year together with the firework display signalling the end of the festival for another year. Hogmany in Edinburgh and the New Year celebrations are unrivalled in terms of atmosphere and produce one of the largest street parties in the world.
All in all never a dull moment!
Castle View is located in an excellent position just 15 to 20 minutes walk from Princes Street and the city centre. The apartment has wonderful views across The Meadows and Bruntsfield Links, a large grassy parkland area, towards Edinburgh Castle with Carlton Hill and Edinburgh city centre skyline in the distance.
The Castle itself and Edinburgh's historic Old Town including The Royal Mile are also within easy walking distance, allowing our guests to visit a large number of Edinburgh's many famous attractions on foot. Bruntsfield Links, immediately opposite the apartment, is an open park area with pitch and putt course, and tennis courts and play parks can be found at the eastern edge of The Meadows only a few minutes walk away.
The Royal Commonwealth Swimming Pool and the famous Arthur's Seat (the Queens Parkland adjacent to Holyrood Palace), are within a short walk. Regular bus links on Bruntsfield Place and Melville Drive provide easy access to other areas of Edinburgh slightly further afield, and are again only minutes from the apartment.
The Bruntsfield and Marchmont areas of Edinburgh where the apartment is located have the benefit of a variety of excellent restaurants and cafés, and local shops provide a wide ranging source of goods from quality delicatessen food to high fashion shoes.
A car is advised, but the property is on bus routes and within walking distance of the centre so a car is not needed.
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Add your voice to the conversation about this holiday home and your review will appear on TripAdvisor too.Write a review
3 Nov 2014
"Super, spacious apartment in a brilliant location"
We loved our stay at this apartment. It was very spacious and comfortable, with everything we needed (2 young-ish families, 8 in total) The location was perfect, right next to the Meadows and a lovely… More
29 Oct 2014
"Great for family overlooking the meadows"
Stayed with my family to see my daughter for her birthday. She is living in student flat in Marchmont. The flat is just around the corner from the student area. It fitted 7 of us with plenty of room t… More
9 Aug 2014
"Absolutely Amazing"
We had the most amazing 5 days staying in this apartment and enjoying the sights of Edinburgh. The apartment had everything you could need and was so lovely and spacious, beautifully presented and ve… More
30 Mar 2014
"Beautiful flat in great location - could use a few upgrades"
We just finished a 5 night stay in this flat with our children and parents (4 adults, 3 children). The flat is located adjacent to the Bruntsfield Links and Meadows park areas. From the flat, it is an… More
Just to confirm that we have replaced the double mattress so hopefully a more comfortable nights sleep will be possible - thanks for bringing it to our attention. Regarding the plumbing there was a problem with a blocked drain which happens occasionally depending on what's put down the toilet! It doesn't happen very often thankfully but we're sorry that it did on this occasion. We did manage to get it resolved quickly though and our caretaker does monitor it between bookings to make sure there isn't a problem before a guest arrives.
24 Oct 2013
"Beautiful convenient flat"
I've stayed at this flat for five years now, for a week during the Edinburgh Festival, with friends, and, more recently, with my partner and this year our ten-month-old daughter. The flat is a gr… More
14 Oct 2013
"Great location, excellent apartment."
Travelled with a stag party of 7 adults, this apartment was perfect and I got lots of compliments on landing the place!
The GOOD: Excellent apartment, well finished and fully furnished, comfortable beds, strong central heating, lots of cooking utensils and cutlery etc (i've stayed in apartments that had nothing..), towels and shower products, milk in fridge, tea and coffee were left for us, 2 bathrooms, excellent location < 10 min walk from station and centre. Worked out £40 per person per night which is pretty cheap. Spotlessly clean.
Free wifi although signal wasnt great.
The BAD: Was tough getting hold of the agent at times and some confusion over the booking but nothing that impacted on our stay. Wifi signal wasnt great, but that's being real picky! Narrow steps downward to property so not easily accessible for disabled/elderly/drunk
20 Sep 2013
"Excellent first impression of Edinburgh"
First I would like to thank Caroline for letting us stay in her beautiful apartment. She was a great host that coordinated a taxi to pick us up from the airport and called us upon our arrival to the apartment to make sure everything we didn't need anything else. We were also greeted to a welcome basket of tea, wine, and shortbread. The apartment was beyond our expectations. It was a beautiful 4 bedroom flat with a living room, kitchen, and two bathrooms. The kitchen was fully equipped with everything you would need to cook a meal. The apartment is situated next to 2 very large parks and an easy walking distance (about a mile) to the Royal Mile and Princes Street. We thoroughly enjoyed our stay in Edinburgh and liked the option of being able to cook our own meals. If I ever get the option to return to Edinburgh I would definitely be a renting out this apartment again. Thank you for making our stay very enjoyable and helping me create memories to last a lifetime.
25 Jun 2013
"Check-out nightmare"
The good:Perfect location Spacious apartmentThe bad:Cold water in 1 bath, which meant we were 6 persons for 1 bathroom each morning.1 toilet was leaking.In general, it was close to impossible to get i… More
We are very disappointed at receiving a negative review (the first negative review we have had in over 5 years of letting) and are keen to provide a response to the comments made. We always endeavour to ensure that our guests have an enjoyable stay at Castle View and are deeply concerned if that appears not to be the case, as on this occasion. We feel that it would be helpful to respond to the review by setting out below the facts of the situation and we'll leave it up to any readers to come to their own conclusions:-
• We spoke to the guest on at least 2 occasions prior to the holiday and advised that, as they were arriving later in the evening, the keys would be left at a nearby hotel - the guest confirmed he had googled the hotel where keys were being left and therefore knew where to go to pick them up as is borne out by the fact that they gained access to the apartment as planned. We would concede that the hotel details were not intimated in writing but were confirmed over the phone.
• At no point were we notified of any problems in the apartment during the guests stay and therefore were given no opportunity to rectify any alleged problems. Following the guests comments after departure we instructed a plumber to investigate any leak from the toilet who found that, although there was no leak present when he inspected, it may have been possible that if the pipe at the rear was subjected to any minor movement it may have resulted in a temporary leak. We have had this resealed to avoid any further potential issues.
• Prior to departure the guests lodged a very positive review on Trip Advisor giving the apartment 4 stars which was subsequently withdrawn following the checkout issues
Review #6295388 "Fabulous location and apartment "
Location Cant be better. Park is fabulous, quiet , very few People, public golf , we loved the cafe pavilion in the park, cosy with tarot Reading , crystal shop, 5 min walk from apartment. Restaurant apartment and levens thai fusion restaurant , Were also 5 min walk from apartment , and some of the best food we have had. We had cosy family time in kitchen and living room, and amazing view to park from living room
• The principal problem would seem to have been the situation which arose on departure. We are very sorry if the guest feels they were badly treated in any way, however throughout any exchanges, the guests were dealt with in a polite, non confrontational way and we do not believe we could have acted any differently. The facts of the matter are that at no point prior to the day of departure did the guest request a later departure time. Our Booking Form which had been duly completed, signed and returned to us confirmed a departure time of 10.30am unless by prior arrangement. Furthermore our departure time was set out in the Terms and Conditions on both our own website and the website entry for the holiday company through which the guest booked.
• The first indication we had of any mention of a later departure was by a text message sent to us just before 9am on the departure date (90 minutes before checkout time) with an unclear message advising us that they were leaving at 4pm – we were not sure whether this meant the apartment, Edinburgh or perhaps the airport! Just in case there was any ambiguity we immediately texted back reminding the guest that the departure time was 10.30 am as stipulated and that the next guest's were arriving at 2pm – text sent verified by Orange that it was sent to the correct number and shortly after receipt of the original text. We received no response to the text and therefore assumed all was as per the pre-agreed departure time. Not until our caretaker arrived at the apartment just before 12 did we realise there was a problem as although the guests were not there they had not yet vacated the apartment as all their belongings were still there and had not been packed up. We had other guests due to arrive at 2pm and therefore were placed in a very difficult position with a very limited time to do the turnaround. We managed to get hold of the guests by leaving a message on their mobile (the same mobile that the earlier text had been received from and our response sent to, despite the guests suggesting that the text was not received) who then called back. We advised politely that they were required to leave as soon as possible as the required departure time was 10.30am as per the agreement and that we had other guests arriving at 2pm so we had no room for leeway. The guests agreed to return to the apartment and pack up as soon as possible. At no point were they 'aggressively kicked out of the apartment' and we are surprised at the accusation that they were which bears no element of truth whatsoever. Our caretaker acted in a helpful and sympathetic manner during the time when the guests were packing up their belongings prior to their departure.
• The guests would appear to be unhappy primarily as a result of their suggestion that we did not respond to their unacceptably late request to vacate the apartment after the stipulated departure time of 10.30am. We have offered to provide confirmation from our mobile phone provider detailing the time the text was sent and the number it was sent to. To date we have received no response. In any event we could not have reasonably been expected to agree to a later departure time with no formal request other than a texted message received 90 minutes prior to the checkout time of 10.30am.
• Surely we can't be held responsible for any inconvenience caused to a holidaymaker as a direct result of the holidaymaker failing to adhere to the terms of the written agreement.
We are obviously sorry that on this occasion our guests feel that they have had a bad experience but genuinely believe that we couldn't have done anything any differently bearing in mind the extremely difficult situation in which we were placed. We hope that anyone who has read this will understand our disappointment and frustration at this review as we are hopeful that anyone who visits Castle View leaves having had a lovely experience of Edinburgh and of our apartment.
This advert is created and maintained by the advertiser; we can only publish adverts in good faith as we don't own, manage or inspect any of the properties. We advise you to familiarise yourself with our terms of use.
You're booking with
Caroline W.
- 1 Years listed
75% Response rate
Calendar last updated:05 May 2015
Based in United Kingdom
- English


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The Ramada Naples is the closest major hotel to our fabulous beach a short walk only 7/10ths of a Mile and Downtown 5th Ave and 3rd Street restaurants, shops and galleries only 1 Mile South. The Greatest Pool in Naples always heated to 84 degrees along with our incredibly landscaped courtyard and pool area sets a mood to guarantee your relaxation. Our very clean guestrooms and oh so comfortable beds, also include Wide Screen TVs, refrigerator, microwave, in room safes, with FREE Wireless Internet access, FREE local and 800 calls and FREE U.S.A. Today. A FREE Internet kiosk is in our lobby for emailing or printing boarding passes. A comfortable fitness room to keep you in shape. Pompano Surf and Turf offers great food and drinks, at reasonable prices with service from 1 PM to 10 PM nightly. Room Service from 1 PM to 10 PM. We have free parking and are centrally located to all of Naples wonderful attractions close to Naples Pier, Naples Zoo, Naples Community Hospital, Lowdermilk Park, Naples Beach Club, Cambier Park, 30 Miles to Southwest Florida Intl Airport RSW and 5 Miles to Naples Municipal Airport APF. Notify hotel prior to arrival if you will be bringing a pet. Guests will be asked to sign a pet agreement upon arrival. ASK ABOUT OUR LONG TERM STAY RATES - 5 NIGHT MINIMUM - PROMO SR4.Wyndham Hotel Group
24 hour front desk
Business center
Complimentary breakfast
Concierge service
Fitness center
Laundry service
Pets not allowed
Non-smoking rooms available
Outdoor pool
Free parking
Wheelchair accessible
Room service
Free WiFi
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Reykjavik, Iceland
My Rating
Our guide was terrific! Even though the day was a bit long, we got to see some great sites. I would definitely recommend the tour for anyone staying in Reykjavik for a short stay. My favorite part were the humorous tales shared with us by the tour guide to help the history come alive.
My Photos
Marrakech, Morocco
My Rating
This tour offered a nice contrast to exploring the city. It was a cool sunny day and the mountain views were spectacular. Our driver was skilled and tour guide very warm and knowledgable. Frequent stops were made to take in the views and Berber tea with local villagers was the highlight of the day. My only complaint: backseats in the vehicles can be uncomfortable.
Marrakech, Morocco
My Rating
Long day of touring but this was a great opportunity to get an introduction to multiple sights. Our guides were fantastic - welcoming, humorous, extremely willing to share knowledge and shepherd along our big group. I wished we had more time to explore the souks rather than moving along quickly while trying not to get run over by motorbikes. Lunch was quite enjoyable on a rooftop terrance with a nice view. The day was a nice mix of peaceful enclaves (Ben Youssef Madrasa, Saaid Tombs) and high activity in the medina. Glad we did it!
Shanghai, China
My Rating
I thoroughly enjoyed my day trip with our knowledgable tour guide Sherry. It would have been difficult to see these sights all on my own and I enjoyed sharing the experience within a small group of 5 women, especially since I was touring solo. Wandering around Zhouzhuang was my favorite part of the day and I wished we had more time there. The meal could have better and I did feel rushed through parts of the day but overall the experience was very nice. I would recommend this tour to anyone visiting Shanghai who wants to get out of the city for a while.
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Oct 1, 2014
Just in time for Hello Kitty Con, the new JapanLA x Hello Kitty 40th Anniversary Collection!!! This collection will go live on japanla.com, Thursday, Oct 2nd! The new HK 40th boxy and crop top is perfect to coordinate outfits with friends!
Wear the supercute skater skirt with the crop top or with your favorite top!
This print is also available in a flattering dress style that is perfect for any occasion.
The "All My Favorite Things" Print features Hello Kitty's top 40 favorite items that existed in the 70's, like the Hello Kitty coinpurse, calculator, telephone, and more! Choose the adorable Jumper or Dress!
This print is also available in a Kimono, featuring a cute, drapy fit!
Introducing the new tokidoki x Hello Kitty x JapanLA Collection! This print is based on the actual 10 foot statue that is in the Hello Kitty Exhibition this month! Jamie, the owner of JapanLA, is curating the art show, and was inspired by the statue, to put it on clothing! Available in a Kimono and Dress.
Also available in the Boxy Top! All are amazing!
Make sure to check out the Hello Kitty Exhibition, "Hello! Exploring the Supercute World of Hello Kitty!" opening Oct 11th at the Japanese American National Museum! And, HK Con Oct 30th - Nov 2nd! We will have a booth at HK Con with art and clothing exclusives! More surprises to come!
Sep 25, 2014
This Saturday, Sep 27th, we are having a Sample Sale with one of our favorite brands, Crowded Teeth! We will have bags, wallets, coin bags, t-shirts, cellphone accessories at super sale prices.
We will also have one of a kind things that were never produced and retired items!!
Super cute T-Shirts starting at $5!!!!
Phone accessories and cases starting at $1
Fancy Wallets!!
Sale starts at 11am, Free and Open to the Public!! More info on the Crowded Teeth Facebook Event Page! Hope to see you there!
Also, Saturday, Sep 27th, is the Melrose Sidewalk Sale, all day! Stores on Melrose between Fairfax and La Brea will have racks outside with sale items. More info on the Melrose Sidewalk Sale Facebook Event.
Sep 3, 2014
Join us this Saturday for a special Valfre Pop-Up Party at JapanLA, 7pm-10pm!
There will be a special Meet & Greet with Isle Valfre, creator of the Valfre brand. Say hello and take a picture with her. She was recently featured on Nylon Magazine talking about her inspiration for her "quirky and insightful illustrations that capture the essence of what it feels like to be a girl."
The Valfre Pop-Up Shop will have lots of items to choose from including Prints, like this adorable "Too bored to stay home, too lazy to go out," print. We will have 14 different prints to choose from. Prints are 18" x 24", printed on premium linen paper, $48 each.
Valfre phone cases for Iphone 5/5S/5C and Galaxy 4, 12 designs to choose from, $24 each.
Flash Mob Oversized Bag, $76! This print will also be available in a backpack, $112 (not shown).
So much cute stuff! Muscle Tees and T-Shirts! I love this "Holy Chic" Tee! There will be lots more styles to choose from!
Accessories like coin purses, tote bags, and adorable journals, (3 to choose from), but of course I love the cat one!
Free "Star Freckles" face painting, inspired by Valfre's illustrations, like this "Mermaid in a Can," Print, (will be available at the pop-up shop!)
Free Soda provided by Jarritos!
Cake Balls by Lil' Rae Cakes will be available to purchase!!
Jogasaki Sushi Burrito Truck will be parked out front! (photo by Tatiana Arbogast)
Come early! First 30 people get a free Valfre Sticker!! JapanLA will be open Saturday 11am - 6:30pm, and then reopen 7pm-10pm for the party!
More info and to RSVP, go to our Facebook Events page!
Aug 22, 2014
Do you have your Hello Kitty Convention outfits ready? JapanLA Clothing has got you covered! The Hello Kitty Schoolgirl Outfit is perfect for HK Con, Halloween, and everyday! Comes as a set, $90. Made in the USA, by JapanLA Clothing.
The School Girl Set features Hello Kitty on the skirt and collar, with a special Hello Kitty School Emblem.
Hello Kitty Male Fans! We have some awesome tees for you! This is an official "JapanLA for Hello Kitty" collaboration item. Classic Hello Kitty on super soft, black 100% cotton t-shirt, $35. Made in the USA.
Also available in a charcoal grey t-shirt with Monochrome Hello Kitty faces. Your guy will love, $35.
Mark your calendars for a special Meet & Greet with Miss Kika! She will be at JapanLA on August 30th, 1pm-3pm signing and hand-detailing prints! Say Hello, take a photo with her, and buy some prints.
We have just restocked the last of the Miss Kika "Moonlight Legend" Tops! Hurry and grab your size before they sell out again!
The Crowded Teeth Underwater Cosmos Swimsuit is perfect your underwater adventures, $75!
Underwater Cosmos is also available in leggings: $65, and a dress: $75.
So much more cute stuff in the store! Come by this weekend and visit us!
Jun 9, 2014
JapanLA is turning 8 years old and we want to "Celebrate with Friends" aka YOU! Join us at the shop this Saturday, June 14th from 6pm-10pm. All ages welcome. Free to attend.
♥Meet n' Greet with Hello Kitty. Come meet the lovely kitty herself and take photos!
♥Twinsie Outfit Contest. Grab a pal and dress up in your cutest twin outfits. Prizes awarded to the best set(s) of twins!
♥Shop new collections from JapanLA Clothing Company including Sanrio Friends, tokidoki Savannah, Melty Ice Cream, and Toy Dinos!
♥Meet n' Greet with singer/songwriter Traci Hines. Traci is best known for her Little Mermaid "Part of Your World" cover and transforming into multiple Disney personalities.
♥ Adorkable Apparel Pop-Up Shop. Shop the latest fashions from Traci Hines' Adorkable Apparel line!
♥Lil' Rae Cakes Pop-Up Shop. Jenny Rae will be here selling her delicious cake balls!
♥Complimentary Jarritos Soda to keep up that energy while you shop! While supplies last.
♥Prize Wall Game Spend $30 (pre-tax) on any JapanLA store merchandise (Adorkable Apparel excluded) and receive a voucher good for one try at our Prize Wall Game. Every voucher is a winner. Top prizes worth up to $60. One voucher per person while supplies last.
Thanks to our prize sponsors: Adorkable Apparel, JapanLA Clothing, Kigurumi Shop, Loungefly, Sanrio, San-X, and tokidoki!
Just in time for our party we got a bunch of new San-X items including Rilakkuma, Mamegoma, Sentimental Circus! Also in stock hologram purses, tokidoki t-shirts, brass Star Wars rings, and more! Come celebrate with us this weekend! Make sure to RSVP to our party on Facebook.
Jun 4, 2014
For full details and to RSVP visit our Facebook.
Apr 17, 2014
The new JapanLA Clothing Dresses are here!!! Just in time for your Spring festivals and activities! Check out our newest Hello Kitty collaboration, "All the Bows." We gave Hello Kitty different bows and show her with different facial expressions on an ombre dress that looks great on everyone! We also added size XL to our sizing for these styles of dresses!
JapanLA x Hello Kitty "All the Bows" Dress, $65, Made in Los Angeles
Check out this super comfy, pretty Hello Kitty Maxi Dress!Hello Kitty Maxi Dress! Available is sizes S-M-L-XL-XXL, $56.
Spring is for fun and relaxing while wearing your new JapanLA x Rilakkuma Sky Dress. Your favorite relaxing bear falling from the sky in different poses will make you fall in love with this dress, $65, official San-X collaboration item.
Did you know one of Rilakkuma's favorite foods is pancakes? If you share a love for pancakes, this delicious JapanLA x Rilakkuma Pancake Dress is for you, $65.
The cozy JapanLA x Rilakkuma Cardigan is back in stock! We make this in small quantities, so hurry and grab one before they sell out again, $140.
We just stocked new Rilakkuma T-shirts. This cute raglan is $25, and the JapanLA x Rilakkuma Leggings are also available to match, $65.
This Crowded Teeth "Mini Universe" Dress is back in stock! It is adorable and of course "out of this world," $65.
Come by JapanLA this weekend to try on these cute styles and check out what other new kawaii goods we have in store for you!


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First and second graders use of mathematically-based and practically-based explanations for multiplication with zero.
In this study, we use the context of multiplication by zero, to reexamine the premise that elementary school students prefer practically-based explanations that rely on tangible items or real life stories to that of mathematically-based explanations that rely solely on mathematical notions. Two major aims of this investigation were: (1) to explore students' preconceptions of multiplication with zero, and (2) to investigate the types explanations, mathematically-based and/or practically-based, that students use. Thirty-one first and second grade students were interviewed and asked to solve given multiplication tasks that included multiplication without zero and with zero. Results show that (1) not all students, who correctly solved 3x2 before being introduced to multiplication in class, knew that multiplication with zero always results in zero, and (2) most of the explanations given by students were mathematically-based explanations.
"Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well" (NCTM, 2000). Understanding what students know includes knowing the preconceptions and misconceptions students of different age levels and backgrounds bring to the mathematical classroom (Shulman, 1986). A teacher must also understand the reasoning behind these conceptions and anticipate common mistakes (Even & Tirosh, 1995). However, according to the NCTM, teachers must be aware of what students need to learn in the future. Long-term goals, such as helping our students make the transition to the formal use of definitions in mathematics, must be kept in mind. This paper does both; it looks at the preconceptions that students bring to the classroom with an eye towards what they need to know in the future.
In this study we explore students' explanations of multiplication with zero before they are introduced to multiplication in school. Although explanations have been classified in many different ways throughout the years, this study investigates mathematically-based (MB) explanations and practically-based (PB) explanations. MB explanations employ only mathematical notions. PB explanations use daily contexts and/or manipulatives to "give meaning" to mathematical expressions (Koren, 2004). As children extend their world of numbers to include zero, they must consider how this new number is different from previously recognized numbers as well as how known operations must be extended to include the new number. This study not only allows us to investigate students' preconceptions of multiplication with zero, but also allows us to investigate students' conceptions of the number zero as well as the types of explanations, PB and/or MB explanations, they use to incorporate a new concept into their mathematical world. By focusing on the types of explanations students' use we may begin to explore the types of explanations appropriate for elementary school students with an eye towards the types of explanations we would like to encourage in the future.
Two main issues are at the heart of this investigation: expanding the natural number system to include zero and the types of explanations students use to accommodate this expansion. In this section we review studies related to these issues.
Students' conceptions of zero
One of the first mathematical ideas children are exposed to is counting. As such, children's first experiences with the world of numbers are with natural numbers. This number system is eventually extended to include the number zero. In this section we first discuss children's development of number concepts, specifically the concept of zero. We then discuss the educational implications of zero's behavior under the basic operations of mathematics.
It is commonly believed that for students to understand a number concept they need to understand two basic properties of numbers: cardinality and ordinality (Siegler, 1998). A cardinal number refers to the number of elements in a set. In the case of zero, zero represents the number of elements in the empty set. An ordinal number refers to the position of an element within a set. The status of zero as an ordinal number may be cause for confusion among children. If the number three represents the third tallest child in the class, then what does zero represent? Although the ground floor of a building is clearly the "zeroth" floor, it is not commonly denoted as such (Pogliani, Randic, & Trinajstic, 1998).
Piaget (1952) hypothesized that the construction of number goes hand in hand with the development of logic and that classification serves as a basis for mathematical concepts. Children classify objects based on physical properties or certain patterns of behavior. By the time they reach the age of 8-9 years old they have developed an understanding of the inclusion relation as well as the concept of the singular class. However, the empty or null class still poses a problem. According to Inhelder and Piaget (1969), the null set poses special difficulty "because a class without any elements is incompatible with the logic of concrete operations, i.e., operations in which form is inseparably bound up with content" (p. 149).
Many studies have been conducted regarding students' conceptions of zero. Reys and Grouws (1975) interviewed fourth and eighth graders and found that many did not consider zero to be a number. This seems to parallel the historical development of zero (e.g., Blake & Verhille, 1985; Pogliani et al, 1998; Seife, 2000; Wilson, 2001). Reys and Grouws found that part of the confusion over zero may have been caused by students equating zero with nothing. Blake and Verhille (1985) agreed that the "zero is nothing" analogy "effectively prevents the teaching of the deep, complex structure of zero" (p. 37). This analogy seems' to persist among high school students, albeit mostly among lower achieving students (Tsamir, Sheffer, & Tirosh, 2000). Even pre-service elementary school teachers were found to frequently use "zero" and "nothing" interchangeably or synonymously (Wheeler & Feghali, 1983).
The analogy of "zero as nothing" finds its way into many mathematical operations. Zero is the additive identity for the set of whole numbers. This may be explained by the following: if you have any number of items, and add nothing, then you remain with the same amount of items you had to begin with. When explaining subtraction: If you have eight cookies and you eat all eight of them you are left with nothing. This can be written: 8 - 8 = 0. As stated above, students of all ages find this analogy very satisfying and use it for several years. It is easy to learn and retrieve and seems to work--until division. As students try to grapple with dividing "nothing" into "something" and "something" into nothing: they find that this analogy causes much confusion. The first is allowed but the latter is not. In high school, students may be confused by the concept of a horizontal line that has slope zero (Pogliani et al, 1998). For most students, this means that there is no slope, just as a flat road having no hills may be referred to as not having any slope. However, in mathematics, having no slope refers to a vertical line, a line for which no slope exists. The use of common language creates a superficial structure of zero, which effectively prevents a deeper understanding of the concept of zero (Blake & Verhille, 1985).
Students' difficulties with division by zero have been widely documented (Blake & Verhille, 1985; Reys & Grouws, 1975; Tsamir, Sheffer, & Tirosh, 2000). Many students claimed that division of a non-zero number by zero results in a number (either zero or the dividend) and that zero divided by zero results in zero. It was also found that prospective teachers and teachers were not always clear on the results of division by zero (Ball, 1990; Wheeler & Feghali, 1983) and even when teachers knew that this division is undefined, they could not supply an appropriate explanation (Even & Tirosh, 1995).
In light of these studies, it is not surprising that much has been written regarding pedagogical and instructional approaches to explaining the concept and use of zero in different mathematical contexts. Pogliani et al. (1998) suggest the following example to illustrate the distinction between 'empty', 'nothing', and 'zero': "When zero, as an element is added to an empty set {}, the set {0} is no longer empty; it has an element, which is zero" (p. 730). In the elementary school, Leeb-Lundberg (1997) advocates relating zero to a place of origin, such as on the number line.
Regarding multiplication and zero, most instructional suggestions relate to the mathematical statement "if the product of two numbers is zero, then one of the factors must be zero" (Allinger, 1980; Forringer, 1994; Newman, 1967). One study (Watanabe, 2003) reviewed the teaching of multiplication in Japan and found that multiplication by zero is introduced only after third grade when the multiplicands from one through nine have been taught. A possible reason for this is that although students may easily learn to multiply by zero, they might not see this as being a multiplicative situation.
Regarding division by zero, some have suggested that teachers must first emphasize the relationship between division and multiplication as inverse operations and then use this relationship when explaining division by zero (Henry, 1969; Reys & Grouws, 1975; Sundar, 1990). Others offer explanations that arise from the common models used to teach whole number division (Knifong & Burton, 1980). Tsamir & Sheffer (2000) offer two possible recommendations for teaching division by zero: using concrete explanations in the elementary school, or, alternatively, postponing the introduction of division by zero until secondary school. Newman (1967) argued that explaining the behavior of zero under the basic operations of mathematics offers the elementary school teacher an opportunity to introduce her students to the importance of definitions in mathematics and the logical use of these definitions in discovering new mathematical properties.
Explanations play a significant role in the conceptualization of mathematical ideas. In the next section we examine types of explanations and their uses in the classroom.
The Standards for School Mathematics (NCTM, 2000) attribute different types of explanations to different age students. According to the Standards, "young children will express their conjectures and describe their thinking in their own words and often explore them using concrete materials and examples" (p. 56). However, by the "middle and high grades, explanations should become more mathematically rigorous" (p. 61). According to the Standards, students in middle school and high school should understand the role of mathematical definitions and use them, as well as previously learned mathematical properties, in their explanations.
The NCTM Standards initimate that there are basically two different categories or levels of explanations corresponding to younger and older students. This is somewhat similar to Piagetian theory, which differentiates between the concrete operational stage and the formal operational stage. Children in the concrete operational stage demonstrate their intelligence through logical and systematic manipulation of symbols related to concrete objects. In this stage, "the logical organization of judgments and arguments is inseparable from their content" (Inhelder & Piaget, 1969, p. 132). Children in the formal operational stage demonstrate their intelligence through logical use of symbols related to abstract concepts. There is a disconnection of thought from objects that "liberates relations and classifications from their concrete or intuitive ties" (Inhelder & Piaget, 1969, p. 132). Elementary and early adolescents may be said to be in the concrete operational stage. Adolescents and adults may be said to be in the formal operational stage.
This study focuses on mathematically-based (MB) explanations and practically-based (PB) explanations. MB explanations employ only mathematical notions. PB explanations use daily contexts and/or manipulatives to "give meaning" to mathematical expressions (Koren, 2004). This classification distinguishes between explanations that are based solely on mathematical notions but are not necessarily rigorous, and complete, formal explanations. Formal explanations are usually referred to at the high school and undergraduate level. The term PB explanation was coined to include any explanation that does not rely solely on mathematical notions. According to Piagetian theory it would seem that PB explanations are appropriate for younger children in the concrete operational stage and MB explanations are more appropriate for adolescents. Yet, Ball and Bass (2000) and Lampert (1990) describe classrooms where third and fourth graders use MB explanations as well as PB explanations. The NCTM Standards (2000) also provide examples of third grade students using MB explanations.
Much research has been done relating to the use of PB explanations in the elementary school mathematics classroom. Mack (1990) showed that it is possible to use children's informal knowledge of fractions, based on their real-life experiences, to building meaningful formal symbols and procedures. However, many studies (e.g., Koirala, 1999; Nyabanyaba, 1999; Szendrei, 1996; Wu, 1999) found that each type of PB explanation has its own set of pitfalls that need to be avoided or remedied by the teacher.
Fischbein (1987) claimed that until the age of 11-12 the child is in the concrete operational period and one cannot force upon the child concepts that he is not intellectually mature enough to understand. Yet the intuitive interpretations created by the concrete instructional materials and models used during this period often become rigid and it may be difficult at a later stage to undo this rigidity. Although a certain model might be very useful initially because of its concreteness, the primacy effect of that first model may make it impossible later on for the child to move on to more general and more abstract interpretations of the same concept. Therefore, Fischbein advocates introducing activities that help the child assimilate concepts of higher complexity and abstraction during the concrete operational stage. "One has to start, as early as possible, preparing the child for understanding the formal meaning and the formal content of the concepts taught" (p. 208). In other words, according to Fischbein, MB explanations should be used alongside PB explanations in the elementary school.
Is it possible to introduce elementary school students to formal mathematics if they are so reliant on concrete examples? Perhaps elementary school students are too young for rigorous explanations but not too young for explanations that are less formal but nevertheless rely solely on mathematical notions. This study focuses on the types of explanations, MB and PB, which students use for a mathematical concept before they are introduced to this concept in class. By focusing on the types of explanations used we reexamine the premise that elementary school students need explanations that rely on tangible items or real life stories and investigate the possibility of introducing explanations that rely solely on mathematical notions in these grades.
First and second graders from three different elementary schools located in middle-class neighborhoods were asked to solve 3x2. Only students who could correctly solve this task were asked to participate in the study. As a result, ten first graders (six girls and four boys) and twenty-one second graders (nine girls and twelve boys) participated in this investigation. None of the students had been introduced to multiplication in school. Being that the first and second graders had only recently learned to read and write in school, we suspected that they may have trouble expressing their ideas to the fullest in writing. It was therefore decided to interview all subjects. Each student was interviewed individually allowing for ample time to think and respond to the questions. Each interview was audio taped.
During the interview, students were asked to solve and give their own explanations for multiplication problems without and with zero. Specifically, the following multiplication examples were given to each student:
3x2 =
2x3 =
3x0 =
0x3 =
0x0 =
The first two problems sought to establish how multiplication without zero was solved and explained and if the subject used the commutative property of multiplication as an explanation. The second two problems allowed us to investigate how subjects solved and explained multiplication of a non-zero number by zero. Specifically, the second two questions investigated if the types of explanations used by the subject for multiplications by non-zero numbers differed from the explanations used for multiplication with zero. Furthermore, these two questions allowed us to investigate if the subject differentiated between 3x0 and 0x3. The problem 3x0 fits well into the definition of multiplication as repeated addition when the multiplier is a positive integer and indicates the number of times 0 is to be added to itself. However, when the multiplier is non-positive, as in the case of 0x3, difficulties may arise. Therefore, it was of particular interest to investigate how subjects would explain this problem and how prevalent the use of the commutative property would be in this case. The last problem allowed us to investigate multiplication that did not involve any non-zero numbers and sought to examine if the explanations given would differ from those already offered.
According to the Israeli National Mathematics Curriulum (ISNM), the number zero is first introduced in kindergarten. At this age, the children are taught to associate zero with emptiness, or the absence of matter. Teachers are encouraged to use stories to introduce the concept of zero. This is illustrated by the following example taken from the ISNM handbook, "There are 6 nuts on one plate. On the second plate there aren't any nuts. We can say that the second plate has zero nuts" (Ministry of Education, 1988, p. 12). This example illustrates the cardinal property of zero. Zero is used to express the number of elements in the null set. The curriculum booklet offers a second example: "If the temperature outside is zero degrees then it is colder than when it is one degree" (Ministry of Education, 1988, p. 12). It is important to note that the handbook suggests using this second example only for "advanced or high ability" students. This example illustrates the ordinal property of numbers in that zero comes before one when ordering the numbers. However, the primary example is the one that relates zero to "nothing".
First graders, according to Israel's National Mathematics Curriculum, are reintroduced to zero, but only after they become familiar with the numbers one through twenty. The curriculum handbook recognizes that many children do not accept zero as a number and suggests including zero in addition and subtraction tasks. By second grade students should know that zero is the additive identity and that when subtracting any number from itself the result will always be zero. Multiplication is not introduced until the end of second grade. Students were interviewed in the middle of the school year, during the months of January and February.
This section discusses the results of the interviews. First, we discuss the various explanations students gave for the multiplication tasks without zero and how they were categorized into MB and PB explanations. We then discuss students' responses to the tasks of 3x0 and 0x3 and the explanations given by students for these tasks. Finally, we compare the types of explanations students used for the multiplication of 0x0 with those already given for previous tasks.
Multiplication without zero
Most students were consistent in the types of explanations given for both tasks. In other words, students who used a MB explanation for 3x2 used a MB explanation for 2x3 and likewise for PB explanations. One first grader gave both a MB and PB explanation for 3x2 but only a MB explanation for 2x3. One second grade gave both a MB explanation and a PB explanation for both tasks. Results are summed up in Table 1. Percentages are based on the number of students in each grade.
Results show that both first and second graders are more likely to use MB explanations than PB explanations. One might have expected that such young children would be more likely to base their explanations on practical life experiences. However, this was not the case in this study.
MB explanations
As stated above, MB explanations employ only mathematical notions. In this category we included explanations that did not rely on the use of pictures, concrete objects, or stories. Many explanations were based on the definition of multiplication as repeated addition. As one first grader said, "Instead of doing a lot of addition, you do multiplication." This type of explanation usually involved representing the multiplication (the second number) and then successively adding these numbers. An example of this is the following explanation for 3x2 given by a second grader, "2 and another 2 is 4 and another 2 is 6." Also in this category were explanations that relied on sequencing, such as one second grader's explanation on the word "times," such as, "This is like saying 3 two times, which would be six." When asked to elaborate and explain the word times, many students replied with an exercise based on repeated addition such is "twice 2 ... 3 plus 3." Other students could not elaborate. Finally, explanations that were based on the commutative property of multiplication were considered MB explanations. As none of the students had learned multiplication in class, it was not expected that they would refer to this property by its proper name. Instead, this category included explanations that stated that the order of the factors is irrelevant to the solution. When one first grader replied that 2x3 is the same as 3x2 he explained, "It's the same numbers. It's easy." One second grader was even more explicit. When responding to the problem of 2x3 the following dialogue ensued:
Interviewer: Now tell me what 2x3 is.
Student: 6
Interviewer: 6? Again? You have to explain it to me.
Student: It's the same thing. If you do 2 time 3 then it's the same as 3 times 2.
Interviewer: And then you do the same thing as you told me (for 3x2)?
Student: Yes. They just say it backwards. 2 times 3.
The most common MB explanation given by both first and second graders was repeated addition (56% and 76% respectively of all MB explanations). Surprisingly, although none of the students had experience with multiplication in class, three students understood the commutative property of multiplication and used it as an explanation.
PB explanations
PB explanations were defined above as explanations that use daily con texts and/or manipulatives to "give meaning" to mathematical expressions. Although paper and pencils were brought to each interview and students were free to use any object at hand, students primarily chose to use their fingers as manipulatives. Such was the case with one first grader who held up three fingers and said, "Here's 3," and then held up three fingers on the other hand and said, "and another 3 makes 6." Only first graders used their fingers. Second graders who gave PB explanations drew pictures. Figure 1 is an illustration of a second grader's PB explanation of why 2x3=6 and 3x2=6.
This student originally answered that 2x3 equals 12. When explaining her solution, she drew 2 sets with 3 pencils in each. The student realized her mistake and then wanted to figure out how many sets of 3 pencils she would need in order to have 12 pencils. This led her to draw 4 sets of 3 pencils and write "4x3=12." Finally, she drew 3 sets of 2 pencils to illustrate why 3x2=6.
Multiplication with zero: 3x0 and 0x3
Two new issues arose in students' explanations for 3x0 and 0x3 that were not present in the examples without zero. First, not all students knew the correct results of multiplication of a non-zero number with zero. Second, some students could not explain their answers while other students offered explanations that could not be clearly categorized as MB or PB. In this section we will first discuss the solutions given by the students and then present the types of explanations used.
Students' solutions for 3x0 and 0x3
Although all of the students interviewed knew multiplication without zero, 60% of the first graders and 14% of the second graders incorrectly solved 3x0, and 30% of the first graders and 33% of the second graders incorrectly solved 0x3 (see Table 2). It should be noted that many children changed their minds several times and only their final answers are considered. It is very interesting to note that all (except for one) of the students who answered incorrectly, claimed that 3 times 0 (or 0 times 3) equals 3 and not all students who answered one question correctly answered the second correctly. These results show that although students may know multiplication without zero, it does not necessarily follow that they will know multiplication with zero. Possibly, this is because children's first experiences are with the set of natural numbers. As mentioned in the background, students, especially younger ones, often relate zero to "nothing" or "emptiness." At times, this can lead to an incorrect solution.
From Table 2 we see that there are similarities and differences in the results of 3x0 and 0x3. MB explanations are used more often than PB explanations for both tasks. However, second graders' use of MB explanations far exceeded that of the first graders. This is not surprising considering that second graders have had more experience with arithmetic operations in the classroom. In Table 2 we encounter explanations that could not be categorized as either MB or PB. Among first graders who correctly solved both multiplication tasks with zero, one student could not explain the reason why 3x0 and 0x3 are equal to zero. Among second graders, there were two students whose explanations for 3x0 and 0x3 could not be categorized as either MB or PB. However, there were an additional 3 second graders who explained 3x0 but could not explain 0x3. This added difficulty may be a result of the multiplier being a non-positive integer.
MB explanations
As discussed previously some MB explanations were based on the meaning of the word "times." Regarding 3x0 and 0x3, this type of explanation was usually given for a correct solution, such as the second grader who claimed, "3 times 0 is 0, 3 times." When asked to clarify, he continued, "3 zeros would just equal zero." Another second grader explained 3x0=0 because, "0 is nothing. 3 times 0 is also nothing. The first time 0 is 0. The second time 0 is 0." When explaining 0x3, one first grader explained that 0x3=0 "because you don't even do the 3. So it's 0." A second grader explained that 0x3=0 because "0 means that there are none of 3's." The following second grader was even more explicit:
Student: If it's 1 times it will be 3.
Interviewer: Aha. Why is that?
Student: Cause it is, like, you say 1, you have to write once 3. That's why it's 3.
Interviewer: I see. And 0 times 3?
Student: 0 times 3? It says 0 times 3. It means you don't have to write any times the 3.
One student knew the correct answer because he had been taught by his older brother that every number multiplied by zero results in zero. When asked to think of an explanation for this rule, the student reverted back to the meaning of times which he had used successfully for multiplication without zero:
Interviewer: Why do you think 3 times 0 is 0?
Student: (thinks) OK. Because, let's say, 3 times or 4 times 2 that would be 4, 2 times. And 0 is 0, 0 times.
Interviewer: It's 0, 0 times, for 3 times 0?
Student: Yeah. So, it must makes 0. You get it?
Interviewer: I think I get it, but I'm not sure where the 3 comes in then.
Student: (thinks) OK. (thinks)
Interviewer: Would it be different if I asked you what 0 times 3 is?
Student: Uhm. (thinks) I don't think so.
Interviewer: You're stuck.
Student: Yeah.
Not all students who used this type of MB explanation gave a correct solution. When asked to solve 0x3, one student responded, "0 time 3? It's 3 ... because you do the 3 zero times and you get 3." It is possible tha this student was confused by what it means to do something zero times.
Zero caused much confusion among the many students who based their explanation on the definition of multiplication as repeated addition. Only two students explicitly said that 3x0 is 0 because "0 plus 0 plus 0 equals 0." Many students were confused as to the appropriate addition problem for 3x0 and concluded that 3x0 is 3 because "you don't add anything so it stays the same number." This response implies that the student is seeking to add to 3 another number, as he did for 3x2, but cannot do so because of the zero. Other students held the intuitive belief that multiplication always makes bigger (Fischbein, Deri, Nell, & Marino, 1985) and were therefore confused as to how a number may be multiplied by zero.
Student: 3 times 0 is 3 and you can't do such a thing that it will be bigger than 3.
Interviewer: Why can't you make it bigger?
Student: Because 0 doesn't add anything.
This student expects that when multiplying the 3 by some number the 3 will "get bigger." She reasons that the zero stops her from adding on to the 3 and therefore the result must be the same 3 she started with. Another student gives a similar explanation when explaining the difference between 3x0 and 0x3, "0x3 is 3 because ... you can't raise the 3. So it stays 3. But 3 times 0 you can't even raise the 0 so it's 0." This misconception is most probably due to students' first experiences with multiplication within the natural numbers.
Many students who answered correctly 3x0=0 explained that multiplication by zero cannot be done and therefore the result is 0. One student explained that 3x0=0 "because you can't multiply by zero. 3 times 1, that could be 3 ... like, if you multiply by zero then it stays 0." When asked to explain why multiplication by zero could not be done, this student responded that 3 times 0 "is like you take it down to 0 and then add 0." Somehow, the 3 turns magically into 0 and then, if you must add something, add zero.
Other students also answered correctly that 3x0=0 but were still confused as to whether zero should be considered a number or not. This is illustrated by the following exchange with a second grader who had clearly used repeated addition when multiplying 3 by 2 but found multiplying by 0 quite different:
Interviewer: And what is 3 times 0?
Student: 0.
Interviewer: Why?
Student: Because ... it doesn't have a number. If you had one, then it could be different. Because you can't do 3 times 0. It's still 0.
Interviewer: Why can you do 3x2 but you can't do 3x0?
Student: Because 0 is a number but it's ... it's nothing. It's nothing.
As mentioned in the beginning, the problem 3x0 fits well into the definition of multiplication as repeated addition because the multiplier is a positive integer and indicates the number of times 0 is to be added to itself. However, when the multiplier is non-positive, as in the case of 0x3, difficulties may arise. One student was deliberating between 0x3=0 and 0x3=3. He changed his mind frequently and finally explained that 0x3 is 0 "because ... you can't do it." The student then explained why 0x3 can't be done, "because it's 0 plus 3 ... uh ... no ... 3." Another student also deliberated with himself and finally concluded that 3x0=3 "because it's like 0 plus 0 plus 3. Like, you lift up another 3 to 0." Again we see a student who wants to add, is not sure how to do so, and intuitively wants to "lift" or "make bigger" the number he started with.
PB explanations
As with multiplication without zero, PB explanations for multiplication with zero consisted of finger manipulation or drawing pictures. One first grader explained her response that 3x0=3 by raising 3 fingers on one hand and making a fist with her other hand. When asked to explain 0x3 this same student started by holding up a closed fist. She then unfolded 3 fingers and proclaimed that 0x3=3. Using a similar explanation, a different first grader exclaimed that 3x0=0 by holding up a closed fist and then thrusting it into the air 3 times. When asked to explain 0x3 this student simply said, "If I do 3, 0 times ... then you do nothing."
One second grader drew 3 tally marks and claimed that 3x0=3. When asked to solve 0x3 he drew a big circle and claimed, "It's just nothing." This student had previously illustrated with tally marks why 3x2 must be the same as 2x3 but was seemingly not bothered that 3x0 would not be the same as 0x3. Another second grader, who had drawn groups of pencils to illustrate multiplication without zero, was not sure how to draw 3x0 or 0x3:
Interviewer: Tell me what you think about 3x0.
Student: 0?
Interviewer: Why?
Student: 3.
Interviewer: 3. Why?
Student: Cause then you have 3 ... 3 pencils?
Interviewer: You decide.
Student: (very long pause) 0.
Interviewer: 0. We're back to 0. So tell me why you think it's 0.
Student: Because it can't be ... If we take 3 minus 0 it's 3. But if We do ... but you can't do it ... because pencils is like ... If you take ... So it's 0 because it's 3 groups of nothing.
Interviewer: Ok. What about 0x3?
Student: Also 0.
Interviewer: Why?
Student: Because no groups of 3. Because 0 is like nothing so you have nothing and let's say there's nothing, like no house, and then, times, so I go, 0, so I go nothing is nothing.
This student only came to a correct solution when she was able to part from drawing pictures. This release from the concrete picture allowed her to reason about sets, even sets that she could not draw. Instead of drawing pictures, this student uses the "zero is nothing" analogy. As discussed previously, this analogy often leaves students confused as to whether zero is a number or not. In fact, this second grader stated later in the interview that zero is not a number.
Multiplication of zero by zero
All of the students knew that 0x0=0. However, the explanations were quite varied and sometimes difficult to categorize (see Table 3). Most of the students still used MB explanations. None of the students gave both a MB and PB explanation for 0x0.
MB and PB explanations
MB explanations followed the examples already seen for 3x0 and 0x3. Some students still relied on th meaning of "times" such as "0, 0 times, so it's 0." Some student still tried adding:
Interviewer: Can you explain to me why 0x0 is 0?
Student: (thinks) Is it like 0 plus 0?
Interviewer: Is 3 times 2 like 3 plus 2?
Student: (Shakes his head no.)
Interviewer: So? Why is 0 times 0 like 0 plus 0?
Student: Because both are zero.
Some students simply stated that 0x0=0 because "you don't add anything to the 0". Others intimated that there is no definitive amount of addends: "0x0=0 because 0 plus 0 plus 0 plus 0 plus 0 ... As much zeros as there would be, it equals 0." Other students still inferred that multiplication makes bigger, "0 times 0 ... you can't do 0 times 0. It's 0. And the second 0 can't make me bigger. It's 0."
From Table 3 we see that few students used PB explanations. One student pointed to the big circle he drew to illustrate 0x3 as if to say that the two examples are the same. A different student explained 0x0 as follows, "cause 0 groups and there's 0 thingies inside. It makes 0 cause there's no number that makes a group." Finally, those who had used their fingers continued to show closed fists to illustrate the meaning for them of 0x0.
Uncategorized explanations
Although we have already shown examples where students used the "zero is nothing" analogy when explaining 3x0 and 0x3, many uncategorized explanations for 0x0 were related to this analogy. One first grader explained that 0x0=0 "because 0 is nothing and 0 times 0 is also nothing. And you know that it's also 0." Another student said, "Nothing times nothing equals nothing." When asked to explain how one does nothing times nothing, he answered, I don't know. But it's 0." A different student claimed, "0 times 0 is nothing because the 0 makes it nothing."
Student's confusion over the status of zero as a number became more apparent in this task. One second grader claimed that the product is 0 because "when you say 0 times 0 there is no number." A different second grader explained, "0 times 0 always will be 0 because both of them are 0. 0 isn't a number. That means there are none of them. 0 plus 3 equals 3 because that isn't times. 0 plus 0 will also equal 0 because 0 isn't a number. And 0 in times also isn't a number." Another student referred to zero as a "non-number."
Two major aims of this investigation were: 1) to explore students' preconceptions of multiplication with zero and 2) to investigate the types of explanations, MB and/or PB that students use. We now discuss these findings and the educational implications of each.
Students' preconceptions of multiplication with zero
The findings of this study show that before they are introduced in school to the concept of multiplication with zero, not all students know that multiplication with zero will always result in zero. Many studies have pointed out students' difficulties understanding the concept of zero in general, and specifically, their difficulties with division by zero. The result has been a plethora of suggestions regarding how to introduce elementary school students to division by zero, and to a lesser extent, how to introduce the number zero in the early grades. Perhaps few studies have dwelled on other operations with zero because of the seemingly few difficulties that arise in class. Unlike division, there are no exceptions to the rule that every number times zero is zero. The commutative property of multiplication is preserved. Yet the findings of this study showed that this rule was not obvious to young students.
We feel that there could be two major consequences to ignoring students' preconceptions of multiplication by zero. First, we have shown that students' misconceptions of the number zero prevail during multiplication. It would be a mistake not to give sufficient attention to operations with zero before introducing division. By ignoring students' misconceptions at an early age, we allow these misconceptions to take root and grow therefore making it more difficult to undo later on.
Furthermore, many students believe that mathematics is all about learning rules (Schoenfeld, 1989). According to these students, succeeding in mathematics means knowing the rules and when to apply them. When does this belief develop? One of the first rules taught to young students is that every number times zero must equal zero. By having students memorize this rule, and ignoring their preconceptions, we encourage their belief that mathematics is indeed all about rules, some of which make sense and others that do not. Is this a belief that we want to encourage?
Students' use of MB and PB explanations
We begin our discussion by highlighting the fact that over 80% of the students used MB explanations for multiplication without zero. This is somewhat surprising considering that the students interviewed had not yet been introduced formally to multiplication in class. Despite the lack of formal learning, these students felt comfortable using explanations that relied solely on mathematical notions.
All students interviewed knew multiplication without zero. Introducing the question of multiplication with zero allowed us to investigate how students might redefine their knowledge of operations to include an expanded number system. It is a long held belief that when elementary school children seek to describe their mathematical thinking or explore mathematical concepts they will use tangible items to manipulate or relate these concepts to real life contexts (e.g., Cramer & Henry, 2002; Fischbein, 1987; National Council of Teachers of Mathematics [NCTM], 1989; NCTM, 2000). Results of this study showed otherwise. Over two-thirds of the students continued to use MB explanations for 3x0. In other words, more students looked within the mathematical system for an explanation to this new problem and did not rely on stories and concrete objects taken from the "real" world.
Although the use of MB explanations declined for the task of 0x3 (a little more than half of the students tried basing their explanations solely on mathematical notions), the use of PB explanations did not increase. Instead, there was an increase in uncategorized explanations. The task of 0x0 was even more difficult to explain leading students to rely on the analogy of "zero is nothing" and raising doubt in the students' minds as to the status of zero as a number.
One of our goals as mathematics educators is to help our students move from PB explanations to MB explanations. In the beginning of this paper we asked if it is possible to introduce more formal mathematics to young children. Knowing that the move to formal mathematics may be difficult, we should examine the possibility of introducing more MB explanations to elementary school students.
This study shows that even young students are capable of using explanations that rely solely on mathematical notions. Is this true only for multiplication tasks? We need to examine students' use of MB explanations in other mathematical contexts as well. We also need to investigate how these findings may be used in practice by teachers in the classroom and, in line with Fischbein's (1987) recommendation, investigate how MB explanations may be used to prepare students for the formal content of mathematics.
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Fischbein, E. (1987). Intuition in science and mathematics. Dordrecht, the Netherlands: Reidel Publishing Company.
Fischbein E., Deri., M., Nello, M., & Marino, M. (1985). The role of implicit models in solving verbal problems in multiplication and division. Journal for Research in Mathematics Education, 16(1), 3-17.
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Esther Levenson, Pessia Tsamir, and Dina Tirosh
Tel-Aviv University
Table 1. Distribution (in %) of types of explanations per grade for multiplication without zero. 3x2 2x3 Task 1 2 Total 1 2 Total Grade n=10 n=21 n=31 n=10 n=21 n=31 MB 70 86 81 80 86 84 PB 20 9 13 20 9 13 MB & PB 10 5 6 - 6 3 Note. MB = mathematically-based explanation; PB = practically-based explanation. Table 2. Distribution (in %) of types of explanations per grade for multiplication without zero. 3x0 0x3 Task 1 2 Total 1 2 Total Grade n=10 n=21 n=31 n=10 n=21 n=31 MB 40 (10) 81 (67) 67 (45) 40 (20) 66 (38) 58 (29) PB 30 (10) 5 (5) 13 (6) 30 (30) 5 (5) 13 (6) MB & PB 20 (10) 5 (5) 10 (3) 20 (10) 5 (5) 10 (6) Other 10 (10) 9 (9) 10 (10) 10 (10) 24 (19) 19 (13) Note. Percentages of correct solutions are given in parenthesis. MB = mathematically-based explanation; PB = practically-based explanation. Table 3. Distribution (in %) of types of explanations per grade for zero times zero. Task 0x0 Grade 1 (n = 10) 2 (n = 21) Total (n = 31) MB 50 48 48 PB 20 4 10 Other 30 48 42 Note. MB = mathematically-based explanation; PB = practically-based explanation.
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Date: 03/01/2013 - 05/31/2013
Time: 0:00 AM
Location: 2nd Floor Library Rapson Hall
Cost: Free
Architecture & Landscape Architecture
Tale Spins: Water, Animals, and Ruins
James Boyd Brent Exhibition
Artist and professor, James Boyd Brent's new work —intaglios, incisions in rock, and drawings— is about ancillary narratives and half-stories. It illustrates moments that may or may not actually be stories, as such, but which allude to the way the mind concocts a world for itself, among worlds. This idea echoes the work of wood-engraver Thomas Bewick, best known for the small vignettes that he made to adorn the end of chapters, and which denote a sense of a story without the story ever actually being spelled out. Abound in his imagery are stories, but they do not necessarily correspond with the main text. In each, the viewer is drawn to look into a small, distinct and illuminated world.
Tale-pieces: water, animals, and ruins points at the multilayered nature of existence, and is an invitation to ponder how consciousness lies between one thing and another—water and land, animals and people, growth and decay.
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Hello, in the first part of this series, I walked you through an overview of bare-metal deployment in SCVMM. Today, I will walk you through the configuration of the DHCP Server service needed to provide support to the WDS / PXE service used by SCVMM as part of the Hyper-V host bare-metal provisioning.
The DHCP Server is the first server contacted by a Hyper-V host after it has been powered-on by the SCVMM Management server. If the Hyper-V host has been configured to boot from LAN, it will attempt to PXE boot from LAN by first obtaining an IP address from the DHCP server. The DHCP server must already have an existing DHCP scope and configured with the following Server or Scope Options:
Once the DHCP server's Scope or Server Options have been configured, you should see something like this. Again, the Option 60 value does not show up yet since I have not configured the WDS role yet and I intend to configure it on the same host as the DHCP server I have in my lab here. We will cover this next.
Finally, while I describe how to configure the DHCP Server service in Windows Server 2012 R2 here, the same parameters can be configured in Windows Server 2012 and 2008R2. I have not personally tried this configuration with previous releases but I expect they would work the same as long as the DHCP scope and options are configured correctly.
Till next time.


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Neither Enemies nor Friends
Latinos, Blacks, Afro-Latinos
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moreIn this collection, leading scholars focus on the contemporary meanings and diverse experiences of blackness in specific countries of the hemisphere, including the United States. The anthology introduces new perspectives on comparative forms of racialization in the Americas and presents its implications both for Latin American societies, and for Latinos' relations with African Americans in the U.S. Contributors address issues such as: Who are the Afro-Latin Americans? What historical contributions do they bring to their respective national polities? What happens to their national and socio-racial identities as a result of migration to the United States? What is the impact of the growing presence of Afro-Latin Americans within U.S. Latino populations, particularly with respect to the continuing dynamics of racialization in the United States today? And, more generally, what are the prospects and obstacles for rethinking alliances and coalition-building between and among racial(ized) minorities and other groups in contemporary U.S. society?
Palgrave Macmillan; April 2005
330 pages; ISBN 9781403982636
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Title: Neither Enemies nor Friends
Author: Suzanne Oboler; Anani Dzidzienyo
330 pages; ISBN 9781403982636
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Title: Neither Enemies nor Friends
Author: Suzanne Oboler; Anani Dzidzienyo
Buy, download and read Neither Enemies nor Friends (eBook) by Suzanne Oboler; Anani Dzidzienyo today!
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There's a `Catch-22' in TV drama development
NEW YORK Jason Mittell had other things to do last month when ABC aired a two-hour debut of the drama "Red Widow," so he set his digital video recorder to capture it.
Then the Middlebury College professor and Just TV blogger saw the show's disappointing ratings the next day. He deleted the DVR file. If the show already appears to be on thin ice, why bother watching?
Skittish viewers who guard their time are making the already difficult task of establishing new dramas on broadcast television even harder. If the show becomes a hit, technology offers many ways to catch up later. It's just one more advantage for cable networks at a time when they already seem to have the upper hand with dramas.
"Zero Hour," the series that Zack Estrin helped produce for ABC, debuted on Valentine's Day. Starring Anthony Edwards, "Zero Hour" demanded a viewer's attention as it laid out a complex conspiracy that began when the wife of Edwards' character was kidnapped.
The first of 13 filmed episodes reached 6.4 million people and did particularly poorly among the youthful demographic that ABC targets. The buzzards began circling. The second episode was down to 5.39 million viewers, the third 5.05 million. Then ABC pulled the plug.
The reluctance of viewers to try something new feeds a vicious cycle, he said.
"Audiences don't watch because they fear it's going to be taken off, and it's taken off because audiences don't watch," he said. "It is a challenge for these types of shows going forward. You wonder if `Lost' came on today, would it have as many viewers right off the bat? Or would the audience be too gun-shy?"
For viewers who did become interested in the story, Estrin said ABC plans to air the rest of the filmed "Zero Hour" episodes this summer.
When ABC decided to ax the military drama "Last Resort" earlier this season, creator Shawn Ryan was given notice and the chance to write an ending for the series in its 13th and last episode. It led to some furious final minutes of loose string-tying. Ryan was lucky; not all creators get that luxury.
So far this season, Fox pulled the series "The Mob Doctor" after 11 episodes and ABC canceled "666 Park Avenue" after nine episodes. People barely had a chance to become familiar with CBS' "Made in Jersey" or NBC's "Do No Harm"; both ended after only two airings, according to the website TV By the Numbers.
Meanwhile, cable networks like HBO, AMC, TNT and USA haven't taken a series off the air in the middle of their planned runs. Ever. HBO came close with its series "Luck" last year when the production was criticized for its treatment of horses, but the full first season ran. Production was canceled for the second season.
This doesn't mean some cable series don't end before fans are ready to see them go. But the decisions are to not make any more seasons instead of yanking them off the air.


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10 Ways Raise Your Vibration
10 Ways Raise Your Vibration
God and the angels are there for you and always have been. Your loved ones who have made their transition are okay and will go to any length to let you know that. So what is the reason you are not always able to feel them when they are around?
If you are really serious about connecting with the celestial realm, you must first raise your vibration so that you are more on par with the frequency of their vibration. Here are the 10 most important ways you can do just that.
Karen Noe is the founder of the Angel Quest Center in Ramsey, NJ, read more at karennoe.com
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MediaTek announces new Cortex-A17+A7 octa-core processor. Can MediaTek challenge Qualcomm since the new chip also has built-in support for 4G LTE?
MediaTek has announced the world's first multimode inductive and resonance based wireless charger at CES 2014.
Octa-core phones have arrived and the ThL T100S is a good example of what can be achieved when you combine them with a HD display and 2GB of RAM. I spent a few days with this phone and put the processor through some grueling tests to discover that it is actually faster than the LG G2 and Galaxy Note 3 for pure CPU based workloads.
The Cube Talk 5H is a quad-core smartphone with a large 5.5 inch 720p HD display. It has an 8MP camera and 1GB of RAM but most impressively it only costs $180. I spent a few days with the device and this is what I discovered.
In a brazen attempt to look better than its competition, MediaTek has unveiled the MT6592, a processor which it is claiming is the world's first true octa-core mobile platform, all I object to is MediaTek's insistence that the Samsung Exynos 5420 doesn't exist!
Every week, we round up some of the best videos about Android, mobile devices, and technology from Android Authority and around the web.
In a new video ad, Qualcomm takes direct jabs at smaller rival MediaTek for using older CPU architecture in its octo-core chips.
Mark Zuckerberg, the CEO of Facebook, has launched Internet.org, a new initiative to bring the internet to developing countries. Working with companies like Ericsson, MediaTek and Nokia, Internet.org wants to make internet access available to billions more people.
A new report says that the new low-cost Kindle Fire models will use MediaTek's recently unveiled MT8135 big.LITTLE processor. Read on for more details!
A Qualcomm exec accused competitors of simply slapping together cores, instead of doing good engineering.


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