Mark Francis, There is Geometry…
Peninsula Arts, Plymouth University, UK
9 April – 28 May 2016
The relationship between art and mathematics has a long, rich and complex history, with both artists and mathematicians drawing inspiration from one another to investigate new ideas.
In 2016, to mark their 150th anniversary, The London Mathematical Society selected artists, Mark Francis and George L-Legendre, to create new work drawing on mathematical ideas.
The exhibition brings these new works together, alongside visual material from the mathematicians, with whom they worked, including: Professor Sir Roger Penrose (University of Oxford), Dr Iain Moffatt (Royal Holloway) and Dr Dorothy Buck (Imperial College, London). In these collected works we begin to glimpse a shared conversation between the separate disciplines, and find a history, creativity and future common to both.


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Hence, it is a Lie group.
Kitten Match Addition | KidsMathPlay
It is important that you should do practice of Individual papers within Time limit provided for a paper. Whether or not two values are considered close is determined according to given absolute and relative tolerances.
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ModelView is the matrix that represents your camera position, pointing, and up vector. Flickr is almost certainly the best online photo management and sharing application in the world. Check out the CMP3 unit samples, research, and other information about the Connected Mathematics curriculum.
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PI DAY 3.14 March 14
Theme – ’13: The Perfect Year for Math
What is p(Pi) Day/Math Awareness Day?
p(Pi) Day occurs on March 14 (that is, 3/14) and honors the special number 3.14.... The purpose of the day is to foster creativity in and enjoyment of mathematics. This p(Pi) Day contest encourages students to participate in mathematics in imaginative, alternative ways.
13: A Perfect Year for Math. Since math is involved in some way with many different fields, contest entries must be developed in the context of an area of study such as art, language, technology, music, the humanities or, of course, mathematics..
How can you participate?
Projects may be submitted in one of the following categories. (TYPED)
Posters: Subject must be related to the theme, ’13: A Perfect Year for Math. Maximum size is 22" x 28". All media will be considered. Poster must mention p(Pi) Day 2013.
PowerPoint: Create a 3 – 5 minute computer-based presentation using Microsoft PowerPointTM. This presentation should be designed to be either self-running or to be advanced by the user and should be on the theme, ’13: A Perfect Year for Math. .


In my previous article on “Introduction to the perceptron algorithm” we had seen how a single layer perceptron model can be used to classify an OR gate. But when the same model was used to classify a XOR gate it failed miserably. The problem was with linearity, i.e. if the classes are not linearly separable “Single layer perceptron model” cannot classify the same. However, adding an extra set of input feature to the existing data-set solved the problem of nonlinearity and the perceptron model was able to classify the XOR gate. Adding an extra set of input feature altered the dimension of the data-set(from 2-D to 3-D) and in this dimension, the classes were linearly separable. But now the question arises, how do we get this extra set of input feature? Or let me put it this way can we transform our existing data-set in such a way that our perceptron can separate the classes? Let’s find it out!!!
Radial Basis Function Network
To begin with let’s start with a simple thought. Suppose you are sitting on a chair, reading a newspaper or some article on analyticsdefined and suddenly you feel an insect crawling onto your feet. What would be your first reaction, to calmly look down and see what is crawling on your feet? Or start thumping your legs as hard as you can? Most of you would go for the later one. Well, this is how biology works, the part of the body (in this case the legs) which is close to the insect will react first and may be later on your hands or eyes.This is the intuition behind the RBF network, instead of all the neurons firing at once to a particular set of input only that neuron will fire which is close to that input feature. Seem’s a bit confusing though, you will get a better idea once you look at this figure.
The figure on the left is what a typical RBF network looks like with a set of input nodes(in this case 3), output nodes (in this case 2) and some weights acting as links between the input and output nodes. Basically, the structure is same as a “Perceptron network”, but what makes it apart is representing the neurons in a weight space.The figure on the right shows the two neurons in a “weight space“(space where the weights represent the axes). But what to do with it? Well, these neurons act as nodal centers and any set of input feature which is close to it will cause the neuron to fire.
If you look at the figure carefully we have 3 input features in a particular set. This can also be represented in the weighted space. So, any set of feature which is close to any one particular neuron (say the red one) will cause it to fire more than the other one(pink neuron). Let’s look at another figure to make things more clear.
The above figure consists of four neurons(red, blue, yellow & pink) represented in a 2-D weighted space.The circle surrounding them represents their area of proximity and any set of input which is close to the nodal center will cause the neurons to fire. The closer, the firing will be more. There are also certain inputs which lie in the proximity area of two neurons(blue and yellow). This will cause both of them to fire at once.
How do we set this proximity limit? One thing we know for sure that distance plays a major role here i.e. as the distance of the inputs from the nodal centers increases the firing capacity of the neuron decreases. Can we use distance as a measure to decide the proximity limit? Fortunately yes, there are a lot of functions with this property but for now, we will use the famous “Gaussian function“.
Here ||x – w|| is the distance measured from input features to the nodal centers. Using the first figure,
Having said all these, let’s look at the algorithm behind the radial basis function. It’s just a two step approach.
Algorithm for the Radial Basis Function
- position the RBF centers
- calculate the actions of the RBF nodes using the above Gaussian function.
To find the position of the RBF centers we can randomly pick data points. We can also use some sort of algorithm to find optimal nodal centers. Now, what sort of algorithm can we use? The answer is “k-means algorithm“. K-means is the simplest and most efficient way to find the optimal RBF centers.
You can find the code for K-means algorithm in the following link https://akabhishekrony16.github.io/k-means
Using the above algorithm I have written the code for RBF function in python and we will use this code to transform the XOR gate data.
Code for the RBF network
Transforming the XOR gate feature points
For selecting the value of standard deviation in Gaussian function use the formula sigma = d/sqrt(2M) where ‘d’ is the maximum distance between the location of RBF centers and ‘M’ is the number of RBF neurons.
Our final data points after transforming looks like this. Now, why did I choose four RBF neurons? I leave it for you to find the answer (hint: look at the plot for XOR gate).
Ok, so now we have the data ready what to do next?Let’s feed this data to the perceptron model and see if it can classify the XOR gate now.
Code for the perceptron model
Our output matches perfectly with the target values, which seemed impossible for the Perceptron model alone to do. But with the help of RBF, we made it possible. Hope you enjoyed the article!!!


25 November 2012
1) More students than ever require remedial math classes when they enter college, while the popularity of "rotisserie leagues" in football, baseball, etc., which require nothing but the pursuit and comprehension of statistical data, have made sports of all kinds more popular than ever. Don't these fantasy league players realize it's math that they're doing before/during/after every game?
2) We have the highest percentage of obese people in our country's history at the same time that, I'm betting, we have the highest percentage of people training for and participating in marathons, half-marathons, 5-Ks, etc..., not to mention more of these kinds of races than ever in our history.
And while, I think, our split-personality in #2 can be explained by class and/or socio-economics (if those are different), the first one remains utterly inexplicable to me.
Posted by Gilbert Gigliotti at 9:04 PM


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Ok, here we will explain, as simply as possible, what an ANOVA is and how to do it. We explain it using a simplified 2 group example, which means it is basically the same as the t-test.
The whole point of the ANOVA is to test, generally, whether two groups are different from each other or not. The way this is done is called an ANalyses Of VAriance.
Basically, we are testing the amount of variation that is between the groups vs. the amount of variation that is within each group. If there is more variation between groups than within the groups, then we say there is a ‘statistically significant’ difference.
This relies on two concepts. The first is variance, which is the spread of the scores, in general (i.e., all of the scores you have). The second is the distinction between what is called ‘within’ group variance and ‘between’ group variance. In Figure 1 the within group variance is how much the number of books varies within each group, those who read the blog and those who don’t. The between group variance is how much the two group averages differ. We essentially examine if the averages of the two groups are sufficiently different, given how much variation there is within each group. 🙂
For instance, let’s pretend we have some data on the number of books read by two different types of people; those people who follow this blog vs those who do not. We have asked 100 people in each group and have the results in table 1. The means are the blue diamonds and the standard deviations [how we quantify the variation] for each group is the green or orange colored bars around the diamonds.
Now, here is where the ANOVA comes in. The critical question is whether the two groups are different, on average (note that we can rarely say anything about the individual level).
If there are no group differences between the two groups, then the mean number of books read should be close to equal. If they are very different, then there might be reason to say that those who follow are somehow different from those who do not. We use the ANalyses Of VAriance to tell us.
Specifically, we look at the averages of the groups and how much the scores vary around those averages.
In figure 1, you can see three potential outcomes of our book study which easily demonstrates the ANOVA.
In the first two potential outcomes, the averages are the same, 36 and 58. In the third potential outcome, the group means are about 25 and 75. The question in all three potential situations is whether these averages are different; and whether they are depends upon how much variation there is within each group (the orange and green ‘error’ bars). In the first potential outcome, there is much variation within each group and it is hard to tell is a person in the middle follows the blog or not. In the second potential outcome, there is less variation between the groups, and we can more confidently predict whether a person is in the blog or not based upon how many books they read.
Notice that there does not necessarily need to be ‘a lot’ of distance between the groups, if the variation within the groups is small (Potential outcome 2). Also recognize that even if there is a Lot of variation between the groups, if the group differences are large enough, it still may be considered ‘statistically significantly’ different (Potential outcome 3).
The keys in ANOVA are how much the two groups differ, and how much the individuals within each group differ. If there are large differences within each group, it makes it harder to say that the groups are ‘statistically’ different because there is more overlap between groups (given the same mean difference; see Figure 1).
For an excellent mathematical treatment of the ANOVA, please see here.
And that is how we can explain ANOVA as simply as possible.


The natural logarithm of e is 1.
“li pa dugri li te’o li te’o” is a phrase in Lojban, a constructed, logical language. Here’s how to break it down:
“li” - This particle introduces a number or a sum. It’s similar to saying “the number…” in English.
“pa” - This word represents the number one.
“dugri” - This is the Lojban word for “logarithm”.
“li te’o” - This phrase, repeated twice in the sentence, denotes a place structure break, or the starting of a new sumti (argument of a predicate). The word “te’o” stands for the number e (approximately 2.71828), which is an important mathematical constant and the base of natural logarithms.
So, completely broken down into English, the phrase “li pa dugri li te’o li te’o” is roughly equivalent to saying “the logarithm base e of e is 1”.


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DistributionUtils, Version 0.5-0, Distribution Utilities
Author: Scott, David
Publisher: CRAN, the Comprehensive R Archive Network
Link to this item using this URL: http://hdl.handle.net/2292/17995
This package contains utilities which are of use in the packages I have developed for dealing with distributions. Currently these packages are GeneralizedHyperbolic, VarianceGamma, and SkewHyperbolic and NormalLaplace. Each of these packages requires DistributionUtils. Functionality includes sample skewness and kurtosis, log-histogram, tail plots, moments by integration, changing the point about which a moment is calculated, functions for testing distributions using inversion tests and the Massart inequality. Also includes an implementation of the incomplete Bessel K function.
Citation: ["2011. CRAN, the Comprehensive R Archive Network"]


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Gerardo Lopez is from Colombia and is a Ph.D. student in the Research and Evaluation Methodology (REM) program at the University of Florida College of Education. He holds a bachelor’s degree in Mathematics from the University of Cartagena-Colombia and a master’s degree in Mathematics Statistics from the University of Puerto Rico at Mayaguez. Gerardo has been involved in different teaching experiences in the areas of mathematics and statistics at the middle, high school, and undergraduate educational levels, and he would like to pursue a career as a university professor or researcher in the educational service industry. Gerardo has worked as a research assistant in the REM program with faculty members on projects such as the Evaluation of the Early Childhood Music Education Incentive Pilot Program 2022-2023 in the state of Florida. Gerardo will work as a data analyst at the UF Office of Global Learning by supporting data gathering and survey administration analysis. Also, he will work with faculty members across the UF campus who collaborate with the UF Office of Global Learning. In his free time, Gerardo enjoys outdoor activities and watching movies with his family.


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Web design is a field that incorporates both art and technology and has seen tremendous growth in recent years. For many, the idea of doing math to create a website can be intimidating. Is there math in web design? The answer is yes! Math plays an integral role in web design, as it helps designers create aesthetically pleasing sites that function optimally and provide users with an enjoyable experience.
Math in Web Design: Is there math in web design?
Math plays an important role in web design, and it’s something that many designers may not even realize. It is a fundamental part of the decision-making process when it comes to creating layouts and visualizing data. From positioning elements on a page to creating grids and responsive designs, math is essential for creating clean and user-friendly websites.
Designers need to understand basic mathematical concepts such as geometry, algebra, trigonometry, calculus and more in order to create effective web designs. By understanding how these concepts can be applied in web design projects, they can create visually appealing layouts with balance and symmetry, while also ensuring that the design works well across all devices. When it comes down to it; math is integral to any successful web design project!
What is Math?
Math is an essential part of our lives, from the simplest addition to complex equations. It is used in many different fields and has a significant role to play in web design. But what exactly is math?
Math is the study of numbers, shapes, and patterns which involves using logical reasoning and analytical skills. It can be broken down into two main categories: algebra and geometry. Algebra involves manipulating equations, while geometry focuses on 3-D objects and their properties such as area, volume, angles, lines, and shapes. In addition to these topics, there are several other branches of mathematics such as calculus, trigonometry or statistics that are needed for more advanced calculations.
Math and Web Design Basics
Math and web design go hand in hand. Without a basic understanding of math, web designers would struggle to create visually appealing sites with the correct dimensions. Math skills are also essential for developing layouts, calculating font sizes and creating color schemes. In this article, we’ll explore how math is used in web design, from basic arithmetic to complex equations.
A website’s design requires careful measurements and calculations to ensure that all elements on the page look balanced and professional. Web designers need to use mathematics such as ratios, proportions and percentages when determining the size of images or text boxes relative to one another. They also need basic algebraic equations for making sure fonts stay consistent throughout different parts of a site. Additionally, trigonometry can help create intricate shapes for logos or graphics elements.
Applying Math to Web Design
Math and web design may seem like two disparate fields at first, but there is a lot of math involved in creating an effective website. Applying mathematics to the various elements of web design can help designers create more impactful visuals, optimize page loading times, and enhance user experience.
By utilizing mathematical principles as part of the design process, web developers can ensure that all aspects of their work are designed in a structured and logical manner. The use of math helps to break down complex designs into easily understandable components that can be analyzed for maximum efficiency.
This allows designers to achieve desired effects without sacrificing the stability or usability of their websites. Additionally, understanding basic math concepts gives designers the ability to experiment with different layouts and color schemes while still maintaining consistency across all pages or elements within a site.
Benefits of Understanding Math
Math is an essential part of any successful web design project. Knowing how to interpret mathematical equations and being able to use basic math in the development process can help create a more efficient, cost-effective website. Understanding the fundamentals of math can lead to greater success in web design for both professionals and non-professionals alike.
Being familiar with mathematics gives designers a better understanding of how websites are built and how they function on various platforms. Designers who understand math will be better equipped to solve complex problems when developing their projects. They will also have a deeper appreciation for the coding languages used in the development process, increasing their efficiency as they work through projects with fewer mistakes and quicker turnaround times.
Finally, having a solid background in mathematics can increase creativity within web design processes, leading to improved user experience.
Challenges of Incorporating Math
Math can be one of the most intimidating and challenging areas of web design. Incorporating math into a website can be difficult because it requires a strong understanding of complex equations, algorithms, and formulas. Even experienced web designers may find it difficult to incorporate math without any help from coding libraries or software packages.
When applying math to web design, designers must consider how their code will integrate with other elements on the page. This includes ensuring compatibility with the colors, fonts, images and other components that make up the website’s overall aesthetic. Furthermore, there are often system limitations when using mathematics in designing websites which can limit how much can be done in certain areas such as styling or displaying data.
In order to incorporate mathematics effectively into web design, designers must have an understanding not only of programming concepts, but also of mathematical principles like algebra and calculus.
Conclusion: Is there math in web design?
In conclusion, web design is a complex field of work that requires a combination of technical and creative skills. Web designers need to have a good understanding of mathematics in order to accurately create beautiful, functional websites. Though it can be intimidating at first, with practice, math can become an invaluable tool for web designers. By familiarizing yourself with the basics of mathematics and its applications in web design, you will be able to take your designs to the next level.


ADudek on My First Maths Video stoogebag on Signed Permutations heresy on Signed Permutations
What kind of decisions can we (or can’t we) make with a simple fair coin?
This one goes a little deeper, I think, than the previous videos. I introduce one of childhood’s most famous sequences of numbers and find the fairly well-known (these days – as a child I had no access to the web and so the sequence remained a mystery) closed form for the nth Fibonacci number.
As always, do please comment with suggestions/feedback/glowing praise 🙂
Here we try to design an efficient (in terms of worst-case) algorithm for determining the strength of two marbles.
As usual all feedback is welcome.
While this is not technically the first time I’ve been videoed talking about maths, it’s the first time I’ve published such a video.
It’s an experiment in which i film a bit of paper (almost like a Lectopia) and talk briefly about the Two Envelopes Paradox.
All feedback is encouraged PLEASE! Technical, stylistic, length. Let me know in the comments if you have feedback or ideas for more things I can talk about.
Looking back on the post “Signed Permutations” it seems a mite isolated, and some context might be of use. Also, I need to write about Quokka Theory in my thesis, and have decided this is as good place as any to experiment with exposition. So here goes.
A critical Theorem in counting subsets of classical groups is Niemeyer & Praeger’s Quokka Theorem, which gives a wonderful formula for counting subsets having nice properties. To be specific:
A subset of a classical group (specifically, a set of fixed points of a Frobenius map of a connected, reductive algebraic group over an algebraically closed field) is called a quokka set if the following two properties hold:
1) is closed under conjugation; and
2) for every , the semisimple part of is in .
That is to say, membership of depends only on its semisimple part in its Jordan-Chevalley Decomposition.
with this definition, the main theorem of Quokka Theory states that
Where the sum is over “conjugacy classes in the Weyl group “, is such a class, and is a representative maximal Torus of a class of Tori in corresponding to . Now I am very aware of how unenlightening this formula is with so much ill-explained notation, and I suppose that is the point of what will become a series of posts. In the meantime, simply know that computing and is easy in comparison to finding the size of directly – the Signed Permutations post is an example of the former, while the latter is counting in an abelian group – and so this formula should be considered the goal rather than the starting point.
But first, we will need to understand Tori and the correspondence between conjugacy classes of F-stable maximal tori and F-conjugacy classes in the Weyl group. And before that, we’ll need to talk about the Weyl group. I’ll be following Carter, the standard reference for this kind of thing.
So what exactly is a Torus anyway?
To deal with this we have to talk a little about Algebraic Groups (but not too much). An algebraic group is very tough to define, but we can deal with Linear Algebraic Groups, which are essentially just subgroups of the General Linear Group over an algebraically closed field – the Complex Numbers are a good example of an algebraically closed field (every polynomial has a root), but for us, we are trying to get to a Finite field , and so we need to begin with an algebraically closed extension of that, which we denote . Imagine a finite field, only not finite… it looks a bit like an infinite-dimensional -vector space.
So we begin with a connected reductive algebraic group over (think …) – how do we get our finite group back? It’s with the Frobenius Automorphism. Raising elements of a field of characteristic to the power is an automorphism (this follows from Fermat’s Little Theorem I suppose, and since all the terms bar the first and last in the binomial expansion have dividing them), and so raising everything to the th power is an automorphism of . The fixed points of this map? Precisely the finite field . We call this th power map (after Frobenius himself).
The Frobenius map can act on our Algebraic Group , too, usually looking like raising each entry of a matrix to the th power, too (there are exceptions which we will meet later). We denote by the fixed points of this map: THIS is our finite group of Lie Type.
Then what’s our Torus? Well, by definition, they are groups of the form , a direct product of some copies of the multiplicative group of the field. in the case of maximal tori, then, look like diagonal matrices, and SINCE the field is algebraically closed, a maximal torus (as in, a torus not properly contained in another torus) is always conjugate to the subgroup of diagonal matrices. In the Special Linear Group every maximal torus is conjugate to the set of diagonal matrices with determinant 1 (and so as an abstract group looks like copies of the multiplicative group of the field. In every case, the maximal tori are all conjugate in .
So what’s the Weyl group? Well, the Weyl group of a particular torus is the quotient – for beginners, this all depends on how conjugation affects things. The normaliser of (in ) is the set of all such that the image is equal to . That is, if you let an element of act on an element of , the result is still in . The centraliser is more restricted: it consists of all the elements that fix pointwise in this action. So . The centraliser is normal in the normaliser, and so we can take a quotient, which is called the Weyl group of .
The Weyl group of is defined to be the Weyl group of a maximal torus – remember that they are all conjugate and so this group is always the same (as an abstract group only – it depends on the choice of torus, but the result is always isomorphic).
But you know me, I hate quotient groups because it’s never quite clear what they’re acting on! so we need an action for . And for that……STAY TUNED.
Thanks to the bug for a wonderful new name, which will surely not stick.
I shall get into a routine of uploading solutions as soon as I get a scanner in here which may be soon, it’s in the back shed. In the meantime just chill… 2nd efforts, as they say in football, are the most important, and so I hope this one is better.


3 edition of The Teaching of Arithmetic found in the catalog.
1922 by Pitman .
Written in English
Confidently present your arithmetic lesson with prompts and teaching tips in the Arithmetic 5 Teacher teaching resource includes a copy of the student book with answers for each problem; teaching notes; prompts to reference what is on the chalkboard and other visuals; a Story Problem Solution Key with problems worked out, and homework assignments. High-quality leveled texts and instruction to help all students become strategic and independent readers who love to read. Scholastic EDGE. Age-appropriate texts and innovative teaching materials to engage striving readers months below grade level. Developed with literacy expert Adria Klein, Ph.D. GRADES PRE-K Paperbacks & Collections. Summary: The book The Devil's Arithmetic is a book about a girl named Hannah who during Seder dinner gets transported to the past during the beginning of the Holocaust. Hannah becomes a girl named Chaya who's family is being to be transfered to a concentration camp. Her new family has no idea what's going on, but Hannah has a small hunch of 4/5. William James Milne (–) was an American educator, academic administrator, and author. He was known for heading two teachers' colleges in New York State, and writing numerous mathematics textbooks.. William J. Milne was born in Scotland in He was the eldest of six children of Charles and Jean Black Milne.
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English-polish and Polish-English dictionary.
The Teaching of Arithmetic and millions of other books are available for Amazon Kindle. Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required.
The teaching of arithmetic Hardcover – January 1, by Herbert F Spitzer (Author) See all 4 formats and editions Hide other formats and editionsAuthor: Herbert F Spitzer.
Although the book is written for classroom use, it is easily adapted to working one-on-one. It starts out by having the teacher and student create their own sets of manipulatives. These are used in subsequent chapters to illustrate and reinforce by: 2.
Support mathematical understanding in your instructional program through this rich collection of easy-to-use teaching resources. Each book focuses on a specific arithmetic topic and offers a series of classroom-tested lessons addressing the three important aspects of arithmetic instruction—computation, number sense, and problem solving.5/5(1).
A piece of sheet music from shows two of the most common tools of arithmetic teaching – the blackboard and the textbook. While these are represented in Smithsonian collections, they are not shown in this group. Also shown here is a handwritten cipher book.
Before textbooks became inexpensive, such books were often written out by students. The Teaching of Arithmetic I: The Story of an experiment L.P.
Benezet, Superintendent of Schools, Manchester, New Hampshire Originally published in the Journal of the National Education Association, Vol Number 8, Novemberpp.
In the spring of the late Frank D. Boynton, superintendent of schools at Ithaca, New York. Teaching of Mathematics PDF Book, notes and study material in English free download for first year.
The Teaching of Arithmetic. The Teaching of Algebra The teaching of mathematics reasoning relation roots rule side simple solving square stage statement straight line subtraction symbols tables taught teacher teaching text-book theorem things thinking topic triangle true understanding units various writing written 5/5(5).
By: Marilyn Burns: Arithmetic skills are necessary life tools that children The Teaching of Arithmetic book learn. As adults, we use arithmetic daily. We add, subtract, multiply, or divide when we balance our check-books, calculate tips in restaurants, figure out how much The Teaching of Arithmetic book to buy, finance a car, keep score for games, and so on.
We used this book in a state-sponsored course designed to improve the way mathematics is taught in the public schools. Mathematics teaching in the US has traditionally focused on teaching and memorizing procedures rather than understanding the underlying concepts and relationships - this book encourages teachers to question by: Ray's Primary Arithmetic.
95 pages. The first book in the Ray's Series, Primary Arithmetic starts at the very beginning of mathematics by teaching the children to count. The book then slowly progresses with simple problems, first with addition, then subtraction, then multiplication and division.
Teaching Of Mathematics. 1 Review. Preview this book» What people are saying - Write a review. User Review - Flag as inappropriate.
text book on teaching mathematics. abilities According achievement test acquire activities Algebra application arithmetic Aryabhatta aspects attitude axiomatic set theory Bhaskaracharya branches of Reviews: 1.
3rd E dition. C opyright!c A nthony W eaver, JuneD epartm ent of M athem atics and C om puter S cience, C P HB ronx C om m unity C ollege, U niversity A venue, B ronx, N Y File Size: 2MB. Popular Arithmetic Books Showing of Secrets of Mental Math: The Mathemagician's Guide to Lightning Calculation and Amazing Math Tricks (Paperback) schools established in every village for teaching reading, writing, and arithmetic, the general practice of hospitality and charity amongst each other, and above all, a treatment of the.
arithmetic, teaching, number, work, grade, combinations, oral, method, school year, number games, written arithmetic, half year, number work, number composed, concrete problems, written work Publisher Ginn Collection europeanlibraries Digitizing sponsor Google Book from the collections of unknown library Language English.
Arithmetic Real Numbers As in all subjects, it is important in mathematics that when a word is used, an exact meaning needs to be properly understood. This is where we will begin. When you were young an important skill was to be able to count your candy to File Size: KB.
This book focuses on number and operations, fractions, algebraic reasoning, and decomposing and composing geometric shapes. List Price: $ Member Price: $ Reimagining the Mathematics Classroom.
Reimagining the Mathematics Classroom presents a comprehensive systems approach to examining mathematics teaching. Paperback from $ Read an excerpt of this book.
Schaum's Outline of Paperback $ $ Current price is $, Original price is $ Read an excerpt of this book. Arithmetic and Algebra Again: Paperback $ $ Current price is $, Original price is $ General principles and suggestions --The aim of a course in arithmetic --Counting --The primary facts of addition: written addition --The primary facts and processes of subtraction --The primary facts and processes of multiplication --The primary facts and processes of division --The use of games in number work --Common fractions --Decimal fractions --Percentage and its applications --Denominate numbers.
The Ray's CD is a complete collection of the Ray's Arithmetic textbooks. The Ray's series includes a total of 38 books. These include the 12 core Textbooks, + Answer Key's, Teachers Editions, and more advanced books covering subjects such as Geometry, Trigonometry, and Calculus.
Additional Physical Format: Online version: Klapper, Paul, Teaching of arithmetic. New York, London, D. Appleton-Century Co. [©] (OCoLC) Additional Physical Format: Online version: Potter, F.F. Teaching of arithmetic.
New York, Philosophical Library  (OCoLC) Document Type. Felter's Complete Arithmetic: Rare 1st Edition book New York: Scribner, Armstrong, and Co., numbered pp + 33; HB. Cover: brick silk, black titles front, gilt titles spine; shelf wear, extremities mildly worn. A very nice collectable book.
Why arithmetic has been taught in the past --Why arithmetic is taught today --Basic principles of learning --Acquiring new knowledge --Inductive thinking in arithmetic --Deductive thinking in arithmetic --The use of objective materials --Building concepts --Building number concepts --Teaching place value and the decimal notation --The teaching.
levels, Book 1 should be completed in grade 6 or 7, and Book 2 in grade 7 or 8. Students should have a basic knowledge of arithmetic (basic arithmetic will be reviewed, but at a fast pace and while teaching problem-solving skills and a biblical worldview of math) and sufficient mental development to think through the concepts and examples given.
Teaching - Mathematics: Books. Paperback $ $ Current price is $, Original price is $ Paperback $ $ Current price is $, Original price is $ Other Format $ $ Current price is $, Original price is $ This series of books aims to give the child the ability to compute easily and accurately, and to enable him to interpret and solve the quantitative situations which he will meet in everday life.
In the achievement of this aim, these books incorporate the most valuable findings of modern experimentations in the teaching of arithmetic, including the results of important researches conducted by 5/5(5).
The formal arithmetic was dropped and emphasis was placed on English expression, on reasoning, and estimating of distances. One day I tried an experiment having to do with English expression. I hung before a 7-B class a copy of a painting by Frederick Waugh, representing a polar bear floating on a.
There is a new and increasing emphasis on the importance of teaching arithmetical skills in primary schools. This text outlines what is meant by arithmetic and enables trainee teachers to build their own confidence in teaching arithmetic. It covers all aspects of arithmetic including recall of number facts and traditional pen and paper methods.
Additional Physical Format: Online version: Stamper, Alva Walker. Textbook on the teaching of Arithmetic. New York, Cincinnati [etc.] American book Co. [©]. This series of books aims to give the child the ability to compute easily and accurately, and to enable him to interpret and solve the quantitative situations which he will meet in everyday life.
In the achievement of this aim, these books incorporate the most valuable findings of modern experimentations in the teaching of arithmetic, including the results of important researches conducted by /5(6).
Basic Arithmetic Lesson 1 – Whole Numbers 1 LESSON 1 – WHOLE NUMBERS INTRODUCTION We will begin our study of Basic Arithmetic by learning about whole numbers. Whole numbers are the numbers used most often for counting and computation in everyday life.
The table below shows the specific whole-number related objectives that are the. The lessons in The Charlotte Mason Elementary Arithmetic Series, Book 2, follow Charlotte Mason’s philosophy and methods for teaching math as outlined above. In Book 2 you will find.
Day-by-day lessons, so you can guide your student with confidence; Straightforward instructions, so you (or any other teacher) can open and go with no prep time. The Teaching of Arithmetic. A Manual for Teachers A Textbook for TeacherTraining Schools by Brown, Joseph, and Coffman, Lotus and a great selection of related books, art.
Jul 9, - Explore srubach's board "Teaching: The Devil's Arithmetic", followed by people on Pinterest. See more ideas about Arithmetic, Teaching and Devil pins.
SECRET TEACHINGS OF ALL AGES by Manly P. Hall [, copyright not renewed] Contents Start Reading For once, a book which really lives up to its title. Hall self-published this massive tome inconsisting of about legal-sized pages in 8 point type; it is literally his magnum opus.
Arithmetic is most probably one of the first few subjects that you learned at school. It deals with numbers and numerical computation.
It is the foundation for studying other branches of mathematics. Topics in Arithmetic include whole numbers, place values, addition, subtraction, multiplication, division, factoring, fractions, decimals.
Teaching Arithmetic in the Primary Grades by Morton, Robert Lee and a great selection of related books, art and collectibles available now at The Earliest Maths Textbooks According to 'Early Schools and School-Books of New England' (Littlefield, ), the earliest arithmetic printed in English was Robert Recorde's 'The Ground of Arts: Teaching the perfect work and practice of Arithmetic, both in whole Numbers and Fractions, after a more easie and exact form then in former time hath been set forth'.
New Stone Millis Arithmetic Intermediate by Stones; Millis and a great selection of related books, art and collectibles available now at. Confidently present your arithmetic lesson with prompts and teaching tips in the Arithmetic 3 Teacher Edition.
This teaching resource includes a copy of the student book with answers for each problem; teaching notes for each lesson; prompts to reference what is on the chalkboard and other visuals; and a solution key with specific problems worked out/5(2).The first book in the Ray's Series, Primary Arithmetic starts at the very beginning of mathematics by teaching the children to count.
The book then slowly progresses with simple problems, first with addition, then subtraction, then multiplication and division.
The problems are very simple, so that the child can learn the concepts involved. Ray.+The book presents the material in a way that's a refresh rather than a complete "re-teaching" of arithmetic. This was nice. I didn't forget how to do basic math, just needed a refresher and this book /5(24).


Our first section we cover in the 6th grade is decimals. We review ordering and comparing decimals, adding and subtracting decimals. Then we begin teaching multiplying and dividing decimals. I didn't necessarily do a lot of foldables and things, but we had rhymes that helped us remember things and we took Cornell Notes.
Here is my review of comparing and ordering decimals:
We then moved onto rounding-this really is a tough things for kids to grasp.
We then started to review adding and subtracting with decimals. I use Cornell Notes format. We really focused on estimation before actually solving.
After adding and subtracting, we multiplied. We first teach with just one number containing a decimal and then teach with both numbers containing a decimal. Again, we focused on estimation before actually solving. We estimated first to help us place the decimal until we learned a consistent way to place the decimal.
We decided this year to put area and perimeter with this section since you are adding or multiplying to find those two things.
Our last thing we taught in this section was dividing decimals. Most students coming into 6th grade aren't confident with just dividing, so we take a few days to go over that. I saw a foldable on Pinterest that I liked to help the students divide, so we made one of those.
We then put our foldable to use and practiced with a few problems.
Then we jumped in and started dividing decimals. Again, we took Cornell Notes for these. We start with just the dividend having a decimal and then we teach it with a decimal in both the divisor and the dividend.
To sum everything up, we made a foldable that will help us with all 4 operations:
Gosh, we cover a lot first quarter. We also throw in Mean, Median, Mode and Range as a review for the students. I found this on Pinterest and printed it for all the students before I had them play a dice game with it.
My dice game consisted of the students rolling 2 dice 6 times. Each time they rolled the dice they would multiply them together to get one number. Then they had to find the mean, median, mode, range and outlier for each set of data they collected from their game.
Again, if anyone is interested in any of the printable things I have posted just email me at firstname.lastname@example.org
Thanks for reading!!


Formula: Discounted Payback Period (DPP) A (B / C).
For example, to add together the numbers 2, 7 and 1, type the following into any Excel cell: which returns the result.
27, Discounted Payback Period, How long does it take to reach payback.
Given, Initial investment.The syntax of this function is: SUM( number1, number2.Discounted Payback Period Accounting-, discounted Payback Period is the duration that an investment requires to recover its cost taking into consideration the time value of money.For this purpose the management has to set a suitable discount rate.Example, an initial investment of 2,324,000 is expected to generate 600,000 per year for 6 years.Create a cumulative discounted cash flow column.Again, the formula returns the value.Calculating the Present Value.The Excel Sum Function, instead of using the operator, you can use the Excel.Financial indicators to investments and know how to use Microsoft Excel Case.The discounted payback period treino de musculação feminino para ganhar massa muscular formula is used to calculate the length of time to recoup an investment based on the investment's discounted cash flows.Calculate the discounted payback period of the investment if the discount rate.The calculation method is illustrated in the example below.1 / ( 1 i )n ).To counter this limitation, an alternative procedure called discounted payback period may be followed, which accounts for time value of money by discounting the cash inflows of the project.The cumulative cash flow will be replaced by cumulative discounted cash flow.The Excel addition formula in cell A1 of the above spreadsheet on the right adds together the contents of cells B1, B2 and B3 (which contain the values 2, 7 and 1).One of the major disadvantages of simple payback period is that it ignores the time value of money.Discounted Cash Flow (CF x PV).Solution, step 1: Prepare a table to calculate discounted cash flow of each period by multiplying the actual cash flows by present value factor.Absolute value of discounted cumulative cash flow at the end of the period A; C, discounted cash flow during the period after.
Again, the function returns the value.
Cumulative Discounted Cash Flow (CCF).9 9009.01 40990.81 8116.22 32874.73 7311.91 25562.66 6587.31 18975.59 5934.51 13041.53 5346.41 7694.48 4816.58 2878.43 4339.26 -1461.23 Last period with a negative discounted cumulative cash flow (A) 7 Absolute value of discounted cumulative cash flow at the end of the period.


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Modellus X 0.4Free
All versionsSee all
ModellusX is a remake of Modellus, which enables students and teachers (high school and university) to use mathematics to create or explore models interactively. ModellusX gives you the possibility of creating animations with interactive objects that have mathematical properties expressed in the model. It also permits the analysis of experimental data in the form of images, animations, charts and tables. Modellus focuses on modeling and on the meaning of models.


The Hillsboro School Board considered a new high school transitional math program during their regular meeting on Tuesday, Jan. 12, at the unit office.
The school board, staff, superintendent and media were in the room for the meeting; administrators and the public participated remotely.
"The whole purpose of this transitional math is that so many students who go to community colleges have to take remedial math," high school principal Patti Heyen said. "This class would be a great way to prevent some of that."
Heyen said that since only three years of math are required to graduate from high school, many students opt out of math as a senior, then have to catch up on what they have forgotten in college. Currently, 89 seniors are not enrolled in a math class.
"I wouldn't call it a review," the principal said. "I would call it an emphasis on practical application of skills they already have."
Seniors who pass a transitional math class with a C or better are guaranteed placement in a college math class at any community college in the state and in many state universities.
The class will be offered as a two-semester class and will replace the statistics class in the math department. The class will be on next month's agenda for a board decision.
In the first board meeting since second semester began under the same pandemic protocols as first semester, building principals updated the board on the status of remote learners.
Coffeen pre-K Principal Marci Gutierrez reported that five of the 22 remote students at that school, and Beckemeyer Principal Zach Frailey reported five of the 45 are failing but two are coming back to class. At the junior high, Principal Don VanGiesen said 23 of the 43 remote learners are failing two or more classes, and at the high school, 30 of the 43 remote learners are failing multiple classes.
Superintendent Powell said he anticipates federal funding–perhaps more than $1 million–for "a very robust" summer school to help remote students who have fallen behind to catch up.
"That doesn't mean you can just blow off classes now and expect to catch up in the summer," Powell said. "The biggest challenge will be getting the families who need it to participate."
After a closed session, the board accepted the resignation of teacher aides Anne White and Jenn Weiss and boys high school tennis coach Dyke Buerkett, and accepted the retirement of teacher aide Patty Hemken.


Welcome to the Department of Mathematics and Physics at the University of New Haven.
Mathematics underlies science, engineering, and computation and is the grand tool for exploring and understanding the nature of physical reality.
Our goal is to make the Department a leader in mathematics education, a resource for the University of New Haven community, and a dedicated home for innovative scholarship.
The Department of Mathematics and Physics provides a wide range of courses covering all aspects of math and physics education from the introductory to the advanced undergraduate and introductory graduate level. The Department offers BA and BS options for degrees in mathematics and also offers minors in Mathematics and in Physics.


Orlene Marques August 10, 2020 Multiplication Worksheets
Color is a vital part of creative expression, and while it is important that your child learn that the sky is blue and grass is green, it is also important that they be allowed to experiment with color. Mixing paints and having free rein to color a picture any way they want to, allows children to express themselves creatively, so do not always insist that they use color accurately. Start teaching your child about color as early as possible. By the age of four years, your child should recognize and be able to name around ten different colors. Reinforce what they learn by playing games using color. Preschool printable worksheets will give your child the opportunity to put their learning into practice in a variety of ways.
Kindergarten games for kids provide many benefits to the new student body of the elementary schools. Students age five and six are still learning their basic concepts, yet are expected to grow up quickly and begin learning complex concepts, such as adding, subtracting and counting currency. Help your child stay in the mainstream of the student body by providing plenty of practice at home. For many years, digital learning games have been helping kids of all ages build new skills, grasp difficult concepts and improve their understanding of school curriculum. Young children find these games especially engaging, which can be useful when it comes to teaching kindergarten math.
With the new school year starting soon, many parents will be concerned about school readiness and looking for ways to help their children prepare for big school. While there are many preschool worksheets available, some are more useful than others in terms of versatility. There is a lot more to school readiness that just knowing the alphabet and counting to ten. Academically, parents can use preschool worksheets to help teach their children some of the basic skills they will need for kindergarten and school. This will include counting to ten, recognizing shapes and colors, being able to hold a pencil or crayon properly, and coloring in without scribbling.
If your goal is to provide learning opportunities for your child, you will want more than a few pictures to color in, although this is an important skill to practice. Between the ages of 3 and 7, the so-called formative years, your child is ready and willing to learn. This is a great time to start introducing the basic skills that your child will use for the rest of their lives such as counting, reading and writing. With your help and supervision, your child can do math worksheets, alphabet worksheets and much more. If education is your goal, you may want a set of worksheets designed to teach your child all of the basic skills they will need for school.
There are several ways of writing worksheets. Cursive writing worksheets and specialized kindergarten group worksheets are very common amongst the small children. The children get expertise by practicing over with these worksheets and learn the control of hand muscles for writing and follow the pattern of writing, which is helpful for them for their whole life. There are various patterns of the different letter strokes present in these worksheets. The tracing of these patters make the kids to slowly learn the structuring of letter.There are many parents, who make use of the writing worksheets for teaching the children about the writing patterns, even before they start their school.
Most kindergartens are expected to have a basic understanding of their letters and numbers. They do not need to be reading books when they start the first day of school but being able to recognize the letters of the alphabet and basic numbers is important. Children should also know how to write most of their letters and numbers and be able to recite them. Whether or not your child went to preschool, you can reinforce these skills at home with kindergarten games for kids online. There are a variety of sites that work on these important skills, as well as provide printable worksheets to allow your child even more practice without the use of a computer.
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This post will consider the role of desire on the inventory variable in the cash value equation, and its effect on the value of the dollar.
So far, it has been a given that all items of the inventory are equally desired. Now, take an economy whose available inventory consists of 3 houses, 100 barrels of oil, 395 bushels of wheat, and 2 gardeners who are paid by the month, with $10,000 to go around. So there are 500 items in the inventory. If everything is equally wanted, everything costs $20, or the value of the dollar is 1/20 of an item.
To address this error, the “desire coefficient” (D) is the proportion of the money supply (M)—a fraction between 0 and 1—that is spent in each economic sub-category. To start with, say the money supply is equally divided between houses (h), oil (o), wheat (w), and gardeners (g)—then desire coefficients for each is .25, since they all have to add up to 1. Dh, Do, Dw, and Dg are all .25. So, the money in this economy that goes to housing is Dh*M = .25*$10,000 = $2,500—and for now it is the same for all other subcategories. Since price ($) = money supply/inventory, $(houses)=Dh*M/Ih—and since there are 3 houses, the price for each is $2,500/3, or a little over $800. By the same math, oil is $25 a barrel, wheat is around $6 a bushel, and the gardeners work for $1250 a month.
This doesn’t sound quite right—houses should be worth a little more than the monthly salary of a gardener. Let’s push the desire coefficient for houses to .3, and for the gardener to .2. Wheat and oil stay the same. There is now $3000 for the housing budget, and $2000 that go to gardeners. Since there are 3 houses, and 2 gardeners, the cost of a house and the monthly salary of a gardener is the same: $1,000 all around. Let’s push it further: the desire coefficient of housing is .4 and gardener is .1. Now there is $4000 going to housing, so each of the 3 is worth $1333; and with $1000 going to gardeners, each one gets $500/month.
Here I’ve calculated the unit price as: $x=Dx*M/Ix. This equation can be shifted around to Dx=$x*Ix/M. This is the true, natural form of the equation. Desire is a psychological phenomenon that cannot be measured; however prices, inventory, and money supply can all be observed and tallied. In this example I was altering desire to set prices—in reality, desire can only be known from prices set by the market. Whatever prices happen to be, that reflects desire for the good. The desire per unit (Dx/Ix) is the desire coefficient divided by number of particular units, which equals $x/M once the Ix’s are cancelled—or individual desire is correlated with prices if money supply is constant. Now if increased desire causes prices to rise, it diminishes cash value for that item, simply because a given dollar would buy less of it.
So this is a way to give weight to preferred units within the inventory. Within each subcategory, additional desire coefficients can be used, to reflect subgroup preferences within each category. The desire coefficient for any individual unit is simply its market price divided by the money supply.


Topics include dynamics, chaos, fractals, information theory, self organization and agent based modeling and networks.
(July 6, 2015) – Santa Fe, NM
Has it ever been puzzling that fractal geometric patterns made by neurons in our brains are eerily similar to galactic structures? Does it spark curiosity when firms seek quantitative analysts with an understanding of biological systems for financial modeling of the stock market? Have you ever wondered about the science behind complex systems and what ANY of this has to do with the upcoming revolution in artificial intelligence (AI)? The Sante Fe Institute lifts the curtain on this abstract science with a free, online course on complex systems beginning today for Summer 2015. No math or prerequisite is required. Nothing seems more world-changing than learning (for free, online) from the thought leaders.
Complexity Explorer is an online courser through the Santa Fe Institute funded by a grant from the John Templeton Foundation and user donations. The course is taught via video and other online materials by Melanie Mitchell. A full list of related course can be found here and includes: Fractals and Scaling, Mathematics for Complex Systems, and Introduction to Dynamical Systems and Chaos. http://web.cecs.pdx.edu/~mm/ “Melanie Mitchell is Professor of Computer Science at Portland State University, and External Professor and Member of the Science Board at the Santa Fe Institute. She attended Brown University, where she majored in mathematics and did research in astronomy, and the University of Michigan, where she received a Ph.D. in computer science, Her dissertation, in collaboration with her advisor Douglas Hofstadter, was the development of Copycat, a computer program that makes analogies. She has held faculty or professional positions at the University of Michigan, the Santa Fe Institute, Los Alamos National Laboratory, the OGI School of Science and Engineering, and Portland State University. She is the author or editor of five books and over 70 scholarly papers in the fields of artificial intelligence, cognitive science, and complex systems. Her most recent book, Complexity: A Guided Tour (Oxford, 2009), won the 2010 Phi Beta Kappa Science Book Award. It was also named by Amazon.com as one of the ten best science books of 2009, and was longlisted for the Royal Society’s 2010 book prize. Melanie directs the Santa Fe Institute’s Complexity Explorer project, which offers online courses and other educational resources related to the field of complex systems.”
Main Photo: David R. Ingham, via Wikimedia Commons


So now that you’ve decided you want to calculate your SEER rating and make sure that your HVAC system is energy efficient, how do you do that? The answer is pretty straightforward but it does require a little bit of math.
- The first step is finding the hourly BTUs of your air conditioner. sometimes this number is on the air conditioner itself. Other times you will have to look into the owner’s manual that came with your air conditioning system.
- The next step is to find the watts per hour that your air conditioner uses. Once more, this number can either be found in your owner’s manual or on the air-conditioning unit itself.
- The next step is where it gets a little bit tricky. There are four months in the summer and this equates to approximately 1,000 hours. So we multiply the number of BTUs, from the first step, by 1,000 in order to get the amount of BTUs that your air conditioner uses during the summer season. BTU X 1000 = Y
- Then, we do the same thing with the watts in order to find the watt hours. So multiple the watts from step to buy 1000 as well. Watt X 1000 = Z
- Finally, divide the BTUs from step 3 by the number of watt hours in step 4. This will be your SEER rating. Y / Z = (Your SEER rating)


Magic in the form
Sacred geometry is a term used to describe the geometrical patterns and shapes found in nature and in ancient spiritual traditions. These patterns and shapes are believed to hold spiritual significance and are often used in religious art and architecture.
The idea that sacred geometry is fundamental to the universe is a belief held by some people in the field of metaphysics, as well as by some practitioners of certain spiritual and religious traditions. The belief is that certain geometric shapes and patterns are the building blocks of the universe and that they hold spiritual and mystical significance.
-Shape and patterns: Sacred geometry is often associated with the study of shapes such as the circle, triangle, square, and hexagon, as well as more complex shapes such as the golden ratio, the Fibonacci spiral, and the Flower of Life. These shapes and patterns are believed to be found throughout the natural world and to be a reflection of the underlying structure of reality.
-Fundamental structure of the universe: The belief is that these geometric shapes and patterns are not just found in nature but also in the underlying structure of the universe, and that they are fundamental to its creation and organization. Some argue that the principles of sacred geometry can be applied to explain the behavior of subatomic particles, the structure of atoms, the arrangement of molecules, and even the formation of galaxies.
-Unifying principle: Sacred geometry is often seen as a unifying principle that can be used to understand the interconnectedness of all things. It's believed that by studying these shapes and patterns, one can gain a deeper understanding of the universe and one's place within it. The belief is that these shapes and patterns are the language of the universe, and that they can be used to understand the underlying principles that govern the natural world.
One of the most well-known examples of sacred geometry is the mandala. Mandalas are circular designs that often feature intricate geometric patterns and symmetrical shapes. They are used in various spiritual and religious traditions, including Hinduism and Buddhism.
Another example of sacred geometry is the Flower of Life, which is a pattern formed by overlapping circles. This pattern is believed to contain the fundamental forms of space and time and is considered to be a symbol of creation.
The Flower of Life is a geometric pattern that is often associated with the principles of sacred geometry. The pattern is made up of multiple overlapping circles and is believed to be a symbolic representation of the underlying structure of the universe.
-Design: The design of the Flower of Life is composed of multiple circles that are arranged in a pattern of overlapping petals. The circles are evenly spaced, creating a symmetrical and harmonious pattern. The center of the design is often left empty, creating a central void.
-Meaning: The Flower of Life is believed to be a symbol of the interconnectedness of all things and a representation of the underlying structure of the universe. It is said to contain the patterns of creation as they emerged from the "Great Void." It is also believed to represent the idea of the "universe as a living organism", that all things are interconnected and are part of a larger cosmic whole.
- Sacred Geometry: The Flower of Life is often used as an example of sacred geometry, which is the belief that certain shapes and patterns are sacred and hold spiritual and mystical significance. Sacred geometry is believed to be a key to understanding the structure of the universe and our place within it.
Wicca and sacred geometry
Wiccans, like many pagans, view sacred geometry as a powerful tool for understanding the interconnectedness of all things and for connecting to the spiritual realm. Sacred geometry is believed to be the language of the universe, and its shapes and patterns are thought to reflect the underlying structure of reality.
- Correspondences: Wiccans often use the principle of correspondences in their rituals and spell work, which states that everything in the physical world has a corresponding element in the spiritual realm. Sacred geometry is believed to be the key to understanding the correspondences between these different realms and to unlocking the secrets of the universe.
-Symmetry and balance: Wicca have a strong emphasis on balance, symmetry, and harmony, and sacred geometry is believed to embody these principles. The geometrical archetypes and vibrational resonances are seen as a reflection of the natural order of the universe and are thought to help maintain balance and harmony in the physical and spiritual realms.
-Meditation and healing: Some Wicca also use sacred geometry in meditation and healing practices. They believe that geometric patterns can be used to achieve a deeper state of consciousness and that the shapes can help to align the body and mind and to facilitate healing.
-Rituals and spell work: Wiccans often incorporate sacred geometry shapes and patterns in their rituals and spell work, they might draw the shapes and patterns with chalk, salt, or herbs, to help connect to the energies and elements that correspond to each shape. The geometric forms can represent nature or the human body as well as life forms, even at the cellular level within physical reality.
Life, Science, and the flower of life
-Meditation: Some people use the pattern of the Flower of Life as a focus for meditation and visualization practices. They believe that the pattern can help to align the body and mind and to facilitate healing, it's believed that by focusing on the pattern, one can tap into the underlying structure of the universe and gain a greater understanding of the interconnectedness of all things.
-Religious and spiritual connection: The Flower of Life pattern can also be found in many religious and spiritual traditions throughout history, including the ancient Egyptian temple of Abydos and the Osirion temple complex. The symbol also can be found in various spiritual and philosophical traditions, such as Kabbalah and Theosophy. But its origins and meaning can vary greatly between cultures and traditions.
It's worth noting that the interpretation and meaning of the Flower of Life can vary greatly depending on the person or group and that the symbol has no historical or scientific evidence as proof of its spiritual or cosmic origins. The symbol is often used as a tool for personal growth, meditation, and spiritual practices, but its meaning and significance may be different for each person.
In addition to mandalas and the Flower of Life, sacred geometry also includes the Fibonacci sequence and the golden ratio. The Fibonacci sequence is a series of numbers in which each number is the sum of the two preceding numbers. The golden ratio is a mathematical concept in which two quantities are in the same ratio as the ratio of their sum to the larger of the two quantities.
Sacred geometry is not only found in religious traditions, but also in the natural world. The patterns and shapes found in sacred geometry can be seen in the shapes of seashells, the branching of trees, and the arrangement of leaves on a stem.
Some people believe that these patterns and shapes hold powerful spiritual and metaphysical properties. By meditating on sacred geometry, it is thought that one can connect with the divine and gain a deeper understanding of the universe.
In conclusion, sacred geometry is a fascinating subject that has been used in spiritual and religious traditions for centuries. From mandalas to the golden ratio, these geometric patterns and shapes hold a deep significance and are thought to hold powerful spiritual properties.
These complex patterns attributed to divine creation are said to be responsible for the creation of life from the fruit of life to crystal grids, these 3d structures are said to encapsulate the basic principles of the days of creation, the basic design for human consciousness and every other cosmological design principle. You can see its designs popping up everywhere, from ancient architecture and ancient religions to European cathedrals and ancient stone structures. It seems that architectural principles from ancient knowledge are nothing but the rediscovery of the underlying cosmic consciousness expressed from the quantum level to the 3-dimensional cosmic bodies. From the physical to the mystical, sacred geometry is associated with the female energy of creation, with energy fields that are responsible for creating bio force energy and subsequently the conditions for life. Finding the complete pattern is like the search for the philosopher's stone.
Sacred geometry and quantum physics
Sacred geometry is believed to be the building blocks of the universe. It encompasses the idea that certain geometric shapes and patterns are sacred, and that they hold spiritual and mystical significance. These shapes and patterns are believed to have the power to connect us to the divine and to help us understand the underlying structure of the universe. Modern science has been trying to find the mathematical formulas to explain these geometrical forms since the beginning of history, even Leonardo Da Vinci was known to dabble in them.
-Shapes: Sacred geometry often refers to the study of shapes such as the circle, triangle, square, and hexagon, as well as more complex shapes such as the golden ratio and the Fibonacci spiral. These shapes are thought to be particularly powerful, as they appear in nature and in the universe, and are believed to be a reflection of the underlying structure of reality.
-Quantum Physics: Quantum physics is the branch of physics that deals with the properties of matter and energy at the atomic and subatomic levels. It has shown that the universe is built on a foundation of quantum particles that can exist in multiple states simultaneously, and that their properties are not determined until they are observed.
-Connection: Some people suggest a connection between sacred geometry and quantum physics, as both aim to understand the fundamental nature of reality. Some scientists, metaphysicists, and spiritualists argue that the principles of sacred geometry can be applied to explain the behavior of quantum particles and that the principles of quantum physics can be used to understand the underlying structure of sacred geometric shapes and patterns.
-Unified Field theory: The idea is that the principles of sacred geometry may provide a link between physics and consciousness and could potentially be used to unify the seemingly disparate theories of physics, such as quantum mechanics and general relativity, into a single "Theory of Everything". This idea is also referred to as “The Theory of Everything", which postulates that all physical forces, including gravity, can be explained by a single, unified field of energy.
-Meditation and Healing: Some people use Sacred geometry shapes in meditation and healing practices, they believe that the geometric patterns can be used to achieve a deeper state of consciousness and that the shapes can help to align the body and mind, and to facilitate healing. Some spiritual practitioners say that by focusing on specific sacred geometry shapes or patterns, one can tap into the underlying structure of the universe and gain a greater understanding of the interconnectedness of all things.
It's worth noting that these theories and ideas are not universally accepted in the scientific community, where things like crystal healing and angelic science have little sway and there is limited scientific research on the connection between sacred geometry and quantum physics. While there are some current experiments that try to find the links between these patterns and reality, the idea of applying principles of Sacred geometry to understand the physical world and the idea of using the principles of quantum physics to understand the spiritual realm are considered speculative at best.