DOCSLIB.ORG

For the Low Achiever Student Inmathematics

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
For the Low Achiever Student Inmathematics DOCUMZNT RESUME ED 025 437 By-Zimmerman, Joseph Central Iowa Low Achiever MathematicsProject ESP. Central Iowa Low-Achiever MathematicsProject, Des Moines. Elementary and Secondary Education. Spons Agency-Office of Education(DHEW), Washington, D.C. Bureau of Pub Date (Nov 68] Grant- OEG- 3965 Note- 64p EDRS Price MF-$0.50 HC-$3.30 *Instructional Materials, Descriptors-Curriculum, Curriculum Development,*Elementary School Mathematics, *Low Achievers, *Mathematics,*Problem Solving. SecondarySchool Mathematics Identifiers-Central Iowa Low AchieverMathematics Project The materials in this EnrichmentStudent Project (ESP) aredesigned especially for the low achiever student inmathematics. The booklet is aselfontained unit consisting of fourelements--a mathematicalpuzzle, a set of instructions,response sheets, and a suitable containerfor keeping the unittogether. ESP is amotivational the student's interest andpromoting hisinvolvement in a idea aimed at attracting been collected portion of mathematicsthat can be enjoyed. Thematerials which have for this ESP, complete with solutionof problems for the teacher'sconvenience involve prepared under ESEATitle peg, dissection,cube, and topologypuzzles. This work was III contract. (RP) Central Iowa LowAchiever Mathematics Project U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE OFFICE Of EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE ED025437 PERSON OR ORGANIZATION ORIGINATING II.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. The work presented or rennrted herein was performed our, suant to a Grant, OE No. 3969, from the U.S. Office of Educe. tion, Deprirtment of Hei Ith. Ed,initi-n, and Welfare.However, the opinions exnrer,sed hrTiin do not necesssrily reflect the positionorpolicy of the U.S. Office of Education, and no official endorsement by the U.S. Office of Education shoultl.be Inferred. 1164 26th Street Des Moines, Iowa 50311 1,". riTripssereroMMIOTP t -, - .444090 f-2'.3e ;".," ".-t JOSEPH ZEINNIERMAK MAL IOWA LOWACHIEVER MATHEMATICSPENEI (CILAMP) 1164 - 26th Street tagEsulgajw 1111011111111M11000011111PIP sodPIIPSIMPNINIMMINIMINI0W 'VD 10111111111MtliaM ,,..."172.M.OrMi. TABLE OF CONTENTS Page Section I. INTRODUCTION PEG PUZZLES 1 1)Ten Men In A Boat 5 2)Reversal 7 3)Quadrix 8 4)Elimination Plus 10 5)Elimination Square 11 6)Elimination Triangle 12 7)Garage Shuffle III. DISSECTION PUZZTJES 1 1)Tanagrasm 4 2)Dissected Square 6 3)Dissected "T" 7 4)Cross Dissections 8 5)Star Trick 9 6)Butterfly Puzzle 11 7)Hexed 12 8)Voodoo IV. CUBE PUZZLES 0 1 1) Soma Cube 4 2) Combo 5 3) Gambler's Die 6 4) Paper Cube 7 5) Oriental Cube V. TOPOLOGY PUZZLES 1 1) Wire Heart 2 2) Shoestring Puzzle 3 3) Kite Knot 4 4) The Gordian Knot 5 5)Another Knot 6 6)Ring Release VI. MISCELLANEOUS PUZZLES 1 1) Tower of Hanoi 4 2) Puzzling Pyramid 5 3) Double Cross 6 4) Three X Three 7 5) Five X Five 8 6)Stick Puzzles 11 7) Loco 12 8) Digit 13 9) Mystery Maze i tipxeli 1IrileA X X Xx X X a -14 44 - .... 44 94 apavH X X X X 440 v-I .....- ta) iiPa X XXXXXX a - )4 X XXXX XX XXXXXX XXXXX SSPTO X X X X X X XXXXXXX . .... TrnpTATVal MMX XXX X X X XXX X X >4 xxX X XxxxX X >4 xX X Xx xXx X X eilvlualn0H XX x X XXXX X XXX XX X Xx x X x X x XxX XX X )4 XXx X TP-Foa ammo >4 > 4 X X X X X X X x X X X X X X a) f-4 a)tr% 4.1 u) a) ni tog a) 0 a) .-4 4.3 eV 0 0 0 -1-1 14 0 H N 0 H MI H 0. 5-1 0 al r-I N al a) aN 0 "8 g w to 4-1 a) -14 g A) F:4 44 04 Ei 0 0 N: a) ci4 0 0 0 0 0 tog 714a)24,7,gAtAti.ku8.54N H r-I -el -el .4fa rd "CiCO 0 >1 0 CO g tair94.) v, x, 0 U2 k El H N Z .$4 1414 al CiXrX1 g 0 54t t t Ca gBLis'ilrw4 1 '-k .2 1m 0 1 Egm OU a) -1-)M-1-)m0e)f=40 -44W X LI 0 u)-14000a)ko0 to t..7 TO .14 41 Z 5.4 P -1-1-1-1 -eltn tr a)a.)co 0 TS 0 0 1-1 k 0 43 4-1 k H H a) w &il 1 2 () -2 g 1-'31tin til 0C) FT ii i (>)4 `8'A 1 1 a:9..,..(1 2 8 f3) tut tut 5-19-4 4 41 4 4 Ti 0 0 0 0 4 -1-14-0 0 -1-1Di C1 HC401414.14.10F.-1ACIOUICCIM>C000C140kTZMME-1/3-CIZE-10 0 0 r--1I-I t-iaS -in n-t k 4-% 0 0 0 0 0 al 0 ei 44 cri A aZ 4c Pa 4c * * * * * 4c * * * * * * * * I : INTRODUCTION E S P What is it? An EnrichmentStudent Project is a self-containedunit composed of four sheets, and elements: a mathematical puzzle, aset of instructions, response a suitable container. The puzzle can be almostanything that is a problem commercially made solving situation. There are hundreds of possibilities, some and others hoemade. A few of the possibilities aregiven in the pages which The user follow, buthese are intended only as anintroduction or beginning. 'The instruc- should feelfree to add new ones as well as toalter the old ones. From tions, typd on index cards, should be asclear and as brief aspossible. puzzle, the the instctions a student should be able tolearn the object of the questions that should rules that govern or restrict asolution, and any pertinent be answered in the process. student The response sheetis just a blank half-sheetof paper which the questions. And, uses,if he so desires, to record hissolution or to answer the enclosed in a finally, the puzzlefinstructioncardsfand response sheets are manilla envelope, orother small box suitable container. A cigar box, shoe box, element of mystery tothe makes it possible to keep theunit together and adds an puzzle. Why use it? Student As the name wouldimply, one of the reasonsfor using Enrichment But more than that Projects is to enrich the student'sstudy of mathematics. interest and involv- E S P is a motivational idea aimed atcatching the student's One of the biggest ing him in a portion ofmathematics that can beenjoyed. attitude many studens problems any mathematics teacherfaces is the negative dealt with before have towards mathematics ingeneral. This attitude must be interest has been arousedby any learning cantake place. Once the student's 2 the puzzle, then the related mathematics can be drawn out.Also, E S P serves as an incentive for students to work,since it can be used as a reward when the normal work has been completed. And, finally, E S P is a way of providing for the individual differences of the students. There are many puzzles where a slow student is on an equal footing with a good student when it comes tofinding a solution, and as a result is in as good aposition to find success. In summary, then, E S P is a way of enriching, motivating, involving, changing attitudes, rewarding, and providing for success. How can it be used? There are as many different ways of using E S P as there are teacherswho have used it. The following are but a few of the ways which teachers havefelt were successful. First of all, E S P can be used on an individual basis, when a student finishes an assignment before the majority of the class and asks,"What can I do now?" Keeping the set of E S P's in a convenien corner will make it possible for a student to get the teacher's permission and to find apuzzle with as little confusion as possible. Requiring a student to get permission first discourages a student from rushingthrough anddoing his work in a slipshod manner. Some teachers keep a chart with a class list on one sideand the list of E S P's across the top. Each student is assigned one of the puzzlesand when he has solved it a check mark is recorded.The chart serves as an incentive to master a given puzzle and in so doing to receiverecognition. The same kinl of recognition can be given by putting up signs on abulletin board naming the first one to solve a given puzzle orthe champion on one of the puzzles, forexample: Mary Kay -- 1st to solve the Tower ofHanoi with 8 discs, or John Brown -- 20 Men in a Boat. Secondly, E S P can be used with an entire class. Sometimes the whole class needs a pick-me-up or a shot-in-the-armbefore anything can be accomplished. If you have a classroom set ofEnrichment Student Projects you can have them passed out and allow fifteen or twenty minutes for each studentto become familiar with a different puzzle. I is xecreational and the students enjoy it, but it is also mathematical and the students learn from it. Some of the E S P's are such that the same puzzle can beused by the whole class at the same time. Most of these involve the student in makingthe puzzle first, and then in trying to solve it. This method emphasizes the importance of following instructions accurately, and introduces theelement of group competition. Making classroom sets of some of the puzzles such asTower of Hanoi or 10 Men in a Boat could serve as agood shop project for a student whosetalents lie in that direction.
Load more

Recommended publications
  • IPG Spring 2020 Games Titles - December 2019 Page 1
    Games Titles Spring 2020 {IPG} A Puzzle a Day A Collection of Mathematical Problems for Every Day of the School Year Vivian Lucas Summary Although primarily written for pupils ged 11-16, these puzzles do not require a high level of syllabus knowledge, making them accessible to a wide range of ages and abilities.Two levels of difficulty are provided for each entry. There are 180 puzzles, offering two similar ones on each of a wide variety of topics. They can Tarquin Group be used as a daily displayed competition for pupils to enter and a winner can be picked from the days entries. 9781899618521 Pub Date: 3/1/02 It helps to increase interest, to reinforce mathematical vocabulary and of course the puzzles are fun to do. $11.95 USD Complete with answers. Discount Code: LON Trade Paperback Contributor Bio 95 Pages Vivian Lucas is a former head of Mathematics at a school in Derby, UK. Her creative books have been used by Carton Qty: 0 tens of thousands of teachers worldwide in millions of lessons. Education / Teaching Methods & Materials EDU029010 5.5 in H | 5.5 in W Mathematical Snacks A Collection of Interesting Ideas to Fill Those Spare Moments Jon Millington Summary A collection of interesting topics and ideas to fill spare moments... 45 topics and mathematical ideas for the classroom or home, which are quick to introduce and set up but also genuinely stimulating and enriching. Although primarily designed to fill spare moments in normal lessons, they enliven clubs, quizzes and end of Tarquin Group term activities.
    [Show full text]
  • MAA Rocky Mountain Section Meeting
    e Mathematical Association of America Rocky Mountain Section Meeting April Ôâ and ÔÞ, òýÔý Colorado State University Fort Collins, CO Rocky Mountain Section Meeting Annual Book Sale April 16 & 17, 2010 All listed titles available for shipment, free shipping & handling. A full catalog and order form for shipped orders is included on the middle pages of this booklet for your convenience. Over 100 titles available (in limited quantities) for immediate purchase at our display. All catalog prices have been discounted 10% below membership prices, and 10% of book proceeds will be returned to the section – enlarge your book collection while benefiting the section today! To place an order, visit us in the Cherokee Park Ballroom. Discount prices available to all meeting participants; prices good only on orders placed at the meeting. All order forms must be returned to a display staff member for processing!! Payment by check, Visa or MasterCard accepted (sorry - no cash sales). Please make checks payable to: MAA Rocky Mountain Section. MATHEMATICAL ASSOCIATION OF AMERICA ò Schedule Friday, April Ôâ :ýý-Ôò:ýý Section NExT workshop (Virginia Dale) À:çý-ÔÔ:çý Workshop: Proposal writing for the NSF DUE (Lory òÔÞ) Stephanie Fitchett, NSF and University of Northern Colorado ÔÔ:¥ -Ôò:¥ Luncheon for Dept. Chairs and MAA Liaisons (Lory òçý) ÔÔ:ýý-¥:çý Registration (Lory òòÞ) Ô:ýý-Ô:Ôý Opening Remarks and Welcome (North Ballroom) Ô:Ôý-Ô: Burton W. Jones Teaching Award Lecture (North Ballroom) Richard Grassl, University of Northern Colorado Ô:ýý- :çý Publisher
    [Show full text]
  • Martin Gardner Papers SC0647
    http://oac.cdlib.org/findaid/ark:/13030/kt6s20356s No online items Guide to the Martin Gardner Papers SC0647 Daniel Hartwig & Jenny Johnson Department of Special Collections and University Archives October 2008 Green Library 557 Escondido Mall Stanford 94305-6064 [email protected] URL: http://library.stanford.edu/spc Note This encoded finding aid is compliant with Stanford EAD Best Practice Guidelines, Version 1.0. Guide to the Martin Gardner SC064712473 1 Papers SC0647 Language of Material: English Contributing Institution: Department of Special Collections and University Archives Title: Martin Gardner papers Creator: Gardner, Martin Identifier/Call Number: SC0647 Identifier/Call Number: 12473 Physical Description: 63.5 Linear Feet Date (inclusive): 1957-1997 Abstract: These papers pertain to his interest in mathematics and consist of files relating to his SCIENTIFIC AMERICAN mathematical games column (1957-1986) and subject files on recreational mathematics. Papers include correspondence, notes, clippings, and articles, with some examples of puzzle toys. Correspondents include Dmitri A. Borgmann, John H. Conway, H. S. M Coxeter, Persi Diaconis, Solomon W Golomb, Richard K.Guy, David A. Klarner, Donald Ervin Knuth, Harry Lindgren, Doris Schattschneider, Jerry Slocum, Charles W.Trigg, Stanislaw M. Ulam, and Samuel Yates. Immediate Source of Acquisition note Gift of Martin Gardner, 2002. Information about Access This collection is open for research. Ownership & Copyright All requests to reproduce, publish, quote from, or otherwise use collection materials must be submitted in writing to the Head of Special Collections and University Archives, Stanford University Libraries, Stanford, California 94304-6064. Consent is given on behalf of Special Collections as the owner of the physical items and is not intended to include or imply permission from the copyright owner.
    [Show full text]
  • Analysis of Mathematical Fiction with Geometric Themes
    ANALYSIS OF MATHEMATICAL FICTION WITH GEOMETRIC THEMES Jennifer Rebecca Shloming Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 © 2012 Jennifer Rebecca Shloming All rights reserved ABSTRACT Analysis of Mathematical Fiction with Geometric Themes Jennifer Rebecca Shloming Analysis of mathematical fiction with geometric themes is a study that connects the genre of mathematical fiction with informal learning. This study provides an analysis of 26 sources that include novels and short stories of mathematical fiction with regard to plot, geometric theme, cultural theme, and presentation. The authors’ mathematical backgrounds are presented as they relate to both geometric and cultural themes. These backgrounds range from having little mathematical training to advance graduate work culminating in a Ph.D. in mathematics. This thesis demonstrated that regardless of background, the authors could write a mathematical fiction novel or short story with a dominant geometric theme. The authors’ pedagogical approaches to delivering the geometric themes are also discussed. Applications from this study involve a pedagogical component that can be used in a classroom setting. All the sources analyzed in this study are fictional, but the geometric content is factual. Six categories of geometric topics were analyzed: plane geometry, solid geometry, projective geometry, axiomatics, topology, and the historical foundations of geometry. Geometry textbooks aligned with these categories were discussed with regard to mathematical fiction and formal learning. Cultural patterns were also analyzed for each source of mathematical fiction. There were also an analysis of the integration of cultural and geometric themes in the 26 sources of mathematical fiction; some of the cultural patterns discussed are gender bias, art, music, academia, mysticism, and social issues.
    [Show full text]
  • Henry Ernest Dudeney
    Henry Ernest Dudeney This entry is a tribute to those individuals who fascinated and perplexed generations with the puzzles they invented. Henry Ernest Dudeney (April 10, 1857 – April 24, 1930) is undoubtedly England’s greatest inventor of puzzles, perhaps the greatest puzzle inventor who ever lived. Many who have put together puzzle books during and since his lifetime must have agreed, because most lifted dozens of Dudeney’s puzzles for their own books, often without giving credit where credit was due. Puzzles are problems designed as mental challenges, intentionally constructed to stimulate and require ingenious and frequently new ways of thinking. Oral puzzles probably have existed almost from the beginning of the use of language. The earliest known written puzzle is a riddle inscribed on a tablet, dating to the time of the early Babylonians (around 2000 BCE). Other riddles are found in the Bible, in the Qur’an (Koran) and ancient documents concerning Greek mythology, as well as in Sanskrit manuscripts. In his 5th century BCE writings, Greek historian Herodotus described the huge 19th century BCE labyrinth built by Egyptian Pharaoh Amenemhet III. In the 9th century CE, English scholar and Abbott Alcuin of York wrote Propositiones ad Acuendos Juvenes (“Problems to Sharpen the Young”), consisting of 56 mathematical puzzles. Throughout the centuries many others amused and challenged the curious with puzzles. Dudeney was born in the village of Mayfield, in Sussex, the son of a local schoolteacher. His paternal grandfather was a shepherd who taught himself mathematics and astronomy while tending his sheep, and later became a schoolteacher.
    [Show full text]
  • Intendd for Both
    A DOCUMENT RESUME ED 040 874 SE 008 968 AUTHOR Schaaf, WilliamL. TITLE A Bibli6graphy of RecreationalMathematics, Volume INSTITUTION National Council 2. of Teachers ofMathematics, Inc., Washington, D.C. PUB DATE 70 NOTE 20ap. AVAILABLE FROM National Council of Teachers ofMathematics:, 1201 16th St., N.W., Washington, D.C.20036 ($4.00) EDRS PRICE EDRS Price ME-$1.00 HC Not DESCRIPTORS Available fromEDRS. *Annotated Bibliographies,*Literature Guides, Literature Reviews,*Mathematical Enrichment, *Mathematics Education,Reference Books ABSTRACT This book isa partially annotated books, articles bibliography of and periodicalsconcerned with puzzles, tricks, mathematicalgames, amusements, andparadoxes. Volume2 follows original monographwhich has an gone through threeeditions. Thepresent volume not onlybrings theliterature up to material which date but alsoincludes was omitted in Volume1. The book is the professionaland amateur intendd forboth mathematician. Thisguide canserve as a place to lookfor sourcematerials and will engaged in research. be helpful tostudents Many non-technicalreferences the laymaninterested in are included for mathematicsas a hobby. Oneuseful improvementover Volume 1 is that the number ofsubheadings has more than doubled. (FL) been 113, DEPARTMENT 01 KWH.EDUCATION & WELFARE OffICE 01 EDUCATION N- IN'S DOCUMENT HAS BEEN REPRODUCED EXACILY AS RECEIVEDFROM THE CO PERSON OR ORGANIZATION ORIGINATING IT POINTS Of VIEW OR OPINIONS STATED DO NOT NECESSARILY CD REPRESENT OFFICIAL OFFICE OfEDUCATION INt POSITION OR POLICY. C, C) W A BIBLIOGRAPHY OF recreational mathematics volume 2 Vicature- ligifitt.t. confiling of RECREATIONS F DIVERS KIND S7 VIZ. Numerical, 1Afironomical,I f Antomatical, GeometricallHorometrical, Mechanical,i1Cryptographical, i and Statical, Magnetical, [Htlorical. Publifhed to RecreateIngenious Spirits;andto induce them to make fartherlcruciny into tilde( and the like) Suut.tm2.
    [Show full text]
  • Solving Mathematical Puzzles: a Challenging Competition for AI
    Articles Solving Mathematical Puzzles: A Challenging Competition for AI Federico Chesani, Paola Mello, Michela Milano I Recently, a number of noteworthy ince its origin, the holy grail of artificial intelligence results have been achieved in various has been to understand the nature of intelligence fields of artificial intelligence, and many Sand to engineer systems that exhibit such intelli- aspects of the problem-solving process gence through vision, language, emotion, motion, and have received significant attention by reasoning. In such context, AI researchers have always the scientific community. In this context, looked for challenges to push forward the limit of what the extraction of comprehensive knowl- edge suitable for problem solving and computers can do autonomously and to measure the lev- reasoning, from textual and pictorial el of “intelligence” achieved. Competitions have been problem descriptions, has been less and are currently run on conversational behavior (for investigated, but recognized as essential example, the Loebner prize1), automatic control (for for autonomous thinking in artificial example, the International Aerial Robotics Competition2 intelligence. In this work we present a or the DARPA Grand Challenge on driverless cars3), coop- challenge where methods and tools for eration and coordination in robotics (for example, the deep understanding are strongly needed RoboCup4), logic reasoning and knowledge (for example, for enabling problem solving: we propose the CADE ATP System competition for theorem to solve mathematical puzzles by means 5 of computers, starting from text and dia- provers ), and natural language (for example, the EVALI- 6 grams describing them, without any TA competition for the Italian language). Historically, human intervention.
    [Show full text]
  • August 1-4, 2018 August
    2018 August 1-4, 2018 PROGRAM Denver, CO | August 1–4, | August CO 2018 Denver, DENVER “Shaping the future of the Internet” could be your job description. Founded in the halls of MIT Akamai sits at the heart of the Internet, helping the most innovative companies like Facebook, Apple and Salesforce remove the complexities of delivering any experience, to any device, anywhere. Akamai is dedicated to problem solving through intellectual curiosity, collaboration and commitment. And we’re growing quickly. If you’d like to work in a culture where hard work and innovative ideas are consistently rewarded, join us and help shape the future of the hyperconnected world. Ready to create an exciting future? Then join us at www.akamai.com/careers Akamai Technologies is an Affirmative Action, Equal Opportunity employer (M/F/D/V) that values the strength that diversity brings to the workplace. ©2014 Akamai Technologies, Inc. The Akamai logo is a registered trademark of Akamai Technologies, Inc. All Rights Reserved. WELCOME TO MAA MATHFEST! Welcome to MAA MathFest, the great summer mathematics get-together! My Midwestern roots and these fair weather days with the long, cool nights turn my head to thoughts of family reunions, neighborhood potlucks, state fairs, ice cream, and summer get-togethers. It’s time to pack up the students and colleagues and travel to a beautiful destination to meet up with mathematical family and friends. It’s time for MAA MathFest! Many hours of hard work go into the planning for this meeting: be sure to thank all MAA staff when you see them in the exhibit TABLE OF CONTENTS hall or scurrying off to a meeting.
    [Show full text]
  • A Mathematical Pandora's Box
    This page intentionally left blank A MATHEMATICAL PANDORA'S BOX Brian Bolt CAMBRIDGE UNIVERSITY PRESS CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521446198 © Cambridge University Press 1993 This publication is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published in print format 1993 ISBN-13 978-0-511-41360-5 eBook (EBL) ISBN-13 978-0-521-44619-8 paperback Cambridge University Press has no responsibility for the persistence or accuracy of urls for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. CONTENTS Page numbers in bold refer to the activities, the second page number to the commentary. Introduction 1 A fabulous family! 9, 77 2 Damage limitation! 9, 77 3 Primeval instincts! 10, 77 4 Spatial perception 10, 77 5 Spawning coins! 10, 77 6 Think again! 11, 78 7 Matchstick machinations! 11, 78 8 Keep off my line! 11,78 9 Printing the parish magazine 12, 78 10 Maximise the product 12, 79 11 Honey bears'picnic! 13,79 12 Can you do better? 13,79 13 The Soma cube 14 14
    [Show full text]
  • G4G13 Exchange Book Legacy, Puzzles, & Science
    G4G13 Exchange Book Legacy, Puzzles, & Science Atlanta, Georgia APRIL 11 - APRIL 15, 2018 VOLUME 2 G4G13 Exchange Book VOLUME 2 The Gift Exchange is an integral part of the Gathering 4 Gardner biennial conferences. Gathering participants exchange gifts, papers, puzzles and other interesting artifacts. This book contains gift exchange papers from the conference held in Atlanta, Georgia from Wednesday, April 11th through Sunday, April 15th, 2018. It combines all of the papers offered as exchange gifts in two volumes. Copyright © 2018 by Gathering 4 Gardner, Inc. All rights reserved. This book is a compilation of original material and contributers retain their rights. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database system, without the prior written permission of the author. Table of Contents | VOLUME 2 LEGACY 13 Parallels between Martin Gardner and Stan Freberg | John Edward Miller 7 Martin Gardner: Annotator | Dana S. Richards 14 The Animal Hunter through My Life | Thomas Charles Smith 20 PUZZLES Shape Shikaku Puzzles | Walker Anderson 23 Development of the Loyd Polyominoes Puzzle | Donald Atkinson Bell 26 One Puzzle | Colin Beveridge 33 Martin Gardner Puzzles-Games | Stephen Bloom, Lacey Echols, Jeremiah Farrell & Shannon Lieb 37 New Old School (NOS) Burrs | Frans de Vreugd 50 2,664 Coin-Sliding Font Puzzles | Erik D. Demaine & Martin L. Demaine 58 Lucky 13 | Michael D. Dowle 64 Some Paper Puzzles | Yossi Elran 82 Euler Entertainments | Jeremiah & Karen Farrell 87 A Gathering for Gardner Puzzle-Game | Jeremiah Farrell & Chris Morgan 101 Balance Puzzles - You Either Love Them or Curse Them | Rik van Grol 103 Five Problems | Emrehan Halici 110 From Untouchable 11 to Hazmat Cargo | Carl N.
    [Show full text]
  • The Tower of Hanoi and the Experience of Lived Number
    The Tower of Hanoi and the Experience of Lived Number With Krista Francis-Poscente As the study of experience, phenomenology lays claim to subject mat- ter that is of great interest in both e-learning and technical design: this is the experience of users or of students in their various engagements with technology. The term “experience” has recently played a promi- nent role in discussions of computer technologies and other topics, with release in recent years of books on “user experience design” (e.g., Press & Cooper, 2003) and “experiential marketing” (e.g., Len- derman, 2005). In their book Technology as Experience, McCarthy and Wright (2004) explain the prominence of this term in the context of the recent “explosion” of new popular technologies and innovations: Interaction with technology is now as much about what people feel as it is about what people do. It is as much about children playing with GameBoys, teenagers gender swapping, and elderly people socializing on the Internet as it is about middle-aged executives managing knowledge assets, office work- ers making photocopies, or ambulance controllers dispatching ambulances. The emergence of the computer as a consumer product has been accompa- nied by very explicit attention to user experience. (p. 9) Technologies and their design require new ways of understanding and studying experiential vicissitudes bound up with their uses. McCarthy and Wright and before them, authors like Paul Dourish, Terry Winograd, and Fernando Flores, make significant use of her- meneutic phenomenology and related “experiential” approaches to provide these kinds of studies of technologies. In the case of e-learning research, attention to experience has taken a rather different character, but one that is no less forceful and explicit.
    [Show full text]
  • Games and Puzzles
    Discovering the Art of Mathematics Games and Puzzles by Volker Ecke and Christine von Renesse with Julian F. Fleron and Philip K. Hotchkiss c 2009–2013 (Rev.: 2013-06-06) Working Draft: Can be copied and distributed for educational purposes only. Educational use requires notification of the authors. Not for any other quotation or distribution without written consent of the authors. For more information, please see http://www.artofmathematics.org/. Acknowledgements This work is supported by the National Science Foundation under award NSF0836943. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. These materials are also based on work supported by Project PRIME which was made possible by a generous gift from Mr. Harry Lucas. The authors would like to thank both their immediate and extended family for continual inspi- ration, support, and love. Volker Ecke would like to thank his former colleague Parag Mehta who inspired much of the initial work with the Rubik’s Cube and Hex strategy games. c 2009–2013 by Julian Fleron, Phil Hotchkiss, Volker Ecke, Christine von Renesse. iv Contents Acknowledgements iv Preface: Notes to the Explorer 1 Navigating This Book 3 Introduction: Games and Puzzles 5 Chapter 1. Rubik’s Cube 7 1. History and background 7 2. Getting to Know the Cube 9 3. Moving Specific Cubies in Specific Ways 12 4. Magical Cube Moves 14 5. Solving the Cube: Corners First Style 17 6. Speed-cubing and Competitions 20 7. Analyze the moves 22 8.
    [Show full text]