This paper discusses the consequences of the definition of a concept not standing at the core of one’s image of that concept. It then zeros in on √n, and takes the position that it is not enough for students to know the definition of what √n means, but that they should also know some method which would enable them to compute √n, although carrying out the actual computation is not important. Several relatively known and unknown methods to compute √n are then discussed.
ASJC Scopus subject areas
- Mathematics (all)