09 SEP 2016 by ideonexus

 Why Did Everyone Draw that Fancy "S" in Grade School

"The reason kids go through this is probably because it's a Moebius strip," he said, referring to the sort of looped one-surface shapes Escher was fond of drawing. "It can't be drawn continuously, but it does have a perpetual flow." I think he was on to something. Most nine-year-olds can't draw, so when someone hands them a magical recipe to create something fairly cool, on demand—that'll go viral. Especially when the shape has the sophisticated, mathematical lineage of a Moebius strip. Y...
Folksonomies: memetics meme
Folksonomies: memetics meme
  1  notes
 
17 AUG 2016 by ideonexus

 Ways of Being "Good at Math"

It’s a common misconception that someone who’s good at math is someone who can compute quickly and accurately. But mathematics is a broad discipline, and there are many ways to be smart in math. Some students are good at seeing relationships among numbers, quantities, or objects. Others may be creative problem solvers, able to come up with nonroutine ways to approach an unfamiliar problem. Still others may be good at visually representing relationships or problems or translating from one ...
Folksonomies: education mathematics
Folksonomies: education mathematics
  1  notes
 
08 APR 2013 by ideonexus

 The Monty Hall Problem

Here’s how Monty’s deal works, in the math problem, anyway. (On the real show it was a bit messier.) He shows you three closed doors, with a car behind one and a goat behind each of the others. If you open the one with the car, you win it. You start by picking a door, but before it’s opened Monty will always open another door to reveal a goat. Then he’ll let you open either remaining door. Suppose you start by picking Door 1, and Monty opens Door 3 to reveal a goat. Now what should y...
  1  notes

You should always switch doors because you had a 1 in 3 chance of getting the right one the first time, and a 1 in 2 chance if you switch.

17 MAR 2013 by ideonexus

 Geometry Divides the World

This meant, then, that the Greeks, in attempting to communicate their mathematical conceptioning, defined the circle as "an area bound by a closed line of equal radius from one point," the triangle as "an area bo)ound by a closed line of three angles, three edges, and three vertices." The Greeks talked only of the area that was "bound" as having validity and identity, while outside (on the other side of the boundary) existed only treachenerous terrain leading outward to boundless infinity—a...
  1  notes

By describing shapes as bounded, the Greeks reflected (or influence?) our thoughts about our own boundaries.