Sail Through Mathematics

Document from the year 2013 in the subject Mathematics - Geometry, grade: 3.00, , language: English, abstract: Ever since the creation of math, mathematicians have attempted to extend, or challenge the work of another mathematician with the intent to try and disprove their discoveries. The applications of math we now use to solve the problems of life, are due to discoveries of these great minds. Mathematics is no longer a system to count objects, as this examination will attempt to: Propose a Hypothetical Method of Attempting to Break the Current Sailing Record Around the World using Spherical Trigonometry. The scope in which this examination will take into account is that of spherical trigonometry at its sole. Situations will be adjusted to make spherical trigonometry the tool to attempt to challenge the current record of sailing around the world. It will not include the vector components entirely. Needless to say, the majority of the trigonometry used in this examination will be explained just enough to be understandable for the common math enthusiast. The record breaking component, is only a form in which this sub-branch of spherical geometry can be applied in the real world. The result of this examination ended with a success. The method taken resulted in breaking the current record held by Loïck Peyron within an astonishing 45 days 13 hours 42 minutes and 53 seconds. But from this examination it was derived that, with respect to the given points, that you could go around the world in 20 days 17 hours 5 minutes and 17 seconds when going at a speed of 40 knots. However, this result was attained by not taking into consideration certain external factors that Loïck Peyron may have encountered when he broke the record. Therefore, if the condition were just right, and a constant speed of 40 knots was kept consistent throughout, the results from this examination would be valid.

National Curriculum guidelines emphasise knowledge, understanding and skills. The author, an internationally recognised authority, provides teachers with a clear explanation of these principles, and explains the relation between understanding and skills, and describes their application to the teaching of mathematics. The book contains numerous activities to show how mathematics can be learnt in the primary classroom with understanding and enjoyment, including: * formation of mathematical concepts * construction of knowledge * contents and structure of primary mathematics

A fictionalized biography of the mathematician and astronomer who realized his childhood desire to become a ship's captain and authored The American Practical Navigator.

Hands-on science in the Age of Exploration. Winner of the John Lyman Book Award in Naval and Maritime Science and Technology by the North American Society for Oceanic History and the Leo Gershoy Prize by the American Historical Association Throughout the Age of Exploration, European maritime communities bent on colonial and commercial expansion embraced the complex mechanics of celestial navigation. They developed schools, textbooks, and instruments to teach the new mathematical techniques to sailors. As these experts debated the value of theory and practice, memory and mathematics, they created hybrid models that would have a lasting impact on applied science. In Sailing School, a richly illustrated comparative study of this transformative period, Margaret E. Schotte charts more than two hundred years of navigational history as she investigates how mariners solved the challenges of navigating beyond sight of land. She begins by outlining the influential sixteenth-century Iberian model for training and certifying nautical practitioners. She takes us into a Dutch bookshop stocked with maritime manuals and a French trigonometry lesson devoted to the idea that "navigation is nothing more than a right triangle." The story culminates at the close of the eighteenth century with a young British naval officer who managed to keep his damaged vessel afloat for two long months, thanks largely to lessons he learned as a keen student. This is the first study to trace the importance, for the navigator's art, of the world of print. Schotte interrogates a wide variety of archival records from six countries, including hundreds of published textbooks and never-before-studied manuscripts crafted by practitioners themselves. Ultimately, Sailing School helps us to rethink the relationship among maritime history, the Scientific Revolution, and the rise of print culture during a period of unparalleled innovation and global expansion.

Henry O. Pollak Chairman of the International Program Committee Bell Laboratories Murray Hill, New Jersey, USA The Fourth International Congress on Mathematics Education was held in Berkeley, California, USA, August 10-16, 1980. Previous Congresses were held in Lyons in 1969, Exeter in 1972, and Karlsruhe in 1976. Attendance at Berkeley was about 1800 full and 500 associate members from about 90 countries; at least half of these come from outside of North America. About 450 persons participated in the program either as speakers or as presiders; approximately 40 percent of these came from the U.S. or Canada. There were four plenary addresses; they were delivered by Hans Freudenthal on major problems of mathematics education, Hermina Sinclair on the relationship between the learning of language and of mathematics, Seymour Papert on the computer as carrier of mathematical culture, and Hua Loo-Keng on popularising and applying mathematical methods. Gearge Polya was the honorary president of the Congress; illness prevented his planned attendence but he sent a brief presentation entitled, "Mathematics Improves the Mind". There was a full program of speakers, panelists, debates, miniconferences, and meetings of working and study groups. In addition, 18 major projects from around the world were invited to make presentations, and various groups representing special areas of concern had the opportunity to meet and to plan their future activities.