So now that math and reading (and presumably language) are shown to be linked to the same group DNA how do we apply this knowledge to the teaching of language? Does developing math skills then improve language skills or vice versa? What implication does this have on content and language integrated learning (CLIL), content-base instruction (CBI), language immersion and bilingual education in general?
There are two “facets” to the numbering system of Tractatus Logico-Philosophicus. One is to show the logical importance the comments to propositions/comments. The other is to show to which of the propositions/comments are they a comment of.
Two “problems” immediately come to mind when I look at the system:
- In certain parts the less important comments come first before the more important ones.
- There can never be more than ten comments to a comment.