# Ad: Maths Group Tuition starting in 2014

Maths can be fun too!
Build up interest in Mathematics by trying out some of these interesting Maths Riddles.

## The riddle

Three guests check into a hotel room. The clerk says the bill is \$30, so each guest pays \$10. Later the clerk realizes the bill should only be \$25. To rectify this, he gives the bellhop \$5 to return to the guests. On the way to the room, the bellhop realizes that he cannot divide the money equally. As the guests didn’t know the total of the revised bill, the bellhop decides to just give each guest \$1 and keep \$2 for himself. Each guest got \$1 back: so now each guest only paid \$9; bringing the total paid to \$27. The bellhop has \$2. And \$27 + \$2 = \$29 so, if the guests originally handed over \$30, what happened to the remaining \$1?

Try it out before looking at the answer!

# Counting on her mind

1,248 words 24 May 2005 Digital Life English (c) 2005 Singapore Press Holdings Limited

You can reach for the stars with Jaws, Braille and determination, mathematics whiz Yeo Sze Ling tells HELLEN TAN

Given that multiple degrees are common today, the fact that Miss Yeo Sze Ling has two degrees in mathematics, and is working on her doctorate in the same field, is probably not news.

Until you find out that she is blind.

The 27-year-old who earned her Bachelor’s degree (Honours) and a Master’s degree from National University of Singapore (NUS) is now into research on coding mathematics theories and cryptography.

These are used in computing algorithms to protect passwords or data from being stolen when they are zipped from computer to computer.

The field is an interest she shares with John Nash Jr, a mathematical genius who won a Nobel Prize, portrayed in the Oscar-winning movie, A Beautiful Mind.

Certainly, like Nash, her achievements should mean a lot.

He was a schizophrenic who thought he was doing secret cryptography work for the American government.

She has been blind from the age of about four when glaucoma struck. Glaucoma is a condition that increases pressure within the eyeball causing sight loss.

Technology has come in handy.

On campus, she totes a laptop.

At home in a four-room HDB flat in Bishan, her desktop Compaq PC holds today’s tech staples – e-mail and MSN Messenger for exchanging notes with friends.

The Internet is her source for research as well as for online newspapers or electronic books like A Beautiful Mind.

## Rote learning has to make way for digital literacy: Heng Swee Keat

Education Minister Heng Swee Keat has said that with information readily available, rote learning has to make way for digital literacy.

SINGAPORE: Education Minister Heng Swee Keat has said that with information readily available, rote learning has to make way for digital literacy.

Speaking at the Second International Summit of the Book on Friday, Mr Heng said there is a need to place greater emphasis on critical and inventive thinking.

Whether it is a papyrus, print or the iPad, it seems that books are here to stay.

Professor Tommy Koh, chairman of the Organising Committee of the Second International Summit of the Book, and Ambassador-at-Large, said: “I think the book will endure to the end of time.

“But the form of the book has changed and will change. The container will change, the platform on which we read the book will also change.

“My children, for example, prefer to read the book either on the computer, on the iPad, on the tablet and other electronic forms. I still prefer the printed book. But in one form or another, the book will endure. There can be no human civilisation without books.”

But the question is whether readers are able to discern truths from untruths, especially in an era that is inundated with information.

Mr Heng said: “Some fear that the technologically sophisticated books of the future will dull the mind, as we no longer bother to use our imagination to render words into sounds and images.

“They worry too that we will forget to think for ourselves after we close the book because social media offers such an array of ready-made opinions that we will just pick one off the virtual shelf rather than form our own.

“We need to place greater emphasis on critical and inventive thinking, so that we may go on to imagine and create new insights.

“At the workplace, as the information revolution transforms the nature of work, our ability to move from theory to practice, to apply learning imaginatively in different contexts, and to create new knowledge, will become increasing valuable.”

# Maths Group Tuition to start in 2014!

If you are interested in Mathematics, do consider to study Mathematics at NUS!

Quote:

# Overview

The Department of Mathematics at NUS is the largest department in the Faculty of Science. We offer a wide range of modules catered to specialists contemplating careers in mathematical science research as well as to those interested in applications of advanced mathematics to science, technology and commerce. The curriculum strives to maintain a balance between mathematical rigour and applications to other disciplines.

We offer a variety of major and minor programmes, covering different areas of mathematical sciences, for students pursuing full-time undergraduate studies. Those keen in multidisciplinary studies would also find learning opportunities in special combinations such as double degree, double major and interdisciplinary programmes.

Honours graduates may further their studies with the Graduate Programme in Mathematics by Research leading to M.Sc. or Ph.D. degree, or with the M.Sc. Programme in Mathematics by Course Work.

# Maths Group Tuition to start in 2014!

Source: http://ww1.math.nus.edu.sg/

The history  of the Department of Mathematics at NUS traces back to 1929, when science  education began in Singapore with the opening of Raffles College with less than  five students enrolled in mathematics. Today it is one of the largest  departments in NUS, with about 70 faculty members and       teaching staff supported  by 13 administrative and IT staff.  The Department offers a wide selection  of courses (called modules) covering wide areas of mathematical sciences with  about 6,000 students enrolling in each semester. Apart from offering B.Sc.  programmes in Mathematics, Applied Mathematics and Quantitative Finance, the  Department also participates actively in major interdisciplinary programs,  including the double degree programme in Mathematics/Applied Mathematics and  Computer Science, the double major       programmes in Mathematics and Economics as  well as with other subjects, and the Computational Biology programme. Another  example of the Department’s student centric educational philosophy is the   Special Programme in Mathematics (SPM), which is specially designed for a  select group of students who have a strong passion and aptitude for  mathematics. The aim is to enable these students to build a solid foundation  for a future career in mathematical research or state-of-the-art applications  of mathematics in industry.

The  Department is ranked among the best in Asia in mathematical  research.   It offers a diverse and vibrant program in graduate  studies, in fundamental as well as applied mathematics. It promotes  interdisciplinary applications of mathematics in science, engineering and  commerce. Faculty members’ research covers all major areas of contemporary  mathematics. For more information, please see research overview, selected publications, and research     awards.

## Stanford University Research: The most important aspect of a student’s ideal relationship with mathematics

Source: Taken from Research by Stanford, Education: EDUC115N How to Learn Math

This word cloud was generated on August 9th based on 850 responses to the prompt “Please submit a word that, in your opinion, describes the most important aspect of a student’s ideal relationship with mathematics.”

## Number Theory Notes – Art of Problem Solving

Excellent notes on Olympiad Number Theory!

Preface:

This set of notes on number theory was originally written in 1995 for students

at the IMO level. It covers the basic background material that an IMO

student should be familiar with. This text is meant to be a reference, and

not a replacement but rather a supplement to a number theory textbook;

several are given at the back. Proofs are given when appropriate, or when

they illustrate some insight or important idea. The problems are culled from

various sources, many from actual contests and olympiads, and in general

are very difficult. The author welcomes any corrections or suggestions.