Notable numbers!

Explore the gallery with framed portraits of some remarkable numbers: e, pi, infinity, zero,…

Nepero’s number, often denoted by the letter “e,” is one of the most important mathematical constants and is used in several areas of mathematics, science and engineering. Its approximate value is about 2.71828. Nepero’s number is an irrational and transcendent constant, which means that it cannot be represented as a division of integers and is not a solution of any algebraic equation with integer coefficients. This makes it a very special number in number theory.

Nepero’s number is defined by the infinite series:

e = 1 + 1/1! + 1/2! + 1/3! + 1/4! + 1/5! +…

Where “!” (factorial) represents the product of all positive integers up to the specified number. For example,  (5 factorial) is equal to 5 x 4 x 3 x 2 x 1.

Nepero’s number naturally emerges in various mathematical contexts, such as differential and integral calculus, complex analysis, differential equations, probability theory, and exponential calculus. It is widely used in exponential growth and decay calculations, as well as in continuous interest evaluation in financial mathematics.

The name “Nepero’s number” comes from the surname of Swiss mathematician Leonhard Euler, who frequently used the nickname “Nepero.” However, the use of the name “and” to represent this constant was introduced by English mathematician Charles Maclaurin in 1718.

Educational Insights
The numbers and of Neperus and pi, being irrational, and the complex topic of infinity, are not explicitly included in the “Ticino Compulsory School Curriculum” as far as elementary school is concerned, but are “remarkable numbers” that are dealt with in later school levels. Instead, since elementary school, the numbers 0 and 1 are addressed in depth, both as elements of the set of natural numbers, emphasizing for 0 the fundamental role in our positional decimal system, and as neutral elements of some operations.
Proposing activities related to “remarkable numbers” allows us to pursue several purposes:
– grasp the characteristics of specific elements of our number system;
– to understand more deeply the structure of our decimal positional number system;
– to know some important mathematicians of the past who dealt with these remarkable numbers, their discoveries and their relevance from a scientific and historical point of view;
– know how to delve into a specific mathematical topic…

With regard to elementary schooling, the different numbering systems of the various cultures that have succeeded each other over time, and the counting tools used by them, are considered among the materials of the “MaMa-mathematics for elementary school” project commissioned by the Department of Education, Culture and Sports to the Mathematics Teaching Competence Center of the Department of Formation and Learning/High Pedagogical School in Locarno, Switzerland. These materials can be downloaded free of charge at this link: https://mama.edu.ti.ch/.

In particular, it is suggested to consult:

– the Guidelines for having mathematical, educational and historical insights related to the various number systems of the ancients. This document also presents some historical tools, including those presented here, used by various cultures. This document may also be useful for later school levels;

– the Context of Meaning Mathematics Traveling in Space and Time“, a document in which insights are provided for designing meaningful learning situations related to mathematics from different cultures, used in different historical periods;

– the Teaching Practice The Number Systems of the Ancients,” a document in which are collected teaching proposals relating to, among others, the number systems of primitive men, the Sumerians, the Incas, the Egyptians, the Mayans, the Babylonians and the Romans the teaching practice “Different Algorithms of Calculus“, where different algorithms are proposed, some of which have followed each other throughout history and have characterized different places; – the teaching practice “Figures and the Positional System“, where there are many ideas related to the Indo-Arabic numeral system, including the construction of a small abacus.

– the Teaching Sheets designed for learners, which can be found by setting the filter “Other Number Systems” in the teaching materials search engine. In particular, we highlight: “The Speed Race“, “Ten Notches“, “Sumerian Numbers 1,” “Sumerian Numbers 2,” “Sumerian Numbers 3,” “Sumerian Numbers 4,” “Inca Numbers 1,” “Inca Numbers 2,” “Roman Numbers 1,” “Roman Numbers 2,” “Roman Numbers 3,” Roman Numbers 4,” “Maya Numbers 1,” “Maya Numbers 2, “The Mayan Numbers 3,” “The Mayan Numbers 4,” “The Egyptian Numbers 1,” “The Egyptian Numbers 2,” “The Egyptian Numbers 3,” “The Egyptian Numbers 4,” “Race Between Systems,” “Comparing Systems,Ancient Calculations,”The Use of the Abacus, Let’s Know the Abacus,” “Decimals What a Passion,” “Laura Don’t Get Distracted.”

In addition, there are 22 comics related to important mathematicians throughout history in the collection “Mathematicians in Comics,” which can be downloaded free online or purchased in hard copy published by Daedalus Publishing House. In particular, for an in-depth look at the birth of our numbering system see the comic strip by mathematician Al-Khwārizmī (9th cent.).

Also available for active middle school teachers are teaching materials called “Mathematics in History,” supplemented by student worksheets that can be downloaded from the ScuolaLab portal (where you must register to download the documents).

How to build

EXHIBIT MATERIAL:
  • no. 2 Vertical pallet 200×120 cm
  • no. 2 Pallet base 120×80 cm
  • Corrugated honeycomb cardboard base with mathematical pattern, attached with double-sided tape to the pallet
  • Rectangles cut from forex panels about 1 cm thick, to be used as a base for panels with numbers
  • LASER CUT PICTURE FRAMES

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