For the number "1729", Ramanujan noted that it was interesting because it was the smallest number expressible as the sum of two cubes in two different ways: Major's paper might discuss the role of intuition in mathematical discovery or the personal relationship that mathematicians have with their subject. Ramanujan's work often relied on deep intuition, which could serve as a prime example of this relationship. The collaboration between Hardy and Ramanujan, who came from very different educational backgrounds, could also be used to highlight how diverse perspectives can lead to significant mathematical advancements. If I would introduce this to secondary math class, mentioning these stories can be a captivating introduction to several math topics and would likely engage the students. The stories connects math to real world contexts, making it accessible and interesting. It shows that mathematics isn't just about solving abstract problems but can be playful and intriguing. For advanced students, exploring the proofs behind these math properties can deepen their understanding of mathematical rigor and methodology. In terms of numbers/letters having personalities, some might see the number 2 as a generator because it is even and small. It is also the smallest prime number. So many concepts seem to trace back to this number. The number 7 as more mysterious due to its associations in literature and folklore. The number 3 appears a lot as well and it's important since 3 is the smallest number of edges to form a closed polygon as well as having a triad stand to support a seat. In many languages the number 4 is dispised since it sounds like death. Dates such as Friday the 13th have had superstitious stories revolving around it which makes some people uneasy to write an exam at that time!
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Hi Michael, I appreciated your mention of the stories behind the math advancing the understanding of students who already have sophisticated understanding of mathematical concepts. Too often, we think that placing math in context is only for students who are rather math-averse--which is not true! I am curious to know more about how you relate calendar dates or numbers to either shapes, colours or perhaps sound. Or do you maybe have a mental model that these things are organised in?
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