I must confess that it was the top layer that attracted me to quilting. This was clearly a case of the whole being greater than the sum of its parts- I was wonderstruck at how scraps of material could be pieced together to make beautiful patterns that were all at once eye-catching and pleasing.

On the Facebook page (AtRiUM: At Right Angles, Us and Math) linked to this magazine, one of our contributors, Arsalan Wares, has been astonishingly prolific in posting problems. A good many of these have had to do with regular hexagons; more specifically, with the areas of polygonal regions drawn within such hexagons. It is both astonishing and pleasing to see such a rich diversity of problems arising from this simple and familiar structure.

In the 3rd part of the series, we are trying to find all triples (a, b, c) of coprime positive integers satisfying the property a2 = b(b + c). What solutions does the equation have (in coprime positive integers) other than (a, b, c) = (6, 4, 5)?
In this article, we offer a second proof of the triangle-in-a-triangle theorem, using the principles of similarity geometry. Then, using vectors, we prove a result which is a generalisation of that theorem.

Use GeoGebra to check when will a rectangle have maximum area when it is inscribed in a triangle. 

In this article we examine how to prove a result obtained after careful GeoGebra experimentation. It was featured in the March 2015 issue of At Right Angles, in the ‘Tech Space’ section.
‘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.

This continues the ‘Proof’ column begun earlier. In this ‘episode’ we study some results from geometry related to the theme of concurrence.

In mathematics, breaking up is not hard to do!

In this short note we describe some incidents in mathematics teaching— as they actually occurred in the classroom.


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