In this edition of ‘Adventures’ we study a few miscellaneous problems.

In this article, which is the third of our series on mathematical constants, we continue our exploration of Euler’s constant e. (Yes, we have had to devote more than one ‘episode’ to e, as there is so much to say about this number.)

In this article, which is the second of our series on mathematical constants, we feature one of the most remarkable numbers in all of mathematics—the number e, a number that is bound to occupy centre place in any account of mathematics (along with its close cousin, the number π). It turns out that there is so much to say about e that we will need to devote two articles to this constant alone!

Science is full of constants. Probably the best known such constant is the velocity of light (c), made famous by Einstein’s Special Theory of Relativity. (He postulated that all observers measuring the velocity of light in vacuum would obtain the same figure, regardless of their own velocity.) Other such constants, slightly less famous, are Planck’s constant (h), the gravitational constant (G) which occurs in Newton’s law of universal gravitation, the charge of the electron (e), the mass of the electron (m e ) and the mass of the proton (m p ).

In this short note we present a classroom vignette involving surds.
‘Low Floor High Ceiling’ activities are simple age-appropriate tasks which can be attempted by all the students in the classroom. The complexity of the tasks builds up as the activity proceeds so that each student is pushed to his or her maximum as they attempt their work. There is enough work for all, but as the level gets higher, fewer students are able to complete the tasks.
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