Difference between revisions of "Mathematical problem solving"
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<math>-\frac16 = -\frac{1}{\pi^2}-\frac{1}{4\pi^2}-\frac{1}{9\pi^2}-...</math><br> | <math>-\frac16 = -\frac{1}{\pi^2}-\frac{1}{4\pi^2}-\frac{1}{9\pi^2}-...</math><br> | ||
or, multiplying both sides by -<math>\pi^2</math>,<br> | or, multiplying both sides by -<math>\pi^2</math>,<br> | ||
| − | <math>\frac{\pi^2}{6}=\frac{1}{1^2}+\frac{1}{2^2}+\frac{1}{3^2}</math><br> | + | <math>\frac{\pi^2}{6}=\frac{1}{1^2}+\frac{1}{2^2}+\frac{1}{3^2}+\cdots</math><br> |
'''''-Quoted from [[Art of Problem Solving Volume 2]] page 258''''' | '''''-Quoted from [[Art of Problem Solving Volume 2]] page 258''''' | ||
Revision as of 13:48, 22 June 2006
The idea behind The Art of Problem Solving as well as many math competitions is the use of creative methods to solve problems. In a way, students are discouraged to use rote memorization as opposed to creative spontaneous thinking. Mathematical problem solving involves using all the tools at one's disposal to attack a problem in a new way.
An Historical Example
An interesting example of this kind of thinking is the calculation of the sum of the series ![]()
The famous mathematician Leonhard Euler used the fact that:
![]()
The zeros of
are at
,
,
, etc. so Euler made the leap of claiming that the polynomial on the right hand side can be factored as
![]()
since both sides are 0 at the same places. Dividing both sides by x and simplifying the right side, we get
![]()
The constant terms of both sides agree, both being 1, so this crazy procedure might be valid. Setting the
coefficients equal, we have
![]()
or, multiplying both sides by -
,
![]()
-Quoted from Art of Problem Solving Volume 2 page 258