The Powers of 9 and Related Mathematical Tables from Babylon
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Octonion Multiplication and Heawood's
CONFLUENTES MATHEMATICI Bruno SÉVENNEC Octonion multiplication and Heawood’s map Tome 5, no 2 (2013), p. 71-76. <http://cml.cedram.org/item?id=CML_2013__5_2_71_0> © Les auteurs et Confluentes Mathematici, 2013. Tous droits réservés. L’accès aux articles de la revue « Confluentes Mathematici » (http://cml.cedram.org/), implique l’accord avec les condi- tions générales d’utilisation (http://cml.cedram.org/legal/). Toute reproduction en tout ou partie de cet article sous quelque forme que ce soit pour tout usage autre que l’utilisation á fin strictement personnelle du copiste est constitutive d’une infrac- tion pénale. Toute copie ou impression de ce fichier doit contenir la présente mention de copyright. cedram Article mis en ligne dans le cadre du Centre de diffusion des revues académiques de mathématiques http://www.cedram.org/ Confluentes Math. 5, 2 (2013) 71-76 OCTONION MULTIPLICATION AND HEAWOOD’S MAP BRUNO SÉVENNEC Abstract. In this note, the octonion multiplication table is recovered from a regular tesse- lation of the equilateral two timensional torus by seven hexagons, also known as Heawood’s map. Almost any article or book dealing with Cayley-Graves algebra O of octonions (to be recalled shortly) has a picture like the following Figure 0.1 representing the so-called ‘Fano plane’, which will be denoted by Π, together with some cyclic ordering on each of its ‘lines’. The Fano plane is a set of seven points, in which seven three-point subsets called ‘lines’ are specified, such that any two points are contained in a unique line, and any two lines intersect in a unique point, giving a so-called (combinatorial) projective plane [8,7]. -
An Introduction to Pythagorean Arithmetic
AN INTRODUCTION TO PYTHAGOREAN ARITHMETIC by JASON SCOTT NICHOLSON B.Sc. (Pure Mathematics), University of Calgary, 1993 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE in THE FACULTY OF GRADUATE STUDIES Department of Mathematics We accept this thesis as conforming tc^ the required standard THE UNIVERSITY OF BRITISH COLUMBIA March 1996 © Jason S. Nicholson, 1996 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my i department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of The University of British Columbia Vancouver, Canada Dale //W 39, If96. DE-6 (2/88) Abstract This thesis provides a look at some aspects of Pythagorean Arithmetic. The topic is intro• duced by looking at the historical context in which the Pythagoreans nourished, that is at the arithmetic known to the ancient Egyptians and Babylonians. The view of mathematics that the Pythagoreans held is introduced via a look at the extraordinary life of Pythagoras and a description of the mystical mathematical doctrine that he taught. His disciples, the Pythagore• ans, and their school and history are briefly mentioned. Also, the lives and works of some of the authors of the main sources for Pythagorean arithmetic and thought, namely Euclid and the Neo-Pythagoreans Nicomachus of Gerasa, Theon of Smyrna, and Proclus of Lycia, are looked i at in more detail. -
Multiplication Fact Strategies Assessment Directions and Analysis
Multiplication Fact Strategies Wichita Public Schools Curriculum and Instructional Design Mathematics Revised 2014 KCCRS version Table of Contents Introduction Page Research Connections (Strategies) 3 Making Meaning for Operations 7 Assessment 9 Tools 13 Doubles 23 Fives 31 Zeroes and Ones 35 Strategy Focus Review 41 Tens 45 Nines 48 Squared Numbers 54 Strategy Focus Review 59 Double and Double Again 64 Double and One More Set 69 Half and Then Double 74 Strategy Focus Review 80 Related Equations (fact families) 82 Practice and Review 92 Wichita Public Schools 2014 2 Research Connections Where Do Fact Strategies Fit In? Adapted from Randall Charles Fact strategies are considered a crucial second phase in a three-phase program for teaching students basic math facts. The first phase is concept learning. Here, the goal is for students to understand the meanings of multiplication and division. In this phase, students focus on actions (i.e. “groups of”, “equal parts”, “building arrays”) that relate to multiplication and division concepts. An important instructional bridge that is often neglected between concept learning and memorization is the second phase, fact strategies. There are two goals in this phase. First, students need to recognize there are clusters of multiplication and division facts that relate in certain ways. Second, students need to understand those relationships. These lessons are designed to assist with the second phase of this process. If you have students that are not ready, you will need to address the first phase of concept learning. The third phase is memorization of the basic facts. Here the goal is for students to master products and quotients so they can recall them efficiently and accurately, and retain them over time. -
Some Mathematics
Copyright Cambridge University Press 2003. On-screen viewing permitted. Printing not permitted. http://www.cambridge.org/0521642981 You can buy this book for 30 pounds or $50. See http://www.inference.phy.cam.ac.uk/mackay/itila/ for links. C Some Mathematics C.1 Finite field theory Most linear codes are expressed in the language of Galois theory Why are Galois fields an appropriate language for linear codes? First, a defi- nition and some examples. AfieldF is a set F = {0,F} such that 1. F forms an Abelian group under an addition operation ‘+’, with + 01 · 01 0 being the identity; [Abelian means all elements commute, i.e., 0 01 0 00 satisfy a + b = b + a.] 1 10 1 01 2. F forms an Abelian group under a multiplication operation ‘·’; multiplication of any element by 0 yields 0; Table C.1. Addition and 3. these operations satisfy the distributive rule (a + b) · c = a · c + b · c. multiplication tables for GF (2). For example, the real numbers form a field, with ‘+’ and ‘·’denoting ordinary addition and multiplication. + 01AB 0 01AB AGaloisfieldGF q q ( ) is a field with a finite number of elements . 1 10BA A unique Galois field exists for any q = pm,wherep is a prime number A AB 01 and m is a positive integer; there are no other finite fields. B BA10 · 01AB GF (2). The addition and multiplication tables for GF (2) are shown in ta- 0 00 0 0 ble C.1. These are the rules of addition and multiplication modulo 2. 1 01AB A AB GF (p). -
On the Shoulders of Hipparchus a Reappraisal of Ancient Greek Combinatorics
Arch. Hist. Exact Sci. 57 (2003) 465–502 Digital Object Identifier (DOI) 10.1007/s00407-003-0067-0 On the Shoulders of Hipparchus A Reappraisal of Ancient Greek Combinatorics F. Acerbi Communicated by A. Jones 1. Introduction To write about combinatorics in ancient Greek mathematics is to write about an empty subject. The surviving evidence is so scanty that even the possibility that “the Greeks took [any] interest in these matters” has been denied by some historians of mathe- matics.1 Tranchant judgments of this sort reveal, if not a cursory scrutiny of the extant sources, at least a defective acquaintance with the strong selectivity of the process of textual transmission the ancient mathematical corpus has been exposed to–afactthat should induce, about a sparingly attested field of research, a cautious attitude rather than a priori negative assessments.2 (Should not the onus probandi be required also when the existence in the past of a certain domain of research is being denied?) I suspect that, behind such a strongly negative historiographic position, two different motives could have conspired: the prejudice of “ancient Greek mathematicians” as geometri- cally-minded and the attempt to revalue certain aspects of non-western mathematics by tendentiously maintaining that such aspects could not have been even conceived by “the Greeks”. Combinatorics is the ideal field in this respect, since many interesting instances of combinatorial calculations come from other cultures,3 whereas combina- torial examples in the ancient Greek mathematical corpus have been considered, as we have seen, worse than disappointing, and in any event such as to justify a very negative attitude. -
The Impact of Regular Number Talks on Mental Math Computation Abilities
St. Catherine University SOPHIA Masters of Arts in Education Action Research Papers Education 5-2014 The Impact of Regular Number Talks on Mental Math Computation Abilities Anthea Johnson St. Catherine University, [email protected] Amanda Partlo St. Catherine University, [email protected] Follow this and additional works at: https://sophia.stkate.edu/maed Part of the Education Commons Recommended Citation Johnson, Anthea and Partlo, Amanda. (2014). The Impact of Regular Number Talks on Mental Math Computation Abilities. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/93 This Action Research Project is brought to you for free and open access by the Education at SOPHIA. It has been accepted for inclusion in Masters of Arts in Education Action Research Papers by an authorized administrator of SOPHIA. For more information, please contact [email protected]. The Impact of Regular Number Talks on Mental Math Computation Abilities An Action Research Report By Anthea Johnson and Amanda Partlo The Impact of Regular Number Talks on Mental Math Computation Abilities By Anthea Johnson and Amanda Partlo Submitted May of 2014 in fulfillment of final requirements for the MAED degree St. Catherine University St. Paul, Minnesota Advisor _______________________________ Date _____________________ Abstract The purpose of our research was to determine what impact participating in regular number talks, informal conversations focusing on mental mathematics strategies, had on elementary students’ mental mathematics abilities. The research was conducted in two urban fourth grade classrooms over a two month period. The data sources included a pre- and post-questionnaire, surveys about students’ attitudes towards mental math, a pretest and a posttest containing addition and subtraction problems to be solved mentally, teacher reflective journals, and student interviews. -
Integer Sequences
UHX6PF65ITVK Book > Integer sequences Integer sequences Filesize: 5.04 MB Reviews A very wonderful book with lucid and perfect answers. It is probably the most incredible book i have study. Its been designed in an exceptionally simple way and is particularly just after i finished reading through this publication by which in fact transformed me, alter the way in my opinion. (Macey Schneider) DISCLAIMER | DMCA 4VUBA9SJ1UP6 PDF > Integer sequences INTEGER SEQUENCES Reference Series Books LLC Dez 2011, 2011. Taschenbuch. Book Condition: Neu. 247x192x7 mm. This item is printed on demand - Print on Demand Neuware - Source: Wikipedia. Pages: 141. Chapters: Prime number, Factorial, Binomial coeicient, Perfect number, Carmichael number, Integer sequence, Mersenne prime, Bernoulli number, Euler numbers, Fermat number, Square-free integer, Amicable number, Stirling number, Partition, Lah number, Super-Poulet number, Arithmetic progression, Derangement, Composite number, On-Line Encyclopedia of Integer Sequences, Catalan number, Pell number, Power of two, Sylvester's sequence, Regular number, Polite number, Ménage problem, Greedy algorithm for Egyptian fractions, Practical number, Bell number, Dedekind number, Hofstadter sequence, Beatty sequence, Hyperperfect number, Elliptic divisibility sequence, Powerful number, Znám's problem, Eulerian number, Singly and doubly even, Highly composite number, Strict weak ordering, Calkin Wilf tree, Lucas sequence, Padovan sequence, Triangular number, Squared triangular number, Figurate number, Cube, Square triangular -
The Use of Similarity in Old Babylonian Mathematics
The Use of Similarity in Old Babylonian Mathematics By Palmer Rampell Harvard University (composed at Phillips Academy in the 12th grade under the supervision of Donald T. Barry) 237 Ridgeview Drive Palm Beach, FL 33480 [email protected] 2 1 0 ; 05 53 53 39 50 24 0 ; 05 11 02 24 02 11 05 ; 0 0 ; 45 0 ; 03 19 56 09 36 1 ; 15 0 ; 08 06 Diagram #1 The above diagram is a representation and transliteration of the ancient Babylonian tablet, IM 55357 from Tell Harmal. IM 55357, which was likely written during the First Babylonian Empire (1900-1600 B.C.E.), has been used by historians of mathematics to prove that the Babylonians understood similarity. On what grounds can they make this claim? Is their assertion valid? Let us examine the tablet. In Eleanor Robson’s translation, the problem is stated as follows: A wedge. The length is 1, the long length 1;15, the upper width 0;45, the complete area 0;22 30. Within 0;22 30, the complete area, the upper area is 0;08 06, the next area 0;05 11 02 24, the third area 0;03 19 03 56 09 36, the lower area 0;05 53 53 39 50 24. What are the upper length, the middle length, the lower length, and the vertical? [10] Since the Babylonians used a base 60 number system, 12 20 could represent or , among other possibilities. The Babylonians did not use decimal places in 3 their mathematics because the results would still be consistent no matter where the decimal place happened to fall. -
Error Correcting Codes
9 error correcting codes A main idea of this sequence of notes is that accounting is a legitimate field of academic study independent of its vocational implications and its obvious impor- tance in the economic environment. For example, the study of accounting pro- motes careful and disciplined thinking important to any intellectual pursuit. Also, studying how accounting works illuminates other fields, both academic and ap- plied. In this chapter we begin to connect the study of accounting with the study of codes. Coding theory, while theoretically rich, is also important in its applica- tions, especially with the pervasiveness of computerized information transfer and storage. Information integrity is inherently of interest to accountants, so exploring coding can be justified for both academic and applied reasons. 9.1 kinds of codes We will study three kinds of codes: error detecting, error correcting, and secret codes. The first two increase the reliability of message transmission. The third, secret codes, are designed to ensure that messages are available only to authorized users, and can’t be read by the bad guys. The sequence of events for all three types of codes is as follows. 1. determine the message to transmit. For our purposes, we will treat messages as vectors. 2. The message is encoded. The result is termed a codeword, or cyphertext, also a vector. 180 9. error correcting codes 3. The codeword is transmitted through a channel. The channel might inject noise into the codeword, or it might be vulnerable to eavesdropping. 4. The received vector is decoded. If the received vector is no longer the trans- mitted codeword, the decoding process may detect, or even correct, the er- ror. -
The Primordial End Calculus of Prime Numbers and Mathematics
International Journal of Applied Mathematical Research, 2 (4) (2013) 423-438 ©Science Publishing Corporation www.sciencepubco.com/index.php/IJAMR The primordial end calculus of prime numbers and mathematics Vinoo Cameron Hope research, Athens, Wisconsin, USA E-mail:[email protected] Abstract This Manuscript on the end primordial calculus of mathematics is a new discovery of the spiral nature of the entire mathematical grid at 1:3 by the precise and absolute concordance of regular number spirals and the Prime number spirals based on numbers and their spaces by grid. It is exclusive to IJAMR which has published 8 papers of the author on this new mathematics. The manuscript has NOT been offered to any other journal in the world .The editorial board of Princeton University, USA, Annals of mathematics had been duly informed by letter of the new discovery of the concordance of prime numbers spirals with regular number spirals, but for the sake of fidelity. Mathematics is not complexity, but simplicity, the configuration of 1 is spiral .The relationship between pure mathematical numbers and empty space is a primordial relationship, and well defined by gaps, plus it has been validated by the author by the Publishing of the pure continuous Den-Otter Prime number sieve at 1/6 and 5/6 ( and 1/3 and 2/3),and these prime sieves are reversible .Thus the relationship of the configuration of 1 is in two planes that expand in the frame of (5/6 and 1/6 ) and (1/3 and 2/3)are represented by spiral configuration , expressed by these numbers, as in :All prime numbers spirals are assigned infinitely by the simple -1 offset of the two spiral numbers cords 1/3+2/3=1 5/6+1/6=1 1/3-1/6=1/6 5/6-2/3=1/6 1/3+1/6=0.5 5/6+2/3=1.5 1.5/0.5=3 Note: the above is also confirmed by Arabian numerical shown below. -
An Analysis of Linguistic Features of the Multiplication Tables and the Language of Multiplication
EURASIA Journal of Mathematics, Science and Technology Education, 2018, 14(7), 2839-2856 ISSN:1305-8223 (online) 1305-8215 (print) OPEN ACCESS Research Paper https://doi.org/10.29333/ejmste/90760 An Analysis of Linguistic Features of the Multiplication Tables and the Language of Multiplication Emily Sum 1*, Oh Nam Kwon 1 1 Seoul National University, Seoul, SOUTH KOREA Received 8 January 2018 ▪ Revised 26 March 2018 ▪ Accepted 18 April 2018 ABSTRACT This study analyses the linguistic features of Korean language in learning multiplication. Ancient Korean multiplication tables, Gugudan, as well as mathematics textbooks and teacher’s guides from South Korea were examined for the instruction of multiplication in second grade. Our findings highlight the uniqueness of the grammatical features of numbers, the syntax of multiplication tables, the simplicity of language of multiplication in Korean language, and also the complexities and ambiguities in English language. We believe that, by examining the specific language of a topic, we will help to identify how language and culture tools shape the understanding of students’ mathematical development. Although this study is based on Korean context, the method and findings will shed light on other East Asian languages, and will add value to the research on international comparative studies. Keywords: cultural artefacts, Korean language, linguistic features, multiplication tables INTRODUCTION Hong Kong, Japan, South Korea and Singapore have maintained their lead in international league tables of mathematics achievement such as TIMSS and PISA. Numerous comparative studies have been undertaken in search of the best East Asian practices and factors that have contributed to high student achievement; researchers have argued that one of the major factors behind the superior performance in cross-national studies is based on the underlying culture (e.g. -
243 a NUMBER-THEORETIC CONJECTURE and ITS IMPLICATION for SET THEORY 1. Motivation It Was Proved In
Acta Math. Univ. Comenianae 243 Vol. LXXIV, 2(2005), pp. 243–254 A NUMBER-THEORETIC CONJECTURE AND ITS IMPLICATION FOR SET THEORY L. HALBEISEN 1-1 Abstract. For any set S let seq (S) denote the cardinality of the set of all finite one-to-one sequences that can be formed from S, and for positive integers a let aS denote the cardinality of all functions from S to a. Using a result from combinatorial number theory, Halbeisen and Shelah have shown that even in the absence of the axiom of choice, for infinite sets S one always has seq1-1(S) = 2S (but nothing more can be proved without the aid of the axiom of choice). Combining stronger number-theoretic results with the combinatorial proof for a = 2, it will be shown that for most positive integers a one can prove the inequality seq1-1(S) = aS without using any form of the axiom of choice. Moreover, it is shown that a very probable number-theoretic conjecture implies that this inequality holds for every positive integer a in any model of set theory. 1. Motivation Itwasprovedin[ 3, Theorem 4] that for any set S with more than one element, the cardinality seq1-1(S) of the set of all finite one-to-one sequences that can be formed from S can never be equal to the cardinality of the power set of S, denoted by 2S. The proof does not make use of any form of the axiom of choice and hence, the result also holds in models of set theory where the axiom of choice fails.