Composite Numbers in an Arithmetic Progression
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| Název: | Composite Numbers in an Arithmetic Progression |
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| Autoři: | Hùng Việt Chu, Steven J. Miller, Joshua M. Siktar |
| Zdroj: | Mathematics Magazine. :1-9 |
| Publication Status: | Preprint |
| Informace o vydavateli: | Informa UK Limited, 2025. |
| Rok vydání: | 2025 |
| Témata: | Mathematics - History and Overview, History and Overview (math.HO), FOS: Mathematics, 97D50 (primary), 97D60, 11-02 |
| Popis: | One challenge (or opportunity!) that many instructors face is how varied the backgrounds, abilities, and interests of students are. In order to simultaneously instill confidence in those with weaker preparations and still challenge those able to go faster, an instructor must be prepared to give problems of different difficulty levels. Using Dirichlet's Theorem as a case study, we create and discuss a family of problems in number theory that highlight the relative strengths and weaknesses of different ways to approach a question and show how to invite students to extend the problems and explore research-level mathematics. |
| Druh dokumentu: | Article |
| Jazyk: | English |
| ISSN: | 1930-0980 0025-570X |
| DOI: | 10.1080/0025570x.2025.2506971 |
| DOI: | 10.48550/arxiv.2411.03330 |
| Přístupová URL adresa: | http://arxiv.org/abs/2411.03330 |
| Rights: | CC BY |
| Přístupové číslo: | edsair.doi.dedup.....9635ca0e05957c671537a65877292a76 |
| Databáze: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstrakt: | One challenge (or opportunity!) that many instructors face is how varied the backgrounds, abilities, and interests of students are. In order to simultaneously instill confidence in those with weaker preparations and still challenge those able to go faster, an instructor must be prepared to give problems of different difficulty levels. Using Dirichlet's Theorem as a case study, we create and discuss a family of problems in number theory that highlight the relative strengths and weaknesses of different ways to approach a question and show how to invite students to extend the problems and explore research-level mathematics. |
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| ISSN: | 19300980 0025570X |
| DOI: | 10.1080/0025570x.2025.2506971 |