In this interview we sit down with author and mathematician Derrick Niederman to discuss his engaging, recently published book about the first two hundred natural numbers, ‘Number Freak: From 1 to 200, The Hidden Language of Numbers Revealed’.
1. Some of our readers are likely familiar with your work, but could you tell us more about yourself and your mathematical background?
I majored in mathematics as an undergraduate at Yale, from which I graduated in 1976. I think I even won a couple of math prizes, but I have to confess that I wasn’t the top mathematician in my class. That distinction would surely have gone to Jonathan Rogawski, who last I knew was a professor of mathematics at UCLA. (Notice that I just created the impression that I was the second-best mathematician in my class. I don’t know whether that’s true, but I’ll take it.)
Anyway, I went on to get a Ph.D. in mathematics at M.I.T. and have remained in the Boston area ever since. I went into the investment business in the early 1980s, based on the assumption that quantitative expertise would be a good match. But the truth is that I got progressively more qualitative as time went by, going from securities analyst to investment writer. I don’t know whether that transition made complete sense, but it ultimately gave me the opportunity to write some books – first about investments and then about numbers, including several volumes of puzzle books.
2. What inspired you to write Number Freak?
I was asked by a publisher to come up with a concept that would do for mathematics what a slightly different concept did for the natural sciences. The idea I came up with was more of a coffee-table book than the sized-down version I now have in my hands, but that effort was considered too expensive. I subsequently cast a wider net for the project, and was fortunate enough to attract publishers in the U.S., the U.K., and Australia.
3. The book is chock-full of interesting facts about the first 200 natural numbers. What did you learn in the process of writing this book that you didn’t know before?
Well, I guess the pat answer is that I learned how little I actually knew. Some of the work on planar tilings was new to me, even though it probably shouldn’t have been – for example, the Archimedean and Laves tilings I discuss in #11 are quite beautiful but I hadn’t been aware of their categorization and duality. And I wasn’t familiar with the work of mathematicians such as Erich Friedman of Stetson University, somebody who surely could have pulled off a book like this: I was only too happy, for example, to include “Friedman numbers” such as 127.
In self-defense, I wasn’t a complete neophyte. One big advantage I had in writing the book – apart from doing it in the Internet age, which gave me an abundance of material – was that I have a good memory for mathematical and pop culture trivia. For example, I enjoyed reaching back and remembering that the ultra-high security “D” block at Alcatraz prison had precisely 42 individual cells, something that meshed quite nicely with the picture of the “magic cube” I displayed elsewhere in the discussion of #42.
4. Having read this book I feel that it’s accessible to virtually anyone. Who do you feel is the ideal target audience for the book?
Boy is that a good question. My answer is that it’s for absolutely anyone, but if that’s too mealy-mouthed a reply, I guess I would say that I’d be especially pleased if parents bought Number Freak to (successfully!) introduce their kids to the world of numbers in a way that maybe, just maybe, is friendlier than what those kids were getting elsewhere.
5. Was there anything that you wish you could have included in the book but didn’t?
Another good question, and I’m afraid a painful one. The book was originally slated to go from 1 to 300 — as in a perfect game in bowling, among other things — but the editorial powers-that-be eventually whittled that down to 200. Too bad, as my discussion of the infamous 256th level of Pac-Man was worth the price of admission. (Say, that’s a topic I didn’t know about when I started the book!) I also lost some precious photos, charts and diagrams along the way. And you can imagine how I felt when a friend berated me for not mentioning “77 Sunset Strip,” when of course my original manuscript mentioned the show – and I have a photograph of Efrem Zimbalist, Jr. to prove it! (Those of my vintage – I’m 54 – will remember the show’s catchy theme song, but not many are aware that 77 was a particular good choice for the street address because it is the smallest integer whose English pronunciation requires five syllables.)Other than that, I deliberately went easy on the cult surrounding the number 23, for example, and left a bunch of numerology and religious interpretations for somebody else to ponder. That’s another book all by itself.
6. What’s the answer to life, the universe and everything?
Why it’s 42, of course. You know, I had already answered question #3 above before I saw this one!
7. What’s your favorite number and why?
When I started the book, 17 had the edge. First of all, “At 17” by Janis Ian is probably my favorite song of all time. It came out in 1975, which was my favorite music year of all time. (Perhaps I should have written it in 1975.) But 17 is famous in mathematics for Carl Friedrich Gauss’s famous straightedge-and-compass construction of a regular 17-gon, for the 17 “wallpaper” symmetries of the plane, and for the fact that if you connect 17 suitably spaced dots with a segment of red, blue, or green, you will automatically create a “monochromatic” triangle whose three vertices are among the original 17 dots. And nobody has yet created a solvable Sudoku puzzle with fewer than 17 original entries. How about that?
But by the time I finished Number Freak, my favorite number had become 36. What happened is that while doing research for the book I came across a conjecture from the 18th century called the 36 Officer Problem. I had never heard of it before (yet another example!), perhaps because the problem was resolved in the early 20th century and then ceased to be of interest. But there was a three-dimensional wrinkle to the problem that hadn’t been explored, and I used that wrinkle to design a puzzle with a gray base and 36 towers of various colors. I went to Toy Fair and showed the puzzle to ThinkFun, a great game and puzzle company out of Alexandria, Virginia. And guess what? They made me a deal for the puzzle and after a year tinkering with the basic model, they launched it as “36 Cube” in the fall of 2008—many months before Number Freak came out! I was thrilled that the lessons of the book came to life in such a tangible way, so I’d be lying if I didn’t admit that 36 holds a very special place in my heart.
Thank you very much, Derrick, for your insightful answers. And to our readers, if you haven’t already done so, check out his book.
Bookmark and share:
Related Articles:
Ten Must Read Books about Mathematics
I’m reading a fantastic mathematical novel
An accessible Calculus book and Benjamin Franklin’s secret passion
The most enlightening Calculus books
The nicest math book I own
If you enjoyed this post, then make sure you subscribe to our RSS Feed.
SOOLA
Subscribe to:
Post Comments (Atom)
What role can virtual manipulatives play in the classroom?
Virtual manipulatives can be used to address standards, such as those in Principles and Standards for School Mathematics (NCTM, 2000), which calls for study of both traditional basics, such as multiplication facts, and new basics, such as reasoning and problem solving. Using manipulatives in the classroom assists with those goals and is in keeping with the progressive movement of discovery and inquiry-based learning. For example, in their investigation of 113 K-8 teachers' use of virtual manipulatives in the classroom, Moyer-Packenham, Salkind, and Bolyard (2008) found that content in a majority of the 95 lessons examined focused on two NCTM standards: Number & Operations and Geometry. "Virtual geoboards, pattern blocks, base-10 blocks, and tangrams were the applets used most often by teachers. The ways teachers used the virtual manipulatives most frequently focused on investigation and skill solidification. It was common for teachers to use the virtual manipulatives alone or to use physical manipulatives first, followed by virtual manipulatives" (p. 202).
Virtual manipulatives provide that additional tool for helping students at all levels of ability "to develop their relational thinking and to generalize mathematical ideas" (Moyer-Packenham, Salkind, & Bolyard, 2008, p. 204). All students learn in different ways. For some, mathematics is just too abstract. Most learn best when teachers use multiple instructional strategies that combine "see-hear-do" activities. Most benefit from a combination of visual (i.e., pictures and 2D/3D moveable objects) and verbal representations (i.e., numbers, letters, words) of concepts, which is possible with virtual manipulatives and is in keeping with Paivio and Clark's Dual Coding Theory . The ability to combine multiple representations in a virtual environment allows students to manipulate and change the representations, thus increasing exploration possibilities to develop concepts and test hypotheses. Using tools, such as calculators, allows students to focus on strategies for problem solving, rather than the calculation itself.
According to Douglas H. Clements in 'Concrete' Manipulatives, Concrete Ideas there is pedagogical value of using computer manipulatives. He says, "Good manipulatives are those that are meaningful to the learner, provide control and flexibility to the learner, have characteristics that mirror, or are consistent with, cognitive and mathematics structures, and assist the learner in making connections between various pieces and types of knowledge—in a word, serving as a catalyst for the growth of integrated-concrete knowledge. Computer manipulatives can serve that function" (Section: The Nature of "Concrete" Manipulatives and the Issue of Computer Manipulatives, par. 2).
Christopher Matawa (1998, p. 1) suggests many Uses of Java Applets in Mathematics Education:
Applets to generate examples. Instead of a single image with a picture that gives an example of the concept being taught an applet allows us to have very many examples without the need for a lot of space.
Applets that give students simple exercises to make sure that they have understood a definition or concept.
Applets that generate data. The students can then analyze the data and try to make reasonable conjectures based on the data.
Applets that guide a student through a sequence of steps that the student performs while the applet is running.
Applets that present ''picture proofs''. With animation it is possible to present picture proofs that one could not do without a computer.
An applet can also be in the form of a mathematical puzzle. Students are then challenged to explain how the applet works and extract the mathematics from the puzzle. This also helps with developing problem solving skills.
An applet can set a theme for a whole course. Different versions of an applet can appear at different stages of a course to illustrate aspects of the problem being studied.
While the research is scarce on mathematics achievement resulting from using virtual manipulatives, Moyer-Packenham, Salkind, and Bolyard (2008) found, overall, results from classroom studies and dissertations "have indicated that students using virtual manipulatives, either alone or in combination with physical manipulatives, demonstrate gains in mathematics achievement and understanding" (p. 205). Generalizability might be a concern, however, as found in Kelly Reimer's and Patricia Moyer's action research study (2005), Third-Graders Learn About Fractions Using Virtual Manipulatives: A Classroom Study. The study provides a look into the potential benefits of using these tools for learning. Interviews with learners revealed that virtual manipulatives were helping them to learn about fractions, students liked the immediate feedback they received from the applets, the virtual manipulatives were easier and faster to use than paper-and-pencil, and they provided enjoyment for learning mathematics. Their use enabled all students, from those with lesser ability to those of greatest ability, to remain engaged with the content, thus providing for differentiated instruction. But did the manipulatives lead to achievement gains? The authors do admit to a problem with generalizability of results because the study was conducted with only one classroom, took place only during a two-week unit, and there was bias going into the study. However, results from their pretest/posttest design indicated a statistically significant improvement in students' posttest scores on a test of conceptual knowledge, and a significant relationship between students' scores on the posttests of conceptual knowledge and procedural knowledge. Applets were selected from the National Library of Virtual Manipulatives.
Boston Public Schools has a professional development initiative to provide teachers and students access to virtual manipulatives and technology equipment that directly support the district's math and technology curricula. Partially funded by a NCLB state grant, SELECT Math contains alignments for Grades 6-8, Algebra I and II, and Geometry with a Scope and Sequence calendar describing which book or chapter is being used in math classes during each month of the school year. Click on the individual book/chapter to see the related SELECT Math alignments, worksheets, and links to supporting virtual manipulatives. The project began in 2002 as a collaboration between the Boston Public Schools' Secondary Math and Instructional Technology departments, in conjunction with their partner, the Education Development Center, Inc. CT4ME believes this initiative to be valuable for middle and high school math educators throughout the country. Visit Teacher2Teacher for more on the role of manipulatives.
No comments:
Post a Comment