In the fall of 2021, Malors Espinosa set out to devise a special type of math problem. As with any good research question, it would have to be thought-provoking, its solution nontrivial — something others would want to study. But an additional constraint stumped him. Malors, then a graduate student in mathematics at the University of Toronto, wanted high school students to be able to prove it.
For years, Malors had been running summer workshops for local high schoolers, teaching them about basic ideas in mathematical research and showing them how to write proofs. But a few of his students seemed ready to do more — to find out what it means to do math when there is no answer key. They just needed the right question to guide them.
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