The Third in the Lecture Series Sponsored by the
MATC Mathematics Club

Images at "Mathematics - A Study of Pattern"
by
Professor Steven Post


 
Professor Post actively invoved his audience to discover patterns in problems that initially appeared more complex by solving easier versions of the problems.  At the end he invited students interested in pursuing a degree in Mathematics at Edgewood College in Madison to contact him.

More fun problems that you can puzzle over from the Math 101 course taught by Professor Post at Edgewood College on Monroe Street in Madison.  Click on "Packet Problems" when you get to the class webpage.
 
The December Mathematics presentation 
will be on 
Thursday December 7, 2000 at  4:30 PM
in room 262
by
Professor Steven Post
of Edgewood College
on "Mathematics - A study of Pattern" 

He has his undergraduate degree from theUniversity of Chicago and Ph. D from Princeton. He has been teaching at Edgewood College since 1988. 


"In this talk I will present students with some of the common patterns that arise in mathematics and students will solve problems that - surprisingly -involve these and related problems. Questions like these help students develop problem solving skills that they can apply to all math problems. Our first example: what is the sum of the first 1963 odd numbers?"

 

Steven Post loves teaching mathematics at all levels, but especially to students who are afraid of the subject. In addition to his Ph.D. in math, he also has a M.S. in computer science. Steven also helps coordinate Edgewood's involvement in the Luke House community meal program which serves Madison's homeless population.
 
Professor Post was introduced by Ray Garcia.

1979 answered Todd, responding to a question by Dr. Post
.
who then asked and wrote on the blackboard

  "Find the sum of the first 1979 odd numbers."

After clarifying that did not mean that the last number was 1979, he first did the easier problems
        1 + 3
         1 + 3 + 5
         1 + 3 + 5 + 9   and so on.
Then he asked the audience members to find the pattern.  He wandered through the audience to talk with some, suggest to others, and find who had solved the problem.

The answer is  ________

"How many different hamburgers can you create if you have 10 toppings, including catsup, mustard and asparagus?" was the next question posed.  Again Professor Post showed how dealing with easier problems could show a pattern which could be used to solve the more difficult problem.
 
 
 
 
 

 
Then the audience worked on the problem in groups. 

The answer is ________
John Rosenberg, Russ Kumai and another member of the audience work on a problem.
 
Isaac, Carrie and Dan contemplate a question..
"If a student had to eagerly rush up the fictitious 10 steps leading to Sri's office taking 1 or 2 steps at a time, how many ways could that student reach the office? "  After clarifying exactly what the problem meant, Professor Post asked the audience to form groups again to work on the problem.  The groups excitedly attacked the problem which proved more difficult.  Some groups finally solved it by observing the pattern formed by assuming far fewer steps. 

The Fibonacci sequence appeared as a surprise.    Leonardo of Pisa, for whom the sequence is named, greatly influenced the introduction of the Hindu-Arabic decimal system in Europe during the 13th century. 

 
What the solution for 57 steps looks like.

 

A&S Dean Terrence Webb puzzles out a problem.

Students, teachers, vice president Ed Clarke, 
and others attended.

 
Professor Post holds up the gift presented by Assistant Dean Marian Timmerman as Sri looks on.

 

Professor Post after the dynamic interactive presentation trying to discuss questions as the reception moved to the hallway to make room for a class MATC records demonstrated did not exist.
Sri, Professor Post, Ray and 
Assitant Dean Marian Timmerman 
at the end.

 

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