The integration of the history of mathematics into junior middle school mathematics education represents a significant focus of international research in mathematics and education.The mathematics curriculum standards ...The integration of the history of mathematics into junior middle school mathematics education represents a significant focus of international research in mathematics and education.The mathematics curriculum standards for compulsory education have emphasized the importance of incorporating the history of mathematics,aiming to gradually integrate it into the mathematics classroom.However,in the practical implementation of junior middle school mathematics education,the effective combination of the history of mathematics with teaching methodologies remains largely unexplored.This article explores the integration of junior middle school mathematics education and the history of mathematics,aiming to provide classroom teaching recommendations for teachers and promote the formation of students’mathematical literacy.展开更多
This paper summarizes the works of numerous inspiring hard-working mathematicians in chronological order who have toiled the fields of mathematics to bring forward the harvest of Eulers number, also known as Napiers n...This paper summarizes the works of numerous inspiring hard-working mathematicians in chronological order who have toiled the fields of mathematics to bring forward the harvest of Eulers number, also known as Napiers number or more infamously, e.展开更多
This paper describes the methodology (or approach) that was key to the solution of the angle trisection problem published earlier in article entitled, “A Procedure For Trisecting An Acute Angle.” It was an approach ...This paper describes the methodology (or approach) that was key to the solution of the angle trisection problem published earlier in article entitled, “A Procedure For Trisecting An Acute Angle.” It was an approach that required first, designing a working model of a trisector mechanism, second, studying the motion of key elements of the mechanism and third, applying the fundamental principles of kinematics to arrive at the desired results. In presenting these results, since there was no requirement to provide a detailed analysis of the final construction, this information was not included. However, now that the publication is out, it is considered appropriate as well as instructive to explain more fully the mechanism analysis of the trisector in graphical detail, as covered in Section 3 of this paper, that formed the basis of the long sought solution to the age-old Angle Trisection Problem.展开更多
This paper presents a graphical procedure, using an unmarked straightedge and compass only, for trisecting an arbitrary acute angle. The procedure, when applied to the 30˚angle that has been “proven” to be ...This paper presents a graphical procedure, using an unmarked straightedge and compass only, for trisecting an arbitrary acute angle. The procedure, when applied to the 30˚angle that has been “proven” to be not trisectable, produced a construction having the identical angular relationship with Archimedes’ Construction, in which the required trisection angle was found to be exactly one-third of the given angle (or ∠E'MA = 1/3∠E'CG = 10˚), as shown in Figure 1(D) and Figure 1(E) and Section 4 PROOF in this paper. Hence, based on this identical angular relationship between the construction presented and Archimedes’ Construction, one can only conclude that geometric requirements for arriving at an exact trisection have been met, notwithstanding the theoretical proofs of Wantzel, Dudley, and others.展开更多
基金The Discipline Resource Construction Project of Jiangsu Second Normal University(Project number:JSSNU03202222)。
文摘The integration of the history of mathematics into junior middle school mathematics education represents a significant focus of international research in mathematics and education.The mathematics curriculum standards for compulsory education have emphasized the importance of incorporating the history of mathematics,aiming to gradually integrate it into the mathematics classroom.However,in the practical implementation of junior middle school mathematics education,the effective combination of the history of mathematics with teaching methodologies remains largely unexplored.This article explores the integration of junior middle school mathematics education and the history of mathematics,aiming to provide classroom teaching recommendations for teachers and promote the formation of students’mathematical literacy.
文摘This paper summarizes the works of numerous inspiring hard-working mathematicians in chronological order who have toiled the fields of mathematics to bring forward the harvest of Eulers number, also known as Napiers number or more infamously, e.
文摘This paper describes the methodology (or approach) that was key to the solution of the angle trisection problem published earlier in article entitled, “A Procedure For Trisecting An Acute Angle.” It was an approach that required first, designing a working model of a trisector mechanism, second, studying the motion of key elements of the mechanism and third, applying the fundamental principles of kinematics to arrive at the desired results. In presenting these results, since there was no requirement to provide a detailed analysis of the final construction, this information was not included. However, now that the publication is out, it is considered appropriate as well as instructive to explain more fully the mechanism analysis of the trisector in graphical detail, as covered in Section 3 of this paper, that formed the basis of the long sought solution to the age-old Angle Trisection Problem.
文摘This paper presents a graphical procedure, using an unmarked straightedge and compass only, for trisecting an arbitrary acute angle. The procedure, when applied to the 30˚angle that has been “proven” to be not trisectable, produced a construction having the identical angular relationship with Archimedes’ Construction, in which the required trisection angle was found to be exactly one-third of the given angle (or ∠E'MA = 1/3∠E'CG = 10˚), as shown in Figure 1(D) and Figure 1(E) and Section 4 PROOF in this paper. Hence, based on this identical angular relationship between the construction presented and Archimedes’ Construction, one can only conclude that geometric requirements for arriving at an exact trisection have been met, notwithstanding the theoretical proofs of Wantzel, Dudley, and others.
