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Garrett Eastman

Proof claimed for deep connection between primes : Nature News & Comment - 2 views

www.nature.com/...nection-between-primes-1.11378

math mathematics maths education resources proof prime numbers abc conjecture whole numbers number theory integers

shared by Garrett Eastman on 11 Sep 12 - No Cached
  • Garrett Eastman on 11 Sep 12
     
    "Mathematician Shinichi Mochizuki of Kyoto University in Japan has released a 500-page proof of the abc conjecture, which proposes a relationship between whole numbers - a 'Diophantine' problem. The abc conjecture, proposed independently by David Masser and Joseph Oesterle in 1985, might not be as familiar to the wider world as Fermat's Last Theorem, but in some ways it is more significant. "The abc conjecture, if proved true, at one stroke solves many famous Diophantine problems, including Fermat's Last Theorem," says Dorian Goldfeld, a mathematician at Columbia University in New York. "If Mochizuki's proof is correct, it will be one of the most astounding achievements of mathematics of the twenty-first century." See additional commentary at: http://bit-player.org/2012/the-abc-game?utm_src=HN2
Garrett Eastman

Fermat's unfinished business - The Endeavour - 4 views

www.johndcook.com/...fermats-unfinished-business

math mathematics Fermat conjecture proof prime numbers number theory

shared by Garrett Eastman on 24 Nov 11 - No Cached
  • Garrett Eastman on 24 Nov 11
     
    Exploration of a Fermat conjecture on prime numbers
Garrett Eastman

Million Dollar Prize Offered For 'Unsolvable' Math Problem - 5 views

www.golocalworcester.com/...ed-for-unsolvable-math-problem

math mathematics maths education challenges prizes American Mathematical Society Beal conjecture

shared by Garrett Eastman on 07 Jun 13 - No Cached
  • Garrett Eastman on 07 Jun 13
     
    Prize for solving the Beal Conjecture hypothesis, proposed in 1997, has risen to $1 million
Mike Kammerzell

How to Encourage Critical Thinking in Science and Math | Teaching Science and Math - 28 views

www.teachscienceandmath.com/...l-thinking-in-science-and-math

shared by Mike Kammerzell on 14 Sep 11 - No Cached
  • Viewpoint
  • Implication
  • How could you ask that question differently?
  • ...13 more annotations...
  • What did you learn from solving this problem?
  • Is this the most important question to ask when solving the problem?
  • What questions need to be answered before answering this question?
  • What does this presume?
  • When you ask these and similar questions, you are encouraging your students to move from passive to active learning.
  • Avoiding Questions Easily Answered on the Internet
  • The following examples are referred to “Google-Proofing” in some circles.
  • the frequency of questions is not as important as the quality of questions.
  • the following are factors to consider when asking students questions.
  • The average level of questions asked by teachers are 60 percent lower cognitive, 20 percent procedural, and 20 percent higher cognitive. 
  • Increasing the frequency of higher cognitive questions to the 50
  • With predominate use of lower cognitive questions; students tend toward lower achievement
  • The use of higher cognitive questions tends to elicit longer student answers in complete sentences, quality inference and conjecture by students, and the forming of higher level questions.
  • David Wetzel on 14 Sep 11
     
    Encouraging students to use critical thinking is more than an extension activity in science and math lessons, it is the basis of true learning. Teaching students how to think critically helps them move beyond basic comprehension and rote memorization. They shift to a new level of increased awareness when calculating, analyzing, problem solving, and evaluating.
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