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Locia-Espinoza, Edgardo; Morales-Carballo, Armando; Merino-Cruz, Héctor – International Electronic Journal of Mathematics Education, 2020
This paper reports the results of three questionnaires applied to sixty-seven students preparing to become university-level mathematics teachers; the questionnaires were focused on knowing their conceptions and their mastery of the representations of functions in the development of power series. The theoretical and methodological background rests…
Descriptors: Calculus, College Mathematics, Numbers, Mathematics
Grant, Ken – Australian Senior Mathematics Journal, 2015
In 1859, on the occasion of being elected as a corresponding member of the Berlin Academy, Bernard Riemann (1826-66), a student of Carl Friedrich Gauss (1777-1855), presenteda lecture in which he presented a mathematics formula, derived from complex integration, which gave a precise count of the primes on the understanding that one of the terms in…
Descriptors: Mathematical Formulas, Mathematics, Numbers, Equations (Mathematics)
Griffiths, Martin – International Journal of Mathematical Education in Science and Technology, 2013
We consider here the problem of calculating the moments of binomial random variables. It is shown how formulae for both the raw and the central moments of such random variables may be obtained in a recursive manner utilizing Stirling numbers of the first kind. Suggestions are also provided as to how students might be encouraged to explore this…
Descriptors: Statistics, Statistical Distributions, Probability, Computation
Torabi-Dashti, Mohammad – College Mathematics Journal, 2011
Like Pascal's triangle, Faulhaber's triangle is easy to draw: all you need is a little recursion. The rows are the coefficients of polynomials representing sums of integer powers. Such polynomials are often called Faulhaber formulae, after Johann Faulhaber (1580-1635); hence we dub the triangle Faulhaber's triangle.
Descriptors: Geometric Concepts, Mathematics Instruction, Mathematical Formulas, College Mathematics
Holm, Jennifer, Ed.; Mathieu-Soucy, Sarah, Ed. – Canadian Mathematics Education Study Group, 2020
The 43rd meeting of Canadian Mathematics Education Study Group (CMESG) was held at St. Francis Xavier University in Antigonish, Nova Scotia (May 31-June 4, 2019). This meeting marked only the third time CMESG/GCEDM (Groupe Canadien d'Étude en Didactique des Mathématiques) had been held in Nova Scotia (1996, 2003), and the first time it had been…
Descriptors: Mathematics Education, Problem Based Learning, Teaching Methods, Postsecondary Education
Skurnick, Ronald – Mathematics and Computer Education, 2011
This classroom note is presented as a suggested exercise--not to have the class prove or disprove Goldbach's Conjecture, but to stimulate student discussions in the classroom regarding proof, as well as necessary, sufficient, satisfied, and unsatisfied conditions. Goldbach's Conjecture is one of the oldest unsolved problems in the field of number…
Descriptors: Mathematical Formulas, Numbers, Number Concepts, High School Students
Richmond, Bettina – College Mathematics Journal, 2010
It seems rather surprising that any given polynomial p(x) with nonnegative integer coefficients can be determined by just the two values p(1) and p(a), where a is any integer greater than p(1). This result has become known as the "perplexing polynomial puzzle." Here, we address the natural question of what might be required to determine a…
Descriptors: Numbers, Graphing Calculators, Thinking Skills, Problem Solving
Koshy, Thomas – College Mathematics Journal, 2009
A. Lobb discovered an interesting generalization of Catalan's parenthesization problem, namely: Find the number L(n, m) of arrangements of n + m positive ones and n - m negative ones such that every partial sum is nonnegative, where 0 = m = n. This article uses Lobb's formula, L(n, m) = (2m + 1)/(n + m + 1) C(2n, n + m), where C is the usual…
Descriptors: Geometric Concepts, Generalization, Problem Solving, Mathematics Instruction
Parris, Richard – College Mathematics Journal, 2007
Everyone knows what makes a 3-4-5 triangle special, but how many know what makes a 4-5-6 triangle special? It is an integer-sided triangle in which one angle is twice another. It is enjoyable to search for these things, but for those who are impatient, this article derives explicit polynomial formulas that generate all of the basic examples of…
Descriptors: Numbers, Geometric Concepts, Mathematics Instruction, College Mathematics
Gordon, Sheldon P. – PRIMUS, 2007
We investigate the possibility of approximating the value of a definite integral by approximating the integrand rather than using numerical methods to approximate the value of the definite integral. Particular cases considered include examples where the integral is improper, such as an elliptic integral. (Contains 4 tables and 2 figures.)
Descriptors: Calculus, Mathematics Instruction, Mathematical Concepts, Numbers
Tong, Jingcheng – International Journal of Mathematical Education in Science and Technology, 2004
A semigroup G is a group if it has a left identity and every element has a left inverse. The purpose of this note is to weaken this condition further in two different ways. A semigroup G with an identity e is a group if every element x in G has an inverse. It is well known that this statement can be weakened. A semigroup G with a left identity e…
Descriptors: College Mathematics, Mathematics Instruction, Numbers, Algebra
Shannon, A. G.; Anderson, P. G.; Horadam, A. F. – International Journal of Mathematical Education in Science & Technology, 2006
This paper aims to explore some properties of certain third-order linear sequences which have some properties analogous to the better known second-order sequences of Fibonacci and Lucas. Historical background issues are outlined. These, together with the number and combinatorial theoretical results, provide plenty of pedagogical opportunities for…
Descriptors: Numbers, Mathematics Instruction, College Mathematics, Mathematical Formulas
Schultz, Harris S.; Shiflett, Ray C. – College Mathematics Journal, 2005
Consider a sequence recursively formed as follows: Start with three real numbers, and then when k are known, let the (k +1)st be such that the mean of all k +1 equals the median of the first k. The authors conjecture that every such sequence eventually becomes stable. This article presents results related to their conjecture.
Descriptors: Mathematics Instruction, College Mathematics, Mathematical Formulas, Numbers
Chen, Hongwei – International Journal of Mathematical Education in Science and Technology, 2002
In this note, using the method of undetermined coefficients, we obtain the power series for exp ( f ( x )) and ln ( f ( x )) by means of a simple recursion. As applications, we show how those power series can be used to reproduce and improve some well-known results in analysis. These results may be used as enrichment material in an advanced…
Descriptors: Calculus, Mathematical Formulas, Mathematics, Multiplication
Ayoub, Ayoub B. – Mathematics and Computer Education, 2006
The sequence 1, 1, 2, 3, 5, 8, 13, 21, ..., known as Fibonacci sequence, has a long history and special importance in mathematics. This sequence came about as a solution to the famous rabbits' problem posed by Fibonacci in his landmark book, "Liber abaci" (1202). If the "n"th term of Fibonacci sequence is denoted by [f][subscript n], then it may…
Descriptors: Mathematical Concepts, History, Mathematics, Problem Solving
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