I feel the charm of mathematics in 600 words

As a student, our most important task is to learn. It has been said, "Learning is boring."

Someone said, "Learning is not fun." Others said ......However, I don't think so, I think learning is a fun and happy thing, if you don't believe it, then listen to me tell me about my study life.

I love to read, reading is a meaningful thing, and I can always find my spiritual needs in a book, and the storyline in the book is full of ups and downs and fascinating. Reading a book is like watching a wonderful movie, and how pleasant it is. Walking into the book, you can feel the emotions of the protagonist, and you will cry and regret with the unpredictable storyline, or cheer together, or you can appreciate the exotic customs, increase scientific knowledge, and have more fun.

There are also struggles in learning, there are competitions. I have to identify a competitor at each test to see who has the highest score after the test. When I surpass my opponents again and again, how happy I am, how happy!

The joy of learning can also be reflected in the exam. When I am left behind by my opponents, I think seriously about the reasons for my failures, and look for shortcomings in my studies to make up for them and strive for success next time. With all that said, what's the fun of learning?

Of course, when I was doing a math problem, I might be blinded when I encountered a difficult problem, but after calming down, meditating, drawing line diagrams, column equations, I tried again and again, and calculated again and again on scratch paper, I finally came up with the answer. At that moment, I was ecstatic, I felt a special sense of joy, I felt very proud, and I felt the joy of learning. Every time I start studying, I feel happy and treat it as a kind of play, and I play with my heart, and if I study with this mentality, I will definitely succeed in learning.

Writing essays is also a kind of fun, I will let go of my feelings and ideas, write freely, and will not be afraid of any troubles, and when I am recommended by the school information and recognized by the teacher, there is a sense of pride. Learning is a fun thing. Having said all this, I think everyone already knows the joy of learning, let's study hard together and strive to be the best version of ourselves!

"The Charm of Mathematics" covers everything from the invention of numbers thousands of years ago to the current problems studied in mathematics. Swimming in the world of mathematics, space, probability, and cryptography, it is becoming increasingly clear that mathematics is not boring, but a subject that is full of beauty, charm, and addiction. Mathematics is everywhere in our daily lives:

Like CD players, cars, computers, ......No kind of technology or instrument would be unimaginable without mathematics. Despite this, the subject is not that popular. Many people have a special fear of mathematics from their school days, believing that it is boring, distant from life, and difficult to understand.

In The Charm of Mathematics, the famous mathematician and science journalist Dr. Wolfgang Bloom expresses a view that is by no means the same as those prejudices.

Like any other discipline, mathematics has evolved in recent decades at a much faster rate than ever before, and it is impossible to go into detail about the charm of mathematics. Today, thousands of research results emerge every year. Even professionals can't keep up with all the sub-disciplines of mathematics at all times.

However, The Charm of Mathematics can give you an insight into this magical world that shimmers with the light of wisdom.

Mathematics has an extremely important educational value. Mathematics is one of the fundamental factors in the training of objective and precise judgment, and in particular requires active thinking and verification of results, which can have an impact on the learning (intellectually and morally) of other subjects. The mystery of mathematics lies not in discovering its perfection and complexity, but in finding the most economical and simple expressions and arguments.

Because mathematics plays a central role in modern culture, a basic understanding of the nature of mathematics becomes a need for scientific literacy. To do this, students need to see mathematics as part of a scientific activity, understand the nature of mathematical thinking, and become familiar with important mathematical concepts and techniques.

As a theoretical discipline, mathematics explores the relationship between abstract concepts without considering whether these abstractions have a corresponding in the real world. Psychological research has shown that the core of all intelligence lies in thinking. The development of children's mathematical ability should include cognition, calculation, and thinking, rather than simply equating calculation with mathematics.

Some scholars have insightfully pointed out that abacus and mental arithmetic do have a good role in promoting children's numeracy ability, but their contribution to children's thinking development is very limited.

The purpose of mathematics teaching is to help students form logical procedures in action (thinking, analysis, abstraction, conciseness, planning, deduction, reasoning, generalization, concretization, application, judgment, etc.), to form reasonable ideas and the quality of their expression (order, precision, clarity, conciseness, etc.), to arouse observation, to form concepts of space and number, to cultivate intuition and imagination, the ability to pay attention and attention, perseverance and the habit of regular effort in the abstract field, and finally to form scientific literacy (objectivity, honesty, research interests, etc.). This is a fundamental part of the education of a modern man, even if he is engaged in non-scientific or non-technical work in the future.

I once heard an Olympiad math teacher say that learning mathematics is like a fish and a net; Being able to solve a problem is like catching a fish, and mastering a method of solving a problem is like having a net; So, the difference between "learning math" and "learning math well" is whether you have a fish or a net.

Mathematics is a very thoughtful course, and it is very logical, so it will always give people an illusion.

Geometry in mathematics is interesting, and each figure is interdependent, but also has its own merits. For example, circles. The formula for calculating the area of a circle is s= r, and because the radius is different, we often make some mistakes.

For example, "a pizza with a radius of 9 cm and a radius of 6 cm is equal to a pizza with a radius of 15 cm", in terms of proposition, this question first confuses everyone and gives people an illusion, and cleverly uses the area formula of the circle to make people produce a wrong balance.

Actually, a pizza with a radius of 9 cm and a pizza with a radius of 6 cm is not equal to a pizza with a radius of 15 cm, because the area of a pizza with a radius of 9 cm and a pizza with a radius of 6 cm is s= r = 9 +6 = 117, while the area of a pizza with a radius of 15 cm is s= r = 15 = 225, so a pizza with a radius of 9 cm and a pizza with a radius of 6 cm is not equal to a pizza with a radius of 15 cm.

Mathematics, like a peak, straight into the sky, just started to climb, it feels very easy, but the higher we climb, the steeper the mountain becomes, which makes people feel frightened, at this time, only people who really love mathematics will have the courage to continue climbing, so people who stand on the peak of mathematics love mathematics from the bottom of their hearts.

Remember, the person standing at the foot of the peak cannot see the peak.

My Findings Students, do you have some casual discoveries in your math studies like me? Let me now present some of my findings.

If you want to multiply a multi-digit number by 5, are you going to do it vertically? I can do the math because I've found a trick. Want to know?

Let me tell you: Calculate the product of 48532 5, first find this number 485320, and then divide it by 2, will you do the math? 242660 That's the product of 48532 5.

You know why? If I enlarge the original number by 10 times and then shrink it by 2 times, is that equivalent to a 5-fold expansion? Have you gotten the hang of it?

I also found the same thing: a number multiplication is just a matter of adding half of it to itself. (Think about why?) What about a number multiplied by 15? Take it one step further with the method you just made – you've already thought of it, just expand it 10 times more!

I also found a multi-digit number, the last two digits meet this requirement: ten odd numbers on the ten digits, 5 on the single digits, multiply it by 5, and the last two digits of the product must be 75. I guess why is that?

Because the single digit of the multi-digit digit is multiplied by 5 to get 25, the single digit of the product is 5, and the odd digit of the ten digit is multiplied by 5 to reach the number of fifteen, this 5 should be added to the 5 digit of the single digit and written on the ten digit, so the ten digit of this product must be 7, and the single digit must be 5. In the same way, it is not difficult for you to deduce, a multi-digit tens of digits are even numbers, and the single digits are 5, and it is multiplied by 5, and the last two digits of the product must be 25.

Can this discovery be explained by the ingenious algorithm of multiplying a number by 5 that I mentioned earlier? Think about it, they are the same, because after this number is expanded by 10 times, the last two digits are 50, and then divided by 2, there may be a remainder 1 in the hundred, and 50 together 150 2=75 is the number on the last two digits, or there may be no surplus 1 in the hundred, then the quotient of 50 2 is the number on the last two digits.

Students, isn't this little discovery of mine insignificant? But I'm proud that it's the result of my own brain observation and thinking. Aren't great discoveries made up of these little bits? Students, let's be a diligent thinker and a discoverer!

Oops, today our class borrowed books. I hurried out of my seat. "Smack!

A math book was knocked to the ground by me. Mathematics also has a "Lesson Pass"? What's going to be there?

Do they have as many meanings as languages do? No way! Still....Spring Dawn....I opened it with interest, why can't I understand this topic?

How to solve it?

Just as I wanted to put the book back in my classmate's place, my mother's words rang in my ears: "You, everything is good, but you don't like to use your brain." "I have to solve this problem so that my mother will be impressed by me.

Look at Sun He and she said that I don't like to use my brain, hum! Is a pizza with a diameter of 9 cm and a pizza with a radius of 6 cm as large as a pizza with a radius of 15 cm? Oops, it's so simple, even kindergarten children do, why am I confused.

Do you think it's a big problem? I was secretly proud. It's certainly the same size, and I can turn to the answer with confidence.

Yes? No. How could it not be?

My eyes widened and I froze. Could it be that the answer is misprinted? Don't, wait......The area of a pizza with a radius of 9 cm and 6 cm is s=9 squared multiplied by +6 squared by =117 times , and the area with a radius of 15 cm is s=15 squared multiplied by =225 times , so these two answers are not related, really careless.

No wonder the teacher always said that I had a friend named "careless".

It seems that if you want to learn mathematics well, you must not only be willing to use your brain, but also think carefully and not be careless!