Easy and Fun Mathematics Or Why Can’t You Do Math in Your Head?

How many times have you been cheated simply because you did not had time to calculate the sum of what you bought? How many times have you trusted the seller but got cheated?

How many times have you suffered and felt shame just because you could never understand all the romance behind the numbers? If none, congratulations – you are a lucky person. If several or many times, welcome to the club! – you must know that there is a cure, actually more than one.

A traditional, but a difficult method – you could simply study all the mathematic books again. Does not sound lucrative? Not, I agree! That’s why I would like to share with you The Easy Way out of this problem. This is especially important nowadays when each cent counts.

Knowing these simple secrets you will be able to calculate faster in your head than most of us with a calculator. Wouldn’t that be exciting? Many people, just like you and, me have taught these important but extremely simple math secrets and they are shocked and keep asking themselves: “Why no one taught me this when I went to school? Why were I not given these amazing tools?” I like to compare it this way – you were taught to walk up the street backwards, now it’s time to walk forwards.

If you are going in school now – this is your shortcut to Fast Math calculations giving you an advantage over the others.If you are an adult – missing these simple secrets is the reason why you can be easily cheated.

The secret of Fast and Easy Mathematics was rediscovered after 3000 years !!! Todays methods taught at school are not simple, in fact they are blocking your potential not releasing it.

How simple is this multiplication 43 by 38? Do you need a calculator? Wrong – all you need is simple knowledge and you will be able to multiply these and other number faster that you could type them on your calculator. What about adding and subtracting fractions in seconds? All those tests what they give to pupils at school are just taking them further and further away from the simplest truth there is – mathematics is simple if you have the right tools.

Mathematics and Puzzles

As children, we all loved mathematics and working out puzzles. Mathematics was an all-important tool to answer questions, like “How many,” “Who is older,” “Which is larger.” And puzzles were of course everywhere. We did not stop to check a dictionary to ascertain that a puzzle is something, such as a toy or game, that tests one’s ingenuity. We did not care about our ingenuity a little bit, but just thrived on learning new things and skills that the nature made us curious about. Growing up was a great fun.

Time brought a change. In school we were made to realize that learning is a serious business, and for many of us much of it has ceased to be entertaining. Although not for all. Some could not give up their erstwhile pursuits of mental entertainment. There are enough of puzzle lovers to provide a living for the selected few who invent and publish puzzles – in accordance with the dictionary definition to challenge one’s ingenuity, puzzles old and new. The luckiest of the breed grew to become scientists, mathematicians in particular. Mathematicians solve puzzles as a matter of vocation. Puzzlists seek puzzles in newspapers, books, and now on the Web.

There are many kinds of puzzles – jigsaw puzzles, slider puzzles, sliding blocks puzzles, logic puzzles, mazes, cryptarithms, crosswords, strategy games, dissections, magic squares – it’s hard to enumerate all known kinds. Puzzlists and mathematicians have their preferences. Most of mathematicians will probably deem classification of their occupation as puzzle solving a misnomer. (Due to their mindset they will likely to inquire as to the definition of puzzle solving – just in case.) Mathematicians call their puzzles problems. Solved problems become lemmas, theorems, propositions. Why would they object to being categorized as puzzlists?

Solving both puzzles and mathematical problems require perseverance and ingenuity. However, there is a profound difference between solving puzzles and what mathematicians do for a living. The difference is mainly that of the attitude towards either activity. For a puzzlist, solving a puzzle is a goal in itself. For mathematician, solving a problem is an enjoyable and a desirable occupation but is seldom (with the exception, for instance, of great problems of a long standing, like Fermat’s Last Theorem) a satisfactory achievement in itself. In most cases after solving a problem mathematician will try something else: modify or generalize the solved problem, seek another proof – perhaps simpler or more enlightening than the original one, attempt to understand what made the proof work, etc., which will lead him to another problem and so on. Whatever he does, he eventually gets a hierarchical network of interrelated solved problems – a theory. Why does mathematician seek new problems?

The reason is in that mathematics, even if perceived by many as a not very meaningful manipulation of abstract symbols, embodies in its abstractedness a rare power of explanation. Some mathematics directly explains natural phenomena, some sheds light on other portions of mathematics or other sciences. (A famous Russian mathematician V.I. Arnold even categorized mathematics as that part of physics in which experiments are inexpensive.)

Understanding in mathematics is born not only from formulas, definitions and theorems but, and even more so, from those networks of related problems. The process is very much like distilling the many meanings of a word in a Thesaurus into a unique shade of the concept that it represents. Mathematics – the most exact science of all – is least of all a dictionary of term definitions. Mathematicians seek knowledge. In search of knowledge, they enjoy themselves tremendously inventing and solving new problems.

The Interactive Mathematics Miscellany and Puzzles site makes an attempt to present mathematics as an evolving and entertaining subject in which an unsuspecting visitor may take an active part.

The Most Important False Fixed Beliefs About Mathematics and Their Solutions

Many people have fixed beliefs about mathematics. Well it is natural for someone to have an idea about some issue but in the case of mathematics it is different. A lot of the time these beliefs are internal and built in and are not developed from experience. That is to say people have beliefs about this scientific field that they are born with. They develop their beliefs about mathematics later on in their lives by their experiences.

The reason for this is that mathematics is about logic and common sense. It is about reasoning and deduction. If we examine this simplified definition carefully we find a very close resemblance between this subject and the human brain. The main function of the human brain is logic, reasoning and common sense. This is why everybody naturally has a view about mathematics. It is seen as a symbol of brains and brilliance. Those who are generally confident and in high mood would see this subject in a positive way. Once they see this subject positively they usually do very well in it. They, in a nut shell, trust their brain. On the other hand, those who are usually depressed or those who are easily depressed would see the subject in a bad way. That is to say they would see the subject in a negative way. They do not trust their brain. You see how they interrelate their brains with mathematics and see their brains as mathematics and vice versa. Life experience builds on these beliefs and develops them further. This causes many myths to rise about mathematics.

One of the most common false fixed beliefs about mathematics is that people are born with mathematics talents and you do not acquire it. This is because mathematics symbolizes brains. People believe it is a god given talent and if you do not have it then you should quit. This is contradictory to simple fact. Those who are brilliant in mathematics were not so good at the very initial start and had their difficulties. They had to spend endless hours of hard work till mathematics worked out with them well and easy just like magic.

As a matter of fact people studying this subject now are more privileged than those of the past. There are many new references to choose from. There are many new innovative software calculators that can be used in laboratory experiments to reinforce the understanding of the concepts. If the students did all this work properly they will be good at mathematics. They are lucky enough that they do not have to do the very hard work that the early mathematicians used to do.

Sometimes the teachers of mathematics do not stress on the practical value of the subject. They do not show the students the value of what they are taught in their every day lives. A lot of students see that the subject is to sophisticated and is of no use. The solution for this problem is very easy. It is in the hand of the teachers. Teachers should develop their methods of teaching to add some practical element to the subject. For example they can create a class project which is a practical real life problem that the students solve with the mathematics skills that they developed. They should divide the students into groups. Each group does a particular project. Each group at the end does a presentation in front of the class of the project. The groups should use software calculators to do their practical calculations. This way not only the students will know how important mathematics is in real life but they will also find it much fun.