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...his argument is correct but I want to teach him that $300=1\times 200+100$ and reminder is $100$. But in previous solution its reminder is $1$ ($3=1\times 2+1$). How can I explain this without fooling or tricking him? If I understood it correctly, the question is how to explain the fact that equivalent fractions leave different remainders. Well, you could ...

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Unless I'm misinterpreting the question, is this about division with remainders? I'd probably ask with "how many X are in Y?" and use composite numbers as my Y's to get lots of results For example, "How many 10's are in 60?", "how many 2's in 60?", "how many 15's in 60?" Then I'd ask, "how many 25's are in 60?&...

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I wrote an article that explains mathematical induction in the easiest way possible using an easy-to-understand example. It was published in Medium's #1 Math Publication, so I guess it must be pretty good. Feel free to take a look. https://medium.com/cantors-paradise/a-comprehensible-introduction-to-mathematical-induction-aef1a61eedcf The used example is: ...

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From my understanding if you aren't consciously learning to teach then you just "learn" things without really concentrating upon the various aspects associated with it. For example there are two distinct universes, mathematical and this real one. Mathematical Universe has things which are a representation of real world things. A teacher must know ...

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