{"id":1839,"date":"2017-07-28T23:38:27","date_gmt":"2017-07-28T23:38:27","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1839"},"modified":"2017-07-29T01:03:56","modified_gmt":"2017-07-29T01:03:56","slug":"number-theory-in-upper-secondary","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/07\/28\/number-theory-in-upper-secondary\/","title":{"rendered":"Number Theory in Upper Secondary Education: Some Less Conventional Possibilities"},"content":{"rendered":"<p><a href=\"mailto:jlpmello@uol.com.br\">Jos\u00e9 Luiz Pastore Mello<\/a><\/p>\n<p><strong>Abstract:<\/strong> The presence of the number theory in mathematical academic curriculum<br \/>\nis predominantly focused on discussion and validating of strategies for<br \/>\nsimplifying calculations with numbers. Beyond this pragmatic aspect, there is<br \/>\nanother rich opportunity to work with the number theory in direct connection with the fundamentals of mathematical thinking. In this article, I present definitions<br \/>\nand some properties of happy and polite numbers, which can be a rich<br \/>\nmaterial to work with the arithmetic and algebraic aspects of number theory in<br \/>\na classroom with upper secondary students.<\/p>\n<p><strong>Key words<\/strong>: number theory, happy numbers, polite numbers, figurate numbers,<br \/>\nmathematical thinking, computer programming.<\/p>\n<p>DOI: 10.24844\/EM2902.08<\/p>\n<p><a href=\"\/descargas\/Vol29\/2\/08Pastore.pdf\"><img loading=\"lazy\" class=\"size-full wp-image-279 alignright\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Jos\u00e9 Luiz Pastore Mello Abstract: The presence of the number theory in mathematical academic curriculum is predominantly focused on discussion and validating of strategies for simplifying calculations with numbers. Beyond this pragmatic aspect, there is another rich opportunity to work with the number theory in direct connection with the fundamentals\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/07\/28\/number-theory-in-upper-secondary\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[569],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1839"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1839"}],"version-history":[{"count":4,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1839\/revisions"}],"predecessor-version":[{"id":1870,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1839\/revisions\/1870"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1839"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1839"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1839"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}