On Fri, Jan 27, 2017 at 10:57 AM, Joe Niederberger <email@example.com > > wrote: > > I first saw it presented like this: > > 1 + 2 + 3 + ... + 100 > 100 + 99 + 98 + ... + 1 > - --------------------------- > 101 + 101 + 101 + ... + 101 > > (completion of the thought left to the reader.) >
That one, and another diagrammatic proof the two consecutive triangular numbers = a square number are included in Oregon Curriculum Network materials:
OCN is light-years ahead of anything Pearson, in the integration of secondary school mathematics with learning to code.
Currently "computer science" is deemed a separate subject so that math teachers, already suffering from lack of relevance issues, are told not to improve their courses in ways that might overstep the boundary, i.e. stick to your TI calculators and stop whining.
Computer science, on the other hand, is free to cannibalize math for topics, is encouraged to do so. Looks like CS curriculum might be eating the math curriculum's lunch in the name of bridging the digital divide.
I've suggest a different way of dividing turf, keeping it all mathematics (the M in STEM) and have CS help build the "lambda track" next to the already well-developed "delta track" (pre-calc / calc).