異類之不一樣的成功啟示錄 第157期:數(shù)學(xué)的規(guī)律

So one might think that we would also say oneteen twoteen and threeteen, but we don't.We make up a different form: eleven, twelve, thirteen and fifteen.

因此，大家會(huì)認(rèn)為我們會(huì)把“11、12、13、15”說(shuō)成“oneteen、twoteen、threeteen、fiveteen”，但是我們沒有這樣命名，而是采用不同的數(shù)字符號(hào)，我們把“11、12、13、15”分別稱為“eleven、twelve、thirteen、fifteen”。

Similarly, we have forty and sixty, which sound like they are, but we also say fifty and thirty and twenty, which sort of sound what they are, but not really.

同樣，我們把“40”和“60”稱為“forty”和“sixty”，他們聽上去與跟他們相關(guān)的數(shù)字（“4”和“6”）很像。我們把“50”和“30”還有“20”稱為“fifty”、“thirty”還有“twenty”，這聽起來(lái)很像“5”（“five”）、“3”（“three”）和“10”（“ten”），但情況卻并非如此。

And for that matter, for numbers above twenty, we put the decade first and the unit number second: twenty-one, twenty-two.

對(duì)于兩位數(shù)，比如“20”以上的數(shù)字，我們將十位數(shù)放在個(gè)位數(shù)之前，如“21、22”（“twenty-one、twenty-two”）

For the teens, though, we do it the other way around. We put the decades second and the unit number first: fourteen, seventeen, eighteen.

對(duì)于10以上的數(shù)字，我們采取相反的數(shù)字輸出方式，個(gè)位數(shù)在前，而十位數(shù)在后，如“14”、“17”和“18”（“fourteen”、“seventeen”、“eighteen”）。

The number system in English is highly irregular. Not so in China, Japan, and Korea.They have a logical counting system.

不同于中國(guó)、日本和韓國(guó)具有邏輯順序的數(shù)字符號(hào)體系，英語(yǔ)的數(shù)字體系沒有規(guī)律可言。

Eleven is ten-one.Twelve is ten-two.Twenty-four is two-tens-four and so on.

如“11”就是“11”，“12”就是“12”，“24”就是“24”，并且以此類推。

That difference means that Asian children learn to count much faster than their American counterparts.

這種數(shù)字長(zhǎng)短上的差異使得亞洲孩子學(xué)習(xí)數(shù)字的速度要明顯快于美國(guó)孩子。

Four-year-old Chinese children can count, on average, up to forty.American children at that age can only count to fifteen. and the most don't reach forty until they're five.

4歲的中國(guó)孩子平均可以數(shù)到40，而同齡的美國(guó)孩子則只能數(shù)到15，大多數(shù)的美國(guó)孩子即使到了5歲也不能數(shù)到50。

By the age of five, in other words, American children are already a year behind their Asian counterparts in the most fundamental of math skills.

換句話說(shuō)，在許多基礎(chǔ)數(shù)學(xué)技能方面，5歲的美國(guó)孩子已經(jīng)落后于同齡的亞洲孩子一年。

The regularity of their number system also means that Asian children can perform basic functions like addition far more easily.

亞洲孩子憑借其數(shù)字體系所具有的規(guī)律性，可以很輕松地進(jìn)行一些基礎(chǔ)運(yùn)算。如加法。

Ask an English seven-year-old to add thirty-seven plus twenty-two in her head, and she has to convert the words to numbers, 37+22,

如果要求一個(gè)講英語(yǔ)的7歲孩子心算37加上22等于多少，她就必須先把單詞轉(zhuǎn)換成數(shù)字（37＋22）。

only then can she do the math: 2 plus 7 is 9, and 30 and 20 is 50, which makes 59.

只有這樣她才可以做出這道數(shù)學(xué)題：2＋7＝9，30＋20＝50，再相加等于59。

Ask an Asian child to add three-ten-seven and two-ten-two, and then the necessary equation is right there, embedded in the sentence.

同樣，要求一名亞洲孩子計(jì)算37加上22等于多少，那么等式就在眼前，數(shù)字組合在一起就是答案。

No number translation is necessary.It's five-tens-nine.

不需要再將單詞轉(zhuǎn)換成數(shù)字：答案就是59。