Tag: <span>mathematics</span>

22 Jul

Vedic Mathematics Vs Abacus – What Will Suit for Kid?

Abacus is a calculating tool which first originated in the European countries. However, it was in China where Abacus became popular and was used for day to day calculations. Predominantly, used as a calculating tool, it has a frame consisting of wires which are attached to frame and beads which slide along these wires. Each bead represents one unit.

Abacus is mainly used to perform addition, subtraction, division, and multiplication. It is suggested that abacus learning at a very young age is useful in actuating the brains of the kids. When a child works on abacus, he/she will simultaneously use both his hands to move the beads. The right hand actuates the left hemisphere and the left hand actuates the right hemisphere, thereby helping in developing both sides of the brain in a balanced way. This promotes rapid and balanced development of the entire brain of the child. It is also suggested that Abacus math should be started at very early childhood, as young as age 4. Eventually the child retains the memory of bead positions and the relevant notation.

Abacus math if started during later ages can create a bit of hindrance.

• Although exceptionally helpful, abacus has plenty of drawbacks as the child might get overconfident in mathematics and the child might bypass the regular functions like addition, subtraction, multiplication and division methods.

• Abacus is primarily about cramming. It in a way creates monotony and takes well over two years to master it which might lead the child to get bored.

• Advanced mathematical concepts like calculus, algebra and geometry cannot be solved using abacus, an abacus in contrast to Vedic Mathematics is just basic and elementary.

Vedic Mathematics system is based on the 16 Vedic Sutras. These 16 Sutras were originally written in Sanskrit language and can be easily memorized and using these all kinds of calculations can be made. Vedic mathematics enables one to solve long mathematical problems quickly. It was founded in 1911 and has its roots in Atharva Veda. Vedic math can be entirely done in mind and paperwork is not required. Vedic math starts at a basic level of numbers and gradually progressing to simple additions, subtractions, multiplications and division.

Some advantages of using Vedic Math are –

• Vedic math is not just about solving the basic calculations as with Vedic math one can also be able to solve complex geometrical theorems, calculus sums and algebraic problems.

• Vedic math can be started at later ages as well without any difficulty.

• It is also very useful for competitive exams specifically while solving multiple choice questions where timing is an issue!

The rules of calculation are very simple; It focuses more on learning through logic and understanding of the fundamental concepts of mathematics rather than cramming and repetition as in the case of abacus. These formulae describe the way the mind naturally works and are therefore a great help in directing the student to the appropriate method of solution.

So, basically what a child does in Vedic mathematics is, he/she will derive the answers using the concepts of Vedic mathematics and then compare their final answers got by the regular mathematics process and that will help the child in understanding mathematics better.

One of the best aspects of learning and using Vedic mathematics is that it does not become an additional burden for students, teachers & parents. It rather complements the existing mathematics syllabus and makes mathematics more interesting and enjoyable for all. The only drawback of Vedic mathematics is that it is not advisable for kindergarten and primary school children and a child can understand its concepts only after a certain age; say after the age of 9 or 10. However the advantages and applications of Vedic mathematics are so wide that it minor drawbacks can be overlooked and should is preferred over abacus.



Source by Madhula Sathyamoorthy

28 Jun

Vedic Mathematics

Vedic Mathematics and Hindu culture are intertwined to an extant that separating the two would be tantamount to a sacrilege. The birth of Vedic Mathematics is lost in the womb of time. They are based upon the ancient Vedic literature or the Vedas. The exact date when the Vedas were written is not clear. Different dates are given by different authorities.

The revival of Vedic Mathematics is no less than a miracle. Extracting the theorems and corollaries from Vedic texts requires not only an understanding of the vedic scriptures but also a genuinely intelligent mind.

Jagadguru Swami Bharti Krisna Tirthahji Maharaj, Shankracharya of Sharda Peeth and Goverdham Math discovered 16 Vedic Sutras and 13 Upsutras in the Parishistha of Atharvved. This he achieved through rigorous tapas and transcendental meditation.

Through sheer intuition and scholarly pursuit he was able to decode them and get wide ranging mathematical principles and applications from them. He found that these Sutras covered all aspects of modern mathematics. He wrote extensively on the subject, but unfortunately he later discovered that none of his works had been preserved.

In his old age with his failing health and eyesight, he wrote from his memory an introductory account of the subject. He attained Mahasmadhi in 1960.

The latest research in Vedic mathematics suggests that there are sixteen Sutras which have been expanded upon by an additional thirteen sub-Sutras or corollaries. A brief discussion on each of these is in order.

Vedic Math Sutras

The 16 Vedic Math Sutras

1. “Ekadhikena Purvena” – “By one more than the previous one”

2. Nikhilam Navatascaramam Dasatah “All from 9 and the last from 10?

3. The Urdhva Tiryaghyam Sutra “Vertically and crosswise (multiplications)”

4. Paravartya Yojayet “Transpose and apply”

5. Sunyam Samyasamuccaye “If the Samuccaya is the same (on both sides of the equation, then) that Samuccaya is (equal to) zero”

6. (Anurupye ) Sunyamanyat ( If one is in ratio the other one is zero)

7. Sankalana-vyavakalanabhyam

8. Puranapuranabhyam

9. Calana-kalanabhyam

10. Yavadunam

11. Vyastisamastih

12. Sesanyankena Caramena

13. Sopantyadvayamantyam

14. Ekanyunena Purvena

15. Gunitasamuccayah

16. Gunakasamuccayah

Vedic Math Subsutras or Corollaries

1. Anurupyena

2. Sisyate Sesasamjnah

3. Adyamadyenantyamantyena

4. Kevalaih Saptakam Gunyat

5. Vestanam

6. Yavadunam Tavadunam

7. Yavadunam Tavadunikrtya Varganca yojayet

8. Antyayor-Dasake’pi

9. Antyayoreva

10. Samucccayagunitah

11. Lopanasthapanabhyam



Source by William Q

01 Jun

How to Participate in Mathematics Competitions in Primary Schools

Introduction
Taking part in a mathematics competition allows students to sharpen their problem solving skills and serves to generate interest for mathematics amongst them. Annually,there are various mathematics olympiads which primary school students can participate in and some of the more prominient ones are listed in this article.

The Asia Pacific Mathematical Olympiad for Primary Schools 2009 (APMOPS 2009) is organised annually in April -May by the Hwa Chong Institution-Aphelion Consortium. There are two rounds to this mathematics competition for 6th graders.

The first round of the competition is usually held in April and is conducted across the different centres across the Asia-Pacific region. The contest held in Singapore is commonly known as Singapore Mathematical Olympiad for Primary Schools (SMOPS).

Awards for SMOPS
Students compete for the following awards in the SMOPS.

1) Top 10 individual prizes, awarded to the top 10 scorers.
2) 3 Honourable Mention Team Awards and 5 Honourable Mention Individual Awards.
3) Top 3 school awards, given to the three schools with the highest combined score of its top three students.

In addition, students who are ranked amongst the top 10% or top two hundred participants(whichever is lower) will be invited to write the second round of the contest known as the Asia-Pacific Mathematical Olympiad (APMOPS) 2009. This year’s contest was held on a Saturday, 30 May 09.

APMOPS 2009
During APMOPS, students get the opportunity to interact with other mathematically talented students from the various countries. They also compete for the forty individual prizes which will be given out on afternoon of 30 May 09.

Format of the APMOPS Contest
The APMOPS contest challenges students to complete six questions within two hours.
No mathematical tables or calculators are allowed for the contest. Students have to show all the workings for each question. Each question carries 10 marks and the total score is 60 marks.

National Mathematical Olympiad of Singapore (NMOS)
The NMOS is a competition organised by the NUS High School of Mathematics and Science. This competition is designed to spur interest amongst students for mathematics. This competition is usually held in the months of July-August and welcomes students in Primary 5 and below to participate to challenge their mettle with other mathletes. Various awards are given to students who managed to achieve quality scores in competition. Usually the registration begins in May of every year.

American Mathematics Contest 8(AMC 8)
The American Mathematics Contest 8 is the first of a series of mathematics competitions organised by the Mathematical Association of America and is administered by Maths Oasis Pte Ltd in Singapore. This International competition welcomes students who are interested in mathematics and enrolled in grades 8 or Secondary 2 and below to participate.

Students get to challenge themselves with mathematics that is beyond what they usually encounter in school and they can experience a wide spectrum of topics available in Middle School Mathematics. The multiple-choice format of this competition makes it attemptable by many students. Students need to complete 25 questions within a forty-minute period and there is no penalty for wrong answers.

Annually, more than a hundred thousand students participate in the AMC 8 contest.High scoring students in this contest can look forward to challenge themselves in higher levels contest such as the AMC 10. AMC 12 or American Invitationa lMathematics Examiniations. These are the various mathematics competitions and olympiads students in Singapore can participate in annually from the primary school levels onwards.



Source by Penny Chow

02 May

ASVAB Mathematics: Divisibility Rules for the Numbers 1, 2 and 3

As you are preparing for your Armed Services Vocational Aptitude Battery or ASVAB exam, you will be asked to perform calculations that require you to divide large numbers not for the purpose of seeing what the answer is, but to see if the number is divisible by such number. In this article I will give you the divisibility rules for the numbers 1 through 3.

Since you are not allowed to use a calculator on the ASVAB, this can potentially take a long time

Divisibility Rule For #1

Any number can be divided by number 1 giving you the original value. You will likely never even be asked such a question.

Divisibility Rule For #2

Since number 2 is an even number, if you are asked to divide any number by 2 and the number is even, then this number by definition is divisible by 2.

Divisibility Rule For #3

3 is one of those tricky numbers. Sometimes It may be difficult to identify an exact trick when you’re looking at a ridiculously long number. However, there is one rather crafty trick that you can apply that will save you the long, drawn out pen and paper calculation to find out if large numbers are divisible by 3.

The way you see if a number is divisible by 3 is by taking that number, breaking up the digits and then adding all the digits to each other. If the digits add up to a number that is divisible by 3, then the entire number is also divisible by 3. If the digits add up to a number that has more than two digits, go ahead and add them up again.

Let’s look at a quick example. Say I asked you to divide the number 897,543 by 3. How can you know if it’s divisible? Well you can do the long, drawn out pen and paper calculation or you can simply add the digits. You will add 8 + 9 + 7 + 5 + 4 + 3. This will give you a total of 36. And while this may appear tedious, it is significantly faster than doing long division

Thirty-six has two digits. So once again, we will apply this trick and add the digits 3 + 6 and this gives me 9. Since 9 is divisible by 3, that means the entire number is divisible by 3 and it took me all of a few seconds to figure out.



Source by Leah M Fisch

03 Mar

Free Teaching Resources Make Mathematics Fun on Interactive Whiteboards

Interactive whiteboards allow students to actually interact with the subject matter that is being presented and you’ll find that there are many great touch screen dynamics available that make them helpful for teaching math. Whiteboards are used with a computer and projector and put the images from a desktop onto the wall where they can be manipulated by touch or by using a pointer. When used along with free teaching resources whiteboards can make a huge difference in a math class.

When using these resources along with an interactive whiteboard, suddenly number is a subject that is more hands-on for students. Instead of being a concept that they can’t see, they are now able to see and touch the concept. Everyday ways of using math can be displayed with the whiteboard so they have both an auditory and a visual example of what is going on and why the information is important. The more senses engaged during learning, the more likely students are to retain the information that is being taught.

There is a large selection of free teaching resources available for math teachers. On the web there are many mathematical specific options that can be implemented into the classroom. Along with these resources, PowerPoint is a huge help as well. With this program you are able to create lessons, graphs to help illustrate lessons. Graphs that are in 3D are perfect for teaching math. With interactive whiteboards you can make simple 3D graphs come to life, changing them when things occur to illustrate what is happening.

You’ll also find that interactive whiteboards are perfect when you want to play games in the classroom. There are many great math games that help to illustrate tough concepts. Pupils are able to better understand the concepts with games and activities that make them use the material that they have learned. Not only can you use games that you find online, but you can easily create games of your own to play or to stretch advanced students they can create their own mathematical games, a great way to get the most out of pupil’s abilities and free teaching resources!



Source by Thomas Radcliff

01 Feb

Mathematics is the Science of Patterns

Science has been a way of Man interpreting his environment and making an acceptable law that those who were interested to look in to these things could follow on and add their own experience. Art on the other hand has always been seen as Man’s way expressing himself abstractly without any particle constraints and is often deemed as the opposite of Science. But I have come to see the effects of both being felt on the other. This is so based on the fact that I am an intellectual that has been deeply rooted in the Sciences but yet I am also a man who loves to express himself in deep thought or discourse, poem, song or otherwise. To go one step further, my area of expertise and physical gifting is both in the area of Mathematics. As much as I have been gifted and have succeeded academically in Mathematics, my love and fascination has always been on one of the most intriguing tools Man has been able to fashion, The Computer. I have always seen this tool as the perfect marriage between Science and Art! It allows the most complex patterns to be printed on fabric and other materials that ordinarily would be unthinkable to do so, such as glass and plastic. Not only does this tool allow such complex replication such as printing which is not Art (the artist may say) but they are having the ability to analyze the same replicated patterns not only with respect to how they are seen (the most used form of conscious human perception) but other factors that human perception could never fathom conscious or unconscious. It is also no strange coincidence that the Computer is based on the fundamentals of Mathematics. It is worthwhile to go into some detail about how Mathematics the fundamental element in Computer Science, that which motivated the Computer allowed us to encapsulate from the very basic to incomprehensibly complex.

The very structure of Mathematics is based on patterns formed in and around Man’s own existence. Mathematics is its earliest forms is equivalent to Logic and Reasoning and the concept of quantity is not the obvious, but is the only way that Man has been able to make a strong case for Logical Statements and Reasons why things are the way they are. Strange is it? But it is true the concept of Numbers has opened the senses of Man to interpret, predict, encapsulate, simulate and demonstrate almost all forms of Nature. Art on the other hand is by no means inferior, since the natural expression that comes from Artistic sculpting, painting, writing, dreaming and imagination can never be reproduced or encapsulated by Science and specifically the Science of Numbers. It gives us a timely reminder that Man is definitely unique and lord of his domain as far as his environment is concerned. And yet with the advances of the Pattern Finding Tool he can come really close to doing so.

Computer Science is linked to Mathematics through basic pattern of counting. This system that has help the computer conquer some of the most complicated phenomenon such sounds, artistic printed designs and evolved to include animations (a mass improvement to Technicolor give what we know as Computer Generated Images), receiving these sounds, pictures (advanced scanning and machine reading in character recognition or machine sight), texture to in detail analyzing movement and position. The use of the basic “Black and White” Binary Number Pattern is the crux of the whole matter that allows us to see color of our computer screen. Binary is also pattern that Man used to conquer Reasoning where the 1 and 0 became equated with “True” or “False”. Computer Science is based on the whole Mathematical Logic along with the advances in Silicon Chemistry and other semiconductor designs extend that functionality to include millions, billions and even Trillions of Bits of information to be considered thus enhancing the picture so to speak. The advances in Nuclear Technologies have been interestingly merged with the Computer’s Analytical Reasoning capabilities to produce very precise Actuators and Sensors in the discipline of Robotics and Automated Theory. All this analysis, accuracy and acceleration seen in a computer system is basically attributed to the Binary Number Pattern platform. We take each number of this system to recognize one of two states: “On” or “Off”. And from this rationale, we got basic components of computing called switches. Electronics also took a path of its own to further tame electricity with the use of relays. However the ultimate training of the natural phenomenon of flowing electrons came which the discovery of the Transistor. This has since then gave over the Silicon Age and we have much fast and more capable machines being able of processing Trillions of pieces of information of one particular subject.

But my appreciation of Mathematics as in the form of Computer Science Advances is not based on the academic success that I have had but on that of my own physical limitations. What fascinates me most and I hope I have also drawn your attention to it as well, is how remarkably well our own brains work on this concept of Black or White. I believe that what Man has only been able to do quite recently with the computer has been hard-wired into humans from the beginning. Being male, not that personally feel there is any correlation, I have some difficulty distinguishing, remembering and naming colors. Contrastingly so, I am gifted with most immaculate photographic memory! I can recall strings of numbers, from phone numbers, ATM PINs, ID numbers to just random numbers I see I can recall them. I can do the same with words, positional directions (eg. if I go on a bus ride, I would be able to drive back the way we came in the bus without using the map and from only being on the route one time) and colors believe it or not. I recognized my deficiencies as motivation to prove how well our brains work and at the same time show how impossible it would be to mimic even though based on the same basics we use in Mathematics and Computer Science.

Color is a fascinating concept that has meaning to us only because of the receptacles of the eyes and the processing power of our brains. Without our eyes and brains we have no idea how this world would look. Our eyes are the sensors of our bodies and our brains the computer. We know from science that white light reflects differently and is refracted when passing back through certain molecules of matter however the many different spectrums of light that can be seen can be encapsulated by the theory of Black and White. I love to always relate this classical experience I had (several times might I add), that motivated me to prove this using Machine Sight specifically identify certain colors. The first time I realized this phenomenon I was at a conference where two of my colleagues whose specialization was in Computerized Learning tested my ability to observe color changes. It was the then Windows Vista logo of the flag in the screen saver. When they asked me what color is square of the flag had I honestly could not see any differences between any of the frames. But when they started to point out each color was different the color seemingly looked dissimilar. I recognized then that my problem was not observing color but distinguishing it. To my eye color is not as fancy as many artistic types may make it with all the several naming schemes like light, dark, off, etc., etc. not to mention special names that mean the same thing like purple and violet. But these naming schemes are useful for Machine Learning of colors, but confuse the appreciation of colors in reality. When I look at a color I tend to classify it based on the Black or White Principle or as one would say a Light Color or a Dark Color and that is it! If someone asks me what color it is unless it is from the basic set of White-Black+RBG and subsequent combinations that we are taught in elementary school and up: Yellow, Green, Brown; I say I do not know. If some gives me a ‘heads-up’ I remember. So I say am not color-blind just color-lazy. But aspect of Color-Laziness where one does not implement color sorting faculties other than the basic Binary of colors, to implement and improve on this laziness using Computer Storage and Processing Power. My second and all other noticeable experiences of motivation further brings me to another aspect I will use to implement Computer Color Awareness, that is off Relative Color. For instance, when asked to borrow a pen that had a blue casing, I automatically assumed that the pen was also a blue-inked pen, also I asked for a blue-inked pen, I wrote with the pen assuming it was blue. However looking further back in what I was writing I noticed that the ink changed color from when I started to write with the new pen. I was totally unaware that the pen indeed was a black-inked pen in a blue casing only until I compared it with previous writing. Still, my Color-Lazy brain still needed convincing and it was only when I compared both colors on the White Paper (we usually write on). You may ask what is so special about the White Paper comparison, I will say it is necessary for a color-lazy brain where even the simplest of colors are skimmed over, they can only compare colors when they have a base-background and they compare colors by focusing on the base either white or black or for less lazy brains a contrasting color. My postulation is a computer who only has its database is Color-Lazy when its subroutine for color recognition is not running. It has the ability to have the wavelengths of light to be sensed by its sensor but without analysis it has not comprehension of that color.

So my plan of implementation gives us hope to process this life of fancy assorted cashews to make sense of how we observe color. I plan to do the same for Texture awareness. How you say? Go Figure!

Mathematics is the Power being physically aware and reasoning by taking record of what is and what is not as far you can be aware with respect to sight, sound, smell, touch and taste.



Source by Julian Roach

02 Jan

How to Teach Classroom Mathematics

Some years ago, I got appointment as a Head of Pre-Entry Science Course Department at the Technical University in Balgravia. The Department enrolled the best students from different high school of the country. The objective of the Department was to find students’ gaps in their knowledge of science subjects and upgrade them to university standards. It was pleasure to work in an exotic country on such challenging issues and for a such noble goal.

Once, when I passed by a classroom where mathematics was being taught by a colleague, I heard the voice of the students counting: 4 597, 4 598, 4 599…At that time, I did not pay much attention to it. But after three days, from behind the doors of the same classroom, I heard: 13 127, 13 128, 13 129…

“My friend”, I asked Mr. S. soon afterwards on the corridor, “what is happening in the classroom during your math lessons?”

“Well, my students are counting up to a million, he answered.”

“Hmm,” I muttered and went away.

Then, at the staircase, I realized the meaning of his words. I went to my office. Looking at my wristwatch, I counted up to one hundred. I picked up a calculator. I computed that in 50 minutes, they would count up to 5 000, in a week (5 lessons) to 25 000 and at the end of the school year, they would not even reach 800 000 because of holidays and the fact that numbers were getting longer!

I summoned Mr. S. “Do you realize what you are doing with your counting?”

“This is a modern way of introducing a certain concept. First of all, I make my pupils aware of how huge the number million is. Then, secondly, we have great satisfaction in being the first. I believe, so far, nobody has counted up to a million! Today’s world rewards those who are first in anything!
I expect the class to be in the “Guinness Book of Records” and thirdly, I am testing whether pupils can count up to a million! The statement: “I can count up to a million” is worthless until it is proven experimentally, i.e. by the process of actually counting”.

I got upset. “Enough is enough!” I shouted. “I order you to teach according to the syllabus!”

Next day, stealthily, I approached his classroom. The pupils were reciting: 17 999, 18 000, 18 001… I decided to fire Mr. S. Discreetly, I let my superiors know that Mr. S. was probably lunatic. The message was spread. The university community decided that I was against the introduction of modern teaching methods, that I do not understand the outcome based education and that I felt personal animosity towards our colleague. My two-year contract expired and was not renewed… I left the university.

After a month’s time, I came back to the Department to visit my friend, the English tutor.
From all the classrooms where mathematics lessons were conducted (not only from
the classroom of Mr. S.), I heard the voices of the students counting:

277 238, 277 239, 277 240…



Source by Wacek Kijewski

03 Dec

Developing a Professional Library and a Resource Centre for Teachers of Mathematics

This article is a follow-up to the article “Should the Teaching of Mathematics in Secondary Schools be Resource Based?” it will detail my experience in setting up such a centre in the secondary school where I was head of the Mathematics department.

I was appointed at a time in Queensland (mid 1980s) where the mathematics syllabus for years one to ten was being reviewed by the Education Department to meet the needs of all students and reflect the changes in the field of Mathematics.

Several years later, an even more radical review was made the Mathematics syllabuses in years 11 and 12.

As a result of these changes, it was obvious that we needed to expand our teaching pedagogue. This meant we needed to acquire teaching aides to assist in our using a variety of pedagogue.

For me as department head, I needed to develop a list of resources we needed and find a room in which to store them and a procedure to use them.

My first task was to develop a professional library for my teaching staff. In consultation with the school librarian, I arranged for all the professional reading texts on mathematics teaching to be “borrowed” by my department and placed in our resource room. Each year, I budgeted to add to those books.

I would purchase books on all the new syllabus topics, problem solving, text books from other states, new texts written for the new syllabuses and I would scour second hand book shops looking for old texts.

The next task was to review the syllabus to be introduced in the following year to assess the resources we needed to implement particularly the new topics E. g. Earth Geometry. The new syllabus was introduced a year at time. I would need to put the name those resources in the development section of my budget. I would need to take into account the student numbers to decide on what amount of resources I would need. Initially, I would purchase one class set to investigate its usefulness before purchasing more in the future if those resources proved useful.

Below is a short list of resources that I had in the resource centre. It is not exhaustive. They include: sets of old textbooks to use for specific topics; maps and charts; metre rulers; sextants; tape measures; dice; counters; trundle wheels; graph and coloured paper, light cardboard; four operations calculators; graphics and scientific calculators*; laptops*; line papers for assessment; videos; films; and the list could go on. Copy of all our computer software was also store securely here.

Each year, our school entered various Mathematics contests. The contest booklet were collected and stored for classroom use in the future.

Past copies of assessment items were stored as a resource for teachers to use to create revision test and as a guide to the standard of testing required in each year level.

We were lucky to have our own teacher aide allocated to our department. She oversaw the resource room and this was her base. I made sure that she had the best computer, printer and software available to her. She would oversee the borrowing of resources and organise resources ready for collection for the relevant teaching period on a written request.

As part of the resource push, each teacher was given a tote box for their day to day needs in the classroom. Each year they were allocated an amount of money to spend on the resources they wanted. I would purchase these resources in bulk. Each year the teacher could add to their tote box.

Some final comments:

  1. Ensure that the resources available for a particular topic are stated in the work program with suggestions on how to use them.
  2. Always evaluate the initial use of a resource before you purchase more.
  3. Encourage your staff to share the successful ideas they used involving particular resources.
  4. Encourage your staff to make suggestions for additional resources.
  5. Don’t purchase resources where small items, if lost or stolen, prevent the future use of that resource.
  6. Stocktake each year so you can discover what resources needs to be replaced or expanded.
  7. With computer software, always test its usefulness in the classroom before purchasing a licence for many computers as these programs can be expensive. There may be ways to purchase software through your local education authority to cut costs.
  8. Easy to use simple computer software is often more effective in a classroom situation than the more sophisticated programs.



Source by Richard D Boyce

03 Nov

Cure for Cancer Mathematics

The concept that cancer is endemic to tribes but not to species has been associated with the evolution of science itself. Tribal science evolves human intellect by developing weapons of war. This evolutionary procedure becomes a form of neurological cancer when DNA shows that the human species is harming itself. From that medical perspective, both tribal science and human survival science are part of human evolution. Therefore, both sciences can be programmed together with relevant antidote information in order to generate human survival simulations. Irrefutable medical diagnoses thus obtained will instigate crucial beneficial conflict dialogue between hostile tribes. As a result, relevant technologies will become evident, enhancing the transition to our functioning as a single species.

The Western educational system has access to this antidote information, however, it remains governed by tribal science traditions employing dysfunctional information. Epidemiologists refer to this phenomenon as a 3D epidemic transmitted through the mass manufacture of dysfunctional communication and information devices. Inessential information is now overloading our educational system, creating considerable global social chaos. This medical disorder is induced by tribal science’s obsolete obsession with the survival of the fittest paradigm.

The Founder of the American National Cancer Research Foundation, Szent-Gyorgyi, was awarded a Nobel Laureate in Medicine. His 1972 ‘Letter to Science’ advised that prevailing science was carcinogenic because it allowed itself to be governed by the ‘Second Law of Thermodynamics’. He postulated that the energies of thermodynamic chaos entangled with living information in order to evolve universal consciousness, hence the prevailing understanding of thermodynamics was in effect, cancerous. He referred to this tribal science cancer as being inherited from our Neolithic ancestors.

Visual mathematical proof of the antidote to this disease has been extrapolated from Western Education’s association with Plato’s educational system belonging to his ‘Science for Ethical Ends’. Stanford Encyclopedia of Philosophy Plato’s Ethics: An Overview, First published Tue Sep 16, 2003; substantive revision Wed Dec 6, 2017 comments on Plato’s description of the geometrical nature of courage, wisdom and moderation with the comment “If justice is health and harmony of the soul, then injustice must be disease and disorder”. Plato’s ‘All is Geometry’ concept considered the living anima to be a perpetual phenomenon. This integral aspect of the living process was given mathematical credence within Georg Cantor’s geometrical sensibilities.

Mitosis in healthy cell division has been photographed as a 3D electromagnetic, infinite fractal expression obeying Cantor’s geometrical access to infinity. This visual evidence contradicts the prevailing thermodynamic understanding that all life must become extinct. 21st Century quantum biology cancer research understands that healthy living information flows in the opposite direction to balance the flow of thermodynamic chaos energy, as Szent-Gyorgi had predicted in 1972.

Despite Plato’s tribal science limitations his genius geometrical intuition of a more profound, ethical, universal purpose is truly extraordinary. It provided the crucial antidote information to resolve the existing 3D global medical epidemic. His lodestone electromagnetic anima, held to exist within the confines of his plane geometry education system, is now clearly visible to the general public.

Salvador Dali’s conviction, derived from Platonic Science-Art theories, that the flat plane of a painting contained hidden 3D stereoscopic images, was made visible to the pubic last century at the Dali Stereoscopic Museum in Spain. Since then his rather cumbersome presentations have been greatly upgraded by Australian Science-Art researchers, in which interlocking 3D images within paintings can be viewed to provide crucial neurological antidote information. During the 1980s the relevant ancient Greek mathematics was programmed into a computer to obtain seashell lifeforms evolving over a period of fifty million years, rather that evolving towards Einstein’s thermodynamic extinction.

In 1990 the world’s largest research institute, IEEE in Washington, reprinted this as being an important mathematical, optical discovery belonging to 20th Century science:

Illert, C. 1987, The New Physics of Ultrathin Elastic Conoids, Il Nuovo Cimento, and Formation and Solution of the Classical Seashell problem II Tubular Three Dimensional Seashell Surfaces. Il Nuovo Cimento, 1989. The Science-Art Centre… selected from the World literature for reprinting in Spie Milestone Series, Vol. MS 15, selected papers on Natural Optical Activity, pages 12-23 and 24-33, section one. Chirality and Optical Activity, 1990.

In 1995 the Institute for Basic Research in America transposed the optical mathematics into a physics format. Attempts to use quantum mechanical mathematics to generate healthy seashell life-form simulations through time, resulted in biological distortions verifying Szent-Gyorgyi’s observation that tribal science is a form of cancer.

During 2016 quantum biologists and the Quantum Art Movement International together with the Australian Science-Art researchers presented the 3D antidote information along with the supporting information in Rome, Italy. The Science-Art presentation was then entered into the Russian Art Week International Contemporary Art Competition, where it was awarded a First Prize Diploma. In 2017 the World Art Fund in Russia, in collaboration with the Quantum Art Movement group, included the antidote information into their Science-Art Research Project.

The problem remains that prevailing international tribal science considers that it is ethical to link science with aesthetics, which is the carrier of the global epidemic. For example, in 2017 two American Universities created a ‘Time Crystal’ demonstrating that our understanding of thermodynamic reality was in fact an optical illusion. Nonetheless, they expressed intent to fuse such information into artificial intelligence technology. Under such circumstances the global 3D epidemic would be accelerated toward a terminal state of entropic, thermodynamic chaos.

The philosopher, Emmanuel Kant, researched Plato’s concept of lodestone’s electromagnetic ability to demonize aesthetics, as referred to in his dialogue between Socrates and Ion. Kant used the difference between aesthetics and ethical artistic wisdom as the foundation of the electromagnetic Golden Age of Danish Science. He deduced that the future of ethical thought belonged to an asymmetrical electromagnetic field evolving within the creative artistic mind.

The European space Agency’s Planck Observatory photographed the oldest light in the universe revealing that it was asymmetrical in nature, coming into existence before the creation of symmetrical, electromagnetic light. Therefore, Plato’s evolving ethical science moves from his dark abyss to the creation of asymmetrical light, then on to the creation of matter within its present symmetrical state of reality.

In 1957 the University of New York’s Library of Science published the book ‘Babylonian Mythology and Modern Science’ explaining that Einstein deduced his theory of relativity from Babylonian mythological intuitive mathematics. Einstein’s tribal worldview insisted that the living process must evolve itself toward thermodynamic extinction. He was therefore unable to accept David Hilbert’s argument to him that Cantor’s asymmetrical mathematics validated Szent-Gyorgyi’s cancer research conviction. Einstein’s physical reality was maintained by its remaining in a symmetrical state of existence, obeying the dictates of symmetrical light pointing to chaos, rather than in the opposite direction to that of Plato’s evolving ethical science. The Plank Observatory discovery demonstrated that Einstein’s world-view was by nature carcinogenic.

The philosopher of science, Timothy Morton, Professor and Chair of English at Rice University in Texas argues that Plato’s demonizing of aesthetics has taken us into a new electromagnetic era, which he refers to in his paper ‘Art in the Age of Asymmetry’. Kant’s anticipation of an ethical, spiritual, asymmetrical, electromagnetic technology was also echoed by Charles Proteus Steinmetz. He was a principal figure in the electrification of the United States of America, who stated that the development of a spiritual, asymmetrical, electromagnetic technology would have been far superior, and more morally beneficial, than the one he had been paid to help invent.

Plato argued the merits of learning plane geometry must not be studied for its practical uses but for training the mind for ethical understanding. He let arithmetic become the first of the subjects of education, then research into its relevant science was to become the student’s concern. From his published Notebooks, Leonardo da Vinci wrote that visual perspective was made clear by the five terms of Plato’s mathematical logic. Leonardo then made the statement that completely divorced his tribal scientific genius from Plato’s concept of an infinite, living, holographic 3D universe. Leonardo had written “The first object of the painter is to make a flat plane appear as a body in relief and projecting from that plane… “, he most emphatically claimed that the flat plane of a painting surface could never contain a true 3D image.

There is no doubting Leonardo da Vinci’s mechanistic genius. However, the visual evidence that paintings can indeed contain important unconscious, 3D stereoscopic images means he was certainly not the great man of the 15th Century Italian Renaissance that tribal science claims he was. This simple fact explains the magnitude of the present 3D global epidemic of dysfunctional information. It also provides the evidence to explain the crucial importance of the 3D antidote technology that belongs to Plato’s atomic ‘Science for Ethical Ends’, necessary to generate sustainable human survival blueprint simulations.



Source by Robert Pope