1) Think for yourself why 60 might be a convenient, significant or especially useful number to use as the base for a number notational system. What is special about the number 60? How is it different from 10? 2) Then think for yourself how we still use 60s in our own daily lives, in Canada, and across cultures if you have knowledge of other systems (like the Chinese zodiac and time-telling system, for example.) Why is 60 significant in so many situations involving time and/or space? The Babylonian number system uses base sixty instead of 10.🆒 My first reaction was: what a lot of special number symbols they must have had to learn‼️ After a few minutes carefully exploring a Babylonian table, I found out, surprisingly, that they used only two symbols to represent numbers. ✅ They also devised place value system that is very similar to what we use in our base 10 numeric system.✅ Are there other similarities or differences ⁉️🧐 It seems that both ...
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Integrating history of mathematics in a classroom
By
Roya
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Welcome to the Mathematics World :) Why teach math history I am a big fan of mathematical history because you get a sense of how difficult some things were, like determining the area of a circle, or concepts like line, functions or infinity! Who developed that math? Why did they? What questions were they asking when they were developing it? Seeing how different people approached these concepts give us an insight into how it is possible to solve problems. However, the use of history of mathematics in math classroom as a didactical tool is difficult and time consuming. After reading this article : https://drive.google.com/open?id=0B00n89L6TX5gWld6dW5pcjVHd2M I learned about wide range of possible ways of implementing history in the mathematics classroom, through giving examples under some interesting headings like: -Taking advantage of errors, alternative conceptions, change of perspective, revision of implicit assumptions, intuitive arguments -Hi...
Lovely! Great tracking of your mathematical thinking here.
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