The Number Devil: Pascal's Triangle

In the book The Housekeeper and the Professor by Yoko Ogawa is about a new housekeeper who works for an ex-mathematics Professor whose memory last only eighty minutes due to a car accident in his past. In the book, one quote that speaks to me about math is “I realized that he talked about numbers whenever he was unsure of what to say or do. Numbers were also his way of reaching out to the world. They were safe, a source of comfort” (Ogawa 7). This quote changed my perspective about numbers because according to the book the Professor repeatedly asked the same set of question to the new housekeeper, the narrator. Every morning he would ask her what is her shoe size, telephone number, or perhaps zip code and etc. With this idea, it made me realize

No number, when one multiplies it by itself, produces a negative integer, leaving √-1 to be considered an imaginary number. A number that does not exist in society. D-503, lets mathematics control his life because that is all that he ever feared. When confronted with this irrational mathematical idea, D-503 is filled with fear that the orderly system that One State lives by will collapse. He is so dependent on mathematics to explain life in a rational way, the appearance of an imaginary number drops him to his knees in fear. He panics not only because the root exists, but also because he is afraid that the root is inside him. Throughout We, D-503 fears the irrational part of his personality. I-330’s love, prompts him to act in irrational ways, he believes that he does not control his body, the imaginary number

This essay will attempt to discuss the strengths and weaknesses of Descartes’ dreaming argument and evil demon argument. Through discussion, I will show why the evil demon argument is more plausible than the dreaming argument. The essay will give a brief definition of the two arguments and explain why these arguments are important. Then I will discuss the two arguments, considering both sides and referencing previous work by other philosophers. I will conclude with a short summary of the topics covered.

In “Wonders of the Invisible World”, Mather suggests the devil resides in people who collect in “hellish meetings” where they discuss how to “destroy the kingdom on out lord Jesus Christ.” He uses Martha Carrier as an example of someone who is possessed by the devil and seeks to corrupt others and do harm to those who follow God. He provides evidence by bringing witnesses to Carrier’s torment, including her children. How the devil is portrayed in “The Devil in the Manuscript” is more figurative rather than literal. Oberon believes the devil possessed his writing because no one wants to publish what he wrote. This is likely less literal than what Cotton Mather means, and is likely attributed from his ego and belief that his writing is too great to be his fault.

To begin with, Dante describes Satan differently than what most people expected. Satan, in this story, has three heads and three sets of wings. For instance, Dante says

In Hans Magnus Enzensberger The Number Devil a boy and the number devil interact through a series of dreams.it tells a story about a kid named Robert who goes and find outs mathematical abstractions in his dream with the number devil. The number devil has different mathematicians who make the story Felix Klein, Robert, and the 12 dreams. Enzensberger tells a story about Robert and his mathematical journey under the tutelage of the number devil.

Mathematical Genius Community (MAGIC) managing a math competition biweekly, mainly for third graders to eighth graders attending the Young Explorers School. In these competitions, math concepts (algebra, geometry, probability, number sense, and counting) will be covered in order to enrich the student's knowledge. The competitions will be free of cost. Our main goal is for children to expand their mathematical knowledge through competition. We will host an individual test taken by everyone. Then, students will be placed in groups based on their score to take team tests. The testing portion of the competition will take around two hours with short breaks in between the

Satan has been used to symbolize human weaknesses and temptations or your worst doom or horror that viewers can possibly imagine. Some examples of the Devil's presence in movies are: Rosemary's Baby 1968, Rosemary Woodhouse was raped by the Devil, her husband, closest friends, and family members accused her of being mentally ill, but in the end they were all members of a Satanic cult and she was forced to give birth to the Antichrist. Another movie such as The Ninth Gate 1999, the main character was hired by a very rich man to help him acquire six 17th century books presumably illustrated by Lucifer himself. In the movie, the main character did not know that he was blindly helping a satanic leader. When the books are all brought together, a secret inscription will be revealed that will summon the Devil.

I like math because it is beautiful in so many unimaginable ways. For example, take the invention of the Cartesian coordinate plane. This mathematical invention is beautiful because it integrates algebra and geometry, which were originally thought to be two completely unrelated topics by assigning a coordinate value to a point, which leads to different ways of proving geometric theorems and properties. Some math books I have read include Introduction to Algebra, Volume 1: The Basics, Geometry for Enjoyment and Challenge, and the Number Devil. My favorite one is the Number Devil because it introduces basic math, but it is expressed in a different way. Most math textbooks teach others by giving practice problems, but in the Number Devil, we learn

Off the southern tip of Florida lies an area so mysterious, it’s nicknamed, “The Devil’s Triangle”. This mythical geographic area in the Atlantic stretches from the tip of Florida, to Bermuda, and Puerto Rico. In the past few centuries, over a thousand ships and planes have inexplicably disappeared without a trace. This phenomenon has skeptics theorizing the possible explanations for these disappearances.

In third grade, I was nicknamed the “Multiplication Queen.” During that time, we would regularly have timed multiplication tests. Every time a student receives a hundred, they would move on to the next level. Because I finished tests quickly and was almost always on a level higher than my peers, this nickname was bestowed upon me. Perhaps the reason it appeared I was doing so well was because I have a passion for math. Since I was young, I have loved math.

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

You must have heard of the Pascal triangle, how two numbers above add up to the number below and etcetera etcetera, but do you know the person behind the triangle? Who invented the Pascal triangle? Who turned a calculating machine that only existed in dreams into reality? In this report, we will be investigating, not only about what he invented, but he himself as well. He is Blaise Pascal.

Pascal’s Triangle is named after the seventeenth century mathematician and philosopher, Blaise Pascal. However, several other mathematicians knew about and utilized the triangle before Pascal’s birth in 1623. In the twelfth century, both Persian and Chinese mathematicians were trying to create an arithmetical triangle that is easy to construct and that gives the coefficients of the expansion of the algebraic expression expression (a + b)n for different integer values of n. Pascal’s Triangle was first discovered by Chinese mathematician, Yang Hui, and rediscovered 500 years later by the French mathematician, Blaise Pascal (1623-62). The Chinese mathematician, Chu Shih Chieh, depicted the triangle and indicated its use in providing coefficients for the binomial expansion of (a + b)n in his 1303 treatise The Precious Mirror of the Four Elements. Chinese mathematician, Chia Hsien (circa 1050) used the triangle to extract square and cube roots of numbers. In addition, after Chia Hsien’s discovery of the relationship between extracting roots and the binomial coefficients of the triangle, work continued on this topic by several Chinese algebraists to solve higher than cubic equations. Pascal’s work on the triangle emanated from the popularity of gambling. The triangle came to be known as Pascal’s Triangle with Blaise Pascal’s completion of Traité du triangle arithmétique in 1654. Making use of the already known array of binomial coefficients, Blaise Pascal developed many of the

The tale of the Jersey Devil is one of the oldest tales in folklore. It has survived through the ages. “People from New Jersey have spoken of it for more than 300 years now” (McCloy, Miller). Being born not too far away from New Jersey, this was a tale that I heard often growing up. Like a lot of kids who just got their drivers licenses, I found myself