9.18-Babylonian-style base 60 multiplication table for 45

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9.18-Reflection - Babylonian word problems

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When students ask me, “Teacher, why do I need to learn this? Am I going to use functions or calculus when I buy groceries?” or similar questions, I am initially at a loss for words, and then I fall into deep thought. As the text says: “Are word problems used primarily to train students in the use of methods without necessarily providing an understanding of those methods? Are problems chosen simply to illustrate the "methods at hand"? This actually resonates very truthfully with my experience in previous jobs. In my past work, I often felt torn and conflicted. On the one hand, direct teaching methods allow for efficiently achieving teaching goals within a limited time. On the other hand, explaining the logic behind these methods helps cultivate students' deeper thinking and genuine understanding of the essence of mathematics. Teaching methods are efficient, but in the long run, students may lose interest in mathematics or fail to apply what they have learned in broader con...
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Assignment 3 draft

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Research Topic: Maria Gaetana Agnesi and the Artistic Expression of the Witch of Agnesi Me and Manveen's research focuses on the renowned Italian mathematician  Maria Gaetana Agnesi  (1718–1799). She was the first woman to publish a mathematics textbook and is best known for her work on the "Witch of Agnesi," a curve that holds significant value in the history of mathematics. We have chosen to create a  collage  centered around the Witch of Agnesi.  Draft Reference List 1.    Mazzotti, M., & Project Muse University Press eBooks. (2007). The world of maria gaetana agnesi, mathematician of god (1st ed.). Johns Hopkins University Press. 2.    Grinstein, L. S., & Campbell, P. J. (1987). Women of mathematics: A biobibliographic sourcebook. Greenwood Press. 3.    Coolidge, J. L., 1873-1954. (1963). A history of geometrical methods. Dover Publications. 4.    Bradley, D. M. (2024). The ar...
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Group project -Applying the binomial formula

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Our group Project is 1.2.4: In the text from the Seleucids’ era (BM 34568), obviously composed for teaching purposes, occurs a rectangle with the sides a = 4, b = 3, for whose diagonals d we are given the terms d = a/2 + b and d = b/3 + a. Then we are supposed to calculate the three pieces a, b and d by means of the quantities a + d and b or b + d and a. Other than that, we can use a − b = 1 and A = a · b = 12, or a + b = 7 and A = a · b = 12. a) Solve these problems according to the modern method! b) Retrace the Babylonian steps of calculation by using the term (a + b)² − 4A = (a − b) ² passed down to us on clay tablets, in order to, first of all, calculate the difference a − b from the sum a + b and thereafter the sum and difference of quantities a and b themselves! This is our PPT: https://docs.google.com/presentation/d/1FsASoA7QqRUaOuKEkFRpz4ao2k-pwjKoL-1nAPdiKfA/edit?usp=drive_link My reflection: When I first saw the problem, I immediately noticed it was designed for teach...
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