Mathematics education in US middle and high-school, albeit generally acceptable, is literally in the 1900’s level in several key areas (even for AP courses). For example, Gibbs vector analysis (not even useful for Physics in three-dimensions), complex numbers, and linear algebra.

I wonder what your thoughts or plans might be on this topic. I can volunteer to help, and would love to also have your participation in some of our “experiments” in La Jolla / San Diego.

As a physicist, I see that not only the exponential increase in scientific knowledge but also the increasing jargon (err, language specialization) in physics and mathematics has driven this situation — i.e, keeping modern knowledge insulated — to an extreme lag of more than two centuries. Only the humanities might be further behind in US middle and high-schools (e.g., look at the essay level we see there).

Thank you for your blog and space for mathematical science as well as gifted-child education.

]]>I have written a book on problem solving using puzzles and games. Would you know or recommend anyone to proof the book?

Someone with basic math skills and an eye for detail would be desirable.

Please view the samples, and you are welcome to comment of forward the link.

http://ashley.mypressonline.com/puzzles-games.html

Have a nice day.

]]>You can also look at articles on popularisation on my web site. At Bangor we have run Masterclasses for selected 13 year olds and covered a variety of topics: spherical geometry, higher dimensions, knots. See also my presentation “Out of Line”.

Hope that helps.

]]>I am a high school mathematics teacher in Australia, but have been recently working with an 8 year-old boy who is having mathematical discussions with me that go well beyond the Australian National Senior Curriculum.

I am in the process of trying to provide him with opportunities to be challenged in his mathematics (Senior Level) while still provide social and emotional connection with his peers. Do you have any advice or programs or resources that would be useful in ascertaining what the capabilities of this young boy are? His interests are so far beyond his age that I am sure there gaps in his understanding of mathematics if it were to be taught in a linear, scaffolded manner. I want to provide a focus and purpose to his mathematical studies, including filling in the gaps, without tempering his natural curiosity and interest to push the boundaries of what he is capable of understanding.

Any advice would be much appreciated.

Regards, Luke

]]>A question I’m interested in is the validity of climate models that show a large human contribution to global warming. These global climate models are quite complex mathematically. Perhaps you could offer some new insight into the validity of such models.

Bob Clark

]]>I’ve read that professor Durán (a mathematician from Venezuela) claims to have the proof of the following conjectures; “There is an infinite number of Mersenne primes” and “there is an infinite number of Fermat primes”, this is the link that i found: http://www.el-nacional.com/sociedad/Venezolano-demostro-teorema-planteado-anos_0_550145051.html, and, As a consequence of it he said that is completly proved the infinity of perfect numbers, these are the papers:

1. Mersenne Primes Cardinality (2013): http://www.open-science-repository.com/mathematics-70081967.html

2. Fermat Primes Cardinality (2014); http://www.open-science-repository.com/mathematics-45011817.html.

I hope you can read this comment and take this seriously enough to post about it.

Capablanca. H

]]>I observed one interesting prime factorization of the three consecutive numbers 2013, 2014 and 2015, 2013=3x11x61, 2014=2x19x53 and 2015=5x13x31, they are all factorized into three distinct primes. I guess there should be no other three consecutive numbers with this property but I can’t find a proof. What do you think? ]]>