The purpose of the present article is to narrate some interesting episodes of Ramanujan’s life and to provide a few elementary problems solved by him to demonstrate how he attacked those problems and using his intuition generalized the results in some cases.

Here is a review of Ken Ono & Amir Aczel's book 'My Search for Ramanujan: How I Learned to Count'. 

Prof B Sury, an algebraic number theorist working at Indian Statistical Institute, Bengaluru comments on his observations of Ramanujan's life and works. He also invites you to a quick take on contemporary (Indian) mathematical history and how Ramanujan's work inspired the subsequent trailblazers.

The second half of the video has a more serious discussion on Ramanujan's impact on themes that are at college level.

This is Math Nomad's first video.

In recent months, a Power-Point presentation file on a fourth-order magic square has been doing the rounds on the internet. It is titled “Ramanujan’s magic square” and it is written in a rather dramatic style. We give the gist of its content below, and then we ask you to account for the observed properties of the square using the theorems about fourth-order magic squares established elsewhere in this issue.

Pi - the irrational, nevertheless mathematical, constant and “celebrity number” (as Alex Bellows puts it) is an intriguing & insπring number that has enthralled mathematicians for centuries.
How can I show this to the uninitiated?

Here is a resource on factorization that is bound to capture the attention of your students. You can show your students a few and see what they come up with on their own too! The resource created by Stephen Von Worley was based on Brent Yorgey's Factorization Diagrams. 



The two books reviewed by N. Mukunda are
1. The Man Who Knew Infinity – A Life of the Genius Ramanujan, by Robert Kanigel and 
2. Chandra – A Biography of S. Chandrasekhar, by Kameshwar C. Wali
An interesting extract from Ramanujan’s notebooks which makes for a great classroom exercise in geometry, with a dash of algebra thrown in. An enterprising teacher could do this proof in stages — starting from showing students the figure and asking them to prove the theorem; if they can’t, providing them with enough scaffolding to help them complete the proof.
Here are other links, suggested by Rajkishore from APF,  that can be referred to as well (Click on the image):
They say that each number has its own special property, unique and peculiar to it. It is not always easy to find such a property; sometimes, by luck, or by hard work, one stumbles upon it.

'In The Classroom' is meant for practicing teachers and teacher educators. Articles are sometimes anecdotal; or about how to teach a topic or concept in a different way. They often take a new look at assessment or at projects; discuss how to anchor a math club or math expo; offer insights into remedial teaching etc.


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