After my first post on discovering and creating mathematics, I decided it was about time I sat down again with a random topic to see where I could take it in 30 minutes.
I decided to try and define a triangle root and see what happens. Below are some scribbles with the direction it took me (Apologies that’s it’s messy but it’s hopefully still readable).
I wonder if anyone else fancies exploring triangle roots in a different way and seeing what they can come up with in 30 minutes?
One of the most interesting aspects I’m finding of open investigation is that you naturally start asking more and more questions. Is it easier to pose problems in Mathematics during an investigation than if you simply try to pose a problem just by thinking about a topic?
Since being a Mathematician is so heavily dependent on asking interesting, fruitful questions to investigate, this to me is an important question. I regularly encourage students to pose mathematical questions and I’m sure I have a way to go in gaining a deeper pedagogical understanding of student problem posing in mathematics.