Magic Squares of All Orders

1988 ◽  
Vol 81 (8) ◽  
pp. 674-678
Author(s):  
Judson McCranie
Keyword(s):  
Mathematics Teacher ◽  
Magic Squares

In an article in the Mathematics Teacher, Pizarro (1986) makes the statement that no general procedures seem to be available for generating magic squares of even orders. His mysterious statement is definitely false. Methods of construction for all orders have been known for decades.

Algebraic Magic Squares

1921 ◽  
Vol 14 (2) ◽  
pp. 71-77
Keyword(s):  
Mathematics Teacher ◽  
Magic Squares ◽  
School Year ◽  
Intellectual Capacity

There comes a time in the school year, usually during the spring term, when the mathematics teacher becomes convinced that as far as algebra is concerned, he might just as well be teaching so many “wooden Indians.” Those pupils, who are not wholly in a trance, are surreptitiously fondling a baseball glove, while x’s and y’s pass by unheeded. The teacher’s first impulse is to give every one a good shaking in a frantic attempt to close the ever-widening gap between the intellectual capacity of his pupils and the intelligibility of his subject. He realizes something must be done at once, if his class is to learn any more algebra that year.

Mathematics and chess

1974 ◽  
Vol 21 (5) ◽  
pp. 396-400
Author(s):  
David F. Robitaille
Keyword(s):  
Mathematics Teacher ◽  
Magic Squares ◽  
Mathematical Problems ◽  
The Subject

There are a number of mathematical problems associated with the game of chess and with chessboards. The first of three such problems discussed in this article involves magic squares. It is not my purpose to describe methods of generating magic squares here, so only a brief discussion is included. (There are many references available on the subject of constructing magic squares, including an article by Ralph Munger in the February 1973 issue of the MATHEMATICS TEACHER.)

Magic Circles

1923 ◽  
Vol 16 (6) ◽  
pp. 348-349
Author(s):  
Vera Sanford
Keyword(s):  
Mathematics Teacher ◽  
Magic Squares

The Algebraic Magic Squares of Mr. McLaughlin's article (Mathematics Teacher, February, 1921) have a natural corollary in the magic circles of Japanese Mathematics.

An Art-Full Application Using Magic Squares

1982 ◽  
Vol 75 (1) ◽  
pp. 83-89
Author(s):  
Margaret J. Kenney
Keyword(s):  
Mathematics Teacher ◽  
Viable Alternative ◽  
Classroom Experience ◽  
Magic Squares ◽  
Design Elements ◽  
Works Of Art ◽  
Number Pattern ◽  
The One

Blending mathematics and art can be an exciting classroom experience for all students. Essentially there are two types of activities for the mathematics teacher to consider using. On the one hand, units can be developed that uncover and emphasize the mathematics that is present in existing works of art. A viable alternative, which promotes student creativity, is the actual development of designs based on some specific mathematical pattern. This article presents a development of student-made designs using one particular number pattern-the mbgic square. Students, provided with a supply of magic squares and some simply stated rules for producing design elements, will be able to create some striking art.

MATHEMATICS TEACHER EDUCATION AND THE FLEXIBLE USE OF TECHNOLOGIES IN DIGITAL AGE

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Hans-Georg Weigand
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Industrial Revolution ◽  
Empirical Studies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Digital Age ◽  
Competence Model ◽  
Advantages And Disadvantages ◽  
Concept Representations

Advantages and disadvantages of the use of digital technologies (DT) in mathematics lessons are worldwidedissussed controversially. Many empirical studies show the benefitof the use of DT in classrooms. However, despite of inspiringresults, classroom suggestions, lesson plans and research reports,the use of DT has not succeeded, as many had expected during thelast decades. One reason is or might be that we have not been ableto convince teachers and lecturers at universities of the benefit ofDT in the classrooms in a sufficient way. However, to show thisbenefit has to be a crucial goal in teacher education because it willbe a condition for preparing teachers for industrial revolution 4.0.In the following we suggest a competence model, which classifies– for a special content (like function, equation or derivative) –the relation between levels of understanding (of the concept),representations of DT and different kind of classroom activities.The flesxible use of digital technologies will be seen in relationto this competence model, results of empirical investigations willbe intergrated and examples of the use of technologies in the upcoming digital age will be given.

THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER

2020 ◽  
pp. 57-72
Author(s):  
Nadiia Ponomareva
Keyword(s):  
Information Technology ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Systems Analysis ◽  
Web Technologies ◽  
Key Competencies ◽  
Teachers Training ◽  
Technology Specialists ◽  
Further Development

As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.

Pengembangan E-modul Berbasis Smartphone Pada Materi Integral Tak Tentu Berorientasi Keterampilan Abad Ke-21

2020 ◽  
Vol 3 (2) ◽  
pp. 222-233
Author(s):  
Veronika Fany Monica Yuniarti ◽  
Nurul Anriani ◽  
Cecep Anwar H. F. Santosa
Keyword(s):  
Research And Development ◽  
21St Century ◽  
Mathematics Teacher ◽  
21St Century Skills ◽  
Research Method ◽  
Effective Medium ◽  
Developmental Research ◽  
High Category ◽  
Research Show

Abstrak: Penelitian ini bertujuan untuk menghasilkan aplikasi e-modul berbasis smartphone pada materi integral tak tentu berorientasi keterampilan abad ke-21 yang valid, praktis, dan efektif. Penelitian menggunakan metode Research and Development (R&D) dari Borg dan Gall yang dimodifikasi menjadi enam langkah. Hasil penelitian menyatakan bahwa hasil skor validasi ahli materi sebesar 4.2 termasuk kategori valid, ahli media diperoleh 3.8 termasuk kategori valid dan guru matematika diperoleh 3.7 termasuk kategori valid. Sedangkan hasil efektivitas diperoleh dari persentase ketuntasan 70% dengan kategori tinggi, dan n-gain sebesar 0,7682 termasuk kategori interpretasi tinggi. Lebih jauh, hasil praktis diperoleh 44.55 jumlah rata-rata skor pernyataan yang termasuk kategori sangat praktis dan 39.80 jumlah rata-rata skor pernyataan yang termasuk kategori praktis. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa pengembangan aplikasi e-modul berbasis smartphone merupakan media yang valid, praktis, dan efektif. Abstract: The research aims to produce a valid, practical, and effective smartphone-based e-module applications 21st-century skills-oriented integral material. The Research method was developmental research (R&D) according to Borg and Gall which was modified into six steps. The results of the research show that the validity of material experts score is 4.2 (valid category), media experts obtained is 3.8 (valid category) and the mathematics teacher score is 3.7 (valid category). While the effectiveness results obtained from the percentage of completeness of 70% with a high category and n-gain of 0.7682 including the high interpretation category. As well as the practical results obtained 44.55 the average number of statements in the very practical category and 39.80 the average number of statements in the practical category. Based on these results it can be concluded that the development of smartphone-based e-module applications is a valid, practical, and effective medium.

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