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Feels like time to start writing again. However, this is a republication of an older article on near death and the void... and coming back!

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Richard Mankiewicz commented on a post on Blogger.

Think about the structure of each number in the centre. The three numbers in the circles are each related to that structure. No other numbers need to be used. Hope that's enough of a clue!

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Not a competition... just a game! ;-)

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This may be of interest to mathematics tutors and to students thinking about how they think about mathematics.

This topic is of in interest to me since I have been looking at "math anxiety" and "math distain," and why they occur.

"It does not come as a surprise to realize that mathematics education traces back several thousand years. However, still very little is known about the fundamental principles of how individuals learn mathematics and at which age education should start. The issue is far from trivial as it is commonly assumed that mathematics is a special subject area perhaps requiring specific motivation, interest and teaching methods in order to be learned efficiently (National Council of Teachers of Mathematics, 2000). Here, we are attempting to make a case for neuroscience methodology as a modern tool capable of contributing to the debate, where a special but not exclusive emphasis is on brain development."

"It does not come as a surprise to realize that mathematics education traces back several thousand years. However, still very little is known about the fundamental principles of how individuals learn mathematics and at which age education should start. The issue is far from trivial as it is commonly assumed that mathematics is a special subject area perhaps requiring specific motivation, interest and teaching methods in order to be learned efficiently (National Council of Teachers of Mathematics, 2000). Here, we are attempting to make a case for neuroscience methodology as a modern tool capable of contributing to the debate, where a special but not exclusive emphasis is on brain development."

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This may be of interest to mathematics tutors and to students thinking about how they think about mathematics.

This topic is of in interest to me since I have been looking at "math anxiety" and "math distain," and why they occur.

"It does not come as a surprise to realize that mathematics education traces back several thousand years. However, still very little is known about the fundamental principles of how individuals learn mathematics and at which age education should start. The issue is far from trivial as it is commonly assumed that mathematics is a special subject area perhaps requiring specific motivation, interest and teaching methods in order to be learned efficiently (National Council of Teachers of Mathematics, 2000). Here, we are attempting to make a case for neuroscience methodology as a modern tool capable of contributing to the debate, where a special but not exclusive emphasis is on brain development."

"It does not come as a surprise to realize that mathematics education traces back several thousand years. However, still very little is known about the fundamental principles of how individuals learn mathematics and at which age education should start. The issue is far from trivial as it is commonly assumed that mathematics is a special subject area perhaps requiring specific motivation, interest and teaching methods in order to be learned efficiently (National Council of Teachers of Mathematics, 2000). Here, we are attempting to make a case for neuroscience methodology as a modern tool capable of contributing to the debate, where a special but not exclusive emphasis is on brain development."

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**Tartu Old Observatory, Tartu, Estonia**

A short walk from the AHHAA Science Centre stands the Tartu Old Observatory. Building was completed in 1812 and it is now a UNESCO World Heritage Centre as part of the 2,800 km long Struve Geodetic Arc. "The Struve Arc is a chain of survey triangulations st...

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**Sam Harris and the Language of Spirituality**

Sam Harris recently wrote a short blog piece entitled “ The Path Between Pseudo-Spirituality and Pseudo-Science. ” Sadly, given the magniloquent title, it is primarily another announcement for his forthcoming book, “Waking Up: A Guide to Spirituality Withou...

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This is something I constructed at the end of last year but never posted on here. Very much for primary students, although my class found it pretty hard so may also be useful for lower secondary. Enjoy!

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I know that the Putnam Competition is way above the upper secondary category of this community, but it's sometimes good to know what's up in the clouds.

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The first question is not too hard, but would be interested in the general case. Brute force algorithms accepted in this case :-)

Let B be a positive whole number expressed in base 10. B is called a 'basiq' number if it can also be expressed as A base N, where N is the sum of the digits of A, otherwise it is non-basiq.

Find all non-basiq numbers between 1 and 100 inclusive. How many are there?

Is there a highest non-basiq number, and if so, what is it?

Find all non-basiq numbers between 1 and 100 inclusive. How many are there?

Is there a highest non-basiq number, and if so, what is it?

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