am delighted to share with you all that I was honored by Dr. Kiran Bedi on the 2nd
National Mathematics Symposium which was organized by AVAS in lieu of
celebrating National Math’s Day, 22nd Dec’2013.
Indian Prime Minister Manmohan Singh paid
tribute to mathematician Srinivasa Ramanujan (1887- 1920), on the occasion of
125th birth anniversary. He announced that his birthday - December 22 - would
be a National Mathematics Day.
Srinivasa Ramanujan (22 December 1887 – 26 April 1920) was an Indian mathematician, who made extraordinary contributions to mathematical analysis, number theory, infinite series, and continued fractions. Ramanujan independently compiled nearly 3900 results (mostly identities and equations). His work continues to inspire mathematicians even today!
Srinivasa Ramanujan, born into a poor Brahmin family at Erode on Dec. 22, 1887, attended school in nearby Kumbakonam. By the time he was 13, he could solve unaided every problem in Loney's Trigonometry, and at 14 he obtained the theorems for the sine and the cosine that had been anticipated by L. Euler.
Ramanujan became so absorbed in mathematics that when he entered the local government college in 1904 with a merit scholarship, he neglected his other subjects and lost the scholarship. Ramanujan married in 1909, and while working as a clerk he continued his mathematical investigations.
In January 1913 Ramanujan sent some of his work to G. H. Hardy, Cayley lecturer in mathematics at Cambridge. Hardy noticed that Ramanujan had rediscovered, and gone far beyond, some of the latest conclusions of Western mathematicians.
In 1914 Ramanujan went to Cambridge. The university experience gave him considerable sophistication, but intuition still played a more important role than argument. In Hardy's opinion, if Ramanujan's gift had been recognized early, he could have become one of the greatest mathematicians of all time. His patience, memory, power of calculation, and intuition made him the greatest formalist of his day.
In 1918 Ramanujan was elected a fellow of the Royal Society and a Fellow of Trinity College, Cambridge.
However, the story goes that, Ramanujan’s health deteriorated greatly while he was in England, and he eventually had to travel back to India in 1919. He died a year later, when he was only 33 years of age, although his work will be remembered for a long time. He dealt with Riemann series, the elliptic integrals, hyper geometric series, and functional equations of the zeta function. Hardy liked to rank mathematicians on a scale of 1 to 100, and he gave himself 25, Littlewood 30, David Hilbert 80, and Ramanujan 100, which shows just how great Ramanujan was.
I am delighted to share with you all that I was
invited as a resource person to take sessions for teachers and students held at
IIT (Delhi) on 20 December 2013. The 2nd
National Mathematics Symposium was organized in lieu of celebrating National Math’s
Day, 22nd Dec’2013. This event has been planned to honor all the Math’s teachers
for their contribution in the field of Math’s. There were total of around 120
teachers and 60 students from Delhi.
It was really a great learning and sharing
Dear class XII Students, I hope that all of you must have performed well in the Second Term Exam held today i.e. 16 December 2013. I have prepared two sets for the exam but in the exam only set B has come. But for your reference I am providing both the sets of the question paper and the solution key. Question Papers: Set ASet B Solution Key
Errata: Answer to question no. 22 is 3/root(2) unit. All the best...
Mathematics, often called as language of nature has become an integral part of everyone’s life. In today's highly competitive world, one has to bear a lot of mental stress and also have to get involved in so many things in order to acquire knowledge. This is where co-scholastic activities play a very significant role. They provide the much needed exposure for a student.
CRPF Public School has fulfilled its motto of striving towards excellence by organizing and successfully completing its Fourth Intra School Mathematics Olympiad on 8rd November 2013. Around 250 students enthusiastically participated in the Olympiad held in school premises.
Such Olympiads and events provide a great and extended platform for the students to nurture and showcase their ability and talent. It was a towering learning experience for the students of the school from class V to XII. To encourage students, merit certificates will be given to those scoring at least 60% along with the normal prizes for the top scorers.
I hope that all the participating students must have done well in the exam. To access your performance, check out the solution keys of the question papers below:-
is a very important tool for obtaining new results in mathematics. We first
experiments with numbers and geometrical shapes and observe some patterns
emerging and then we make some conjectures on the basis of these observations.
These conjectures do not get the status of theorems unless these can be
deducted either from certain axioms or can be deduced from other results which
have been earlier proved in mathematics.
Let us consider some
examples of valid as well as invalid generalizations.
CONJECTURES BASED ON
SOME MORE CONJECTURES:
Conjectures are obtained by generalizations but only
those generalizations are valid which can be proved rigorously. We must
continue to generalize, but we must generalize with care.
So, what did you conjecture today!
Note: I could not type mathematical symbols on the blog. So, I have attached images in this post. Click here to download pdf file for printing.
S.D. Public School, Pitam Pura in collaboration with NCSTC, Department of Science
and Technology is organized “Mathematics Movement - (Phase II)” from 3rd to 5th
October 2013. There were many interactive sessions for the teachers and the
students. The main focus of the event was to enhance the student’s skills in
various areas of Mathematics.
had my sessions on all three days with class IX and X students.
Mathematics Movement held at SDPS Day 1:
interdisciplinary activity relating mathematics with environment was taken.
This activity was planned by Mr. Ajay Marwah (HOD – Math’s) from SDPS.
While preparing myself for this activity, I came across another area where mathematics is used. It's about various paper sizes like A4, A3 etc. Some interesting results are here. I will be doing a project soon on this topic with my students.
If anyone is interested to check solutions, he/she can email to me at email@example.com
I am thankful to Mrs. Anita Sharma, Principal SDPS
Pitam Pura for having trust in me and giving an opportunity to interact with
the kids. I am also thankful to my Principal Sir Sh. H. R. Sharma for allowing
me to attend this mega event. My sincere thanks to Mrs. Rashmi Kathuria, a Math's teacher from Kulachi Hansraj School, Ashok Vihar who is a true passionate math's teacher I have ever met.
famous quote about Isidor Isaac Rabi (born American physicist and Nobel
laureate recognized in 1944 for his discovery of nuclear magnetic resonance )
mother made me a scientist without ever intending to. Every other Jewish mother
in Brooklyn would ask her child after school: So? Did you learn anything today?
But not my mother. She would say, "Did you ask a good question
today?" That difference--asking good questions--made me become a
all are aware that Problem Solving is the focus of learning and teaching of
Mathematics. However the problems have to be exciting, non-routine and
challenging. In order to get thrill and excitement in Mathematics, students and
teachers have to be trained not only in problem solving, but also in Problem Posing in Mathematics. Posing
problems in Mathematics is not as difficult as it may appear, if students can
learn some techniques for posing problems.
suggested by late Prof. J. N. Kapur, some techniques for posing problems are as
(i)Generalising of known
(ii)Extending known results
(iii)Adding or removing some
of the conditions of the theorem and seeing whether the same result or a
modified result continues to hold under the modified conditions.
known results to get a new result.
(v)Finding whether the
converse of a result is true.
(vi)Finding new proofs of
known results or solving problems by alternative methods.
are some examples:
Problems posed by
attempts to generalise or extend known results:
roots of quadratic equations.
(i)Can we get similar
expressions for the roots of third degree, fourth degree or higher degree
(ii)Can we say how many
roots will an nth degree equation have?
(iii)Can we find all the
roots numerically or graphically?
Result: We can in general construct a
triangle if three elements of the triangle, including length of one side, are
(i)Can we construct a
quadrilateral if the lengths of the four sides are given or if any four
elements out of the lengths of four sides, lengths of two diagonals, the
magnitudes of four angles are given?
(i) Do we require more than 4 elements for
constructing a unique quadrilateral?
(ii)Similarly for a
pentagon, how many elements should be given?
(3)Known Result: The
sum of squares and cubes of the first n
(i)Can we find the sum of rth powers of the first n natural numbers where r = 4, 5, 6, …
(1)Known Result: For
a given value of x the value of sin x, cos x, tan x are known.
(i)Given the value of sin x or cos x or tan x, find the
value of x. (This solution is not
unique and this led to the development of theory of inverse trigonometric
Result: Given a function f(x),
find its derivative.
(i)Given the derivative,
find the function of which it is the derivative. (Obviously there will be
infinitely many answers are possible).
are only sample problems provided. One may now begin to think of similar and
other such problems to arouse curiosity in Mathematics. We may not know all the
answers to the problems posed by us or others. But it is certain in search of
answers there will surely be a great deal of learning.
is said that “Focus on the journey, not the destination. Joy is found not in
finishing an activity but in doing it”. Do give your reflections, ideas, suggestions in comment section.
D. Public School, Pitam Pura in collaboration with NCSTC, Department of Science
and Technology is organizing Mathematics Movement (Phase II) from 3rd
to 5th October 2013. There will be many sessions for the teachers
and the students. The main focus of the event will be enhancing student’s
skills in various areas of Mathematics.
following students from our school will be attending these three day programme.
Jain V Class
Bhatia V Class
Dogra VI Class
Dahiya VI Class
Gupta VII Class
Jain VIII Class
Grover IX Class
Trehan X Class
teachers Mrs. Shipla Gupta and Mrs. Sandhya Talwar will also attend this
hope that there will be a great mathematical learning for all of them.
am pleased to share that Cluster Innovation Centre; University of Delhi
organized an Open-Day session on 18 September 2013 to interact with School
Principals, Mathematics Teachers/ Academic Heads to focus on the issues and
concerns in School Mathematics Education and how to bring into university
academia and research community together to address these issues in more
tangible and concrete ways.
I joined the forum as a panelist. The panel discussion addressed the critical issues in school mathematics education.
The session was presided by the Honourable Vice Chancellor of University of Delhi, Prof. Dinesh Singh.
All the Photographs of the session can be viewed here.
is the presentation used by me on the topic- What Successful Math‘s Teachers