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Jim MyresRSS Feed of this column.

Education: University of Cincinnati - B.S. 1972 (Before most of you were born) Xavier University, Cincinnati - M.B.A. 1978

Teaching Experience: University of Cincinnati, College of Pharmacy

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It might be hard for the young student to see the fun in math. Up till now it has been memorize, memorize, memorize for them. This can give them a break and tease their minds. Numbers that look simple, just two digits "1" and "8." It doesn’t get any easier than this, but wow can these two numbers do some magic. Consider this magic square:








How do we get kids excited about math? In this age of high tech video games why would a kid want to be excited about math they have to do in their mind or with pencil and paper?

Maybe I am just too old, I remember the days before television and video games, I did get excited about math puzzles. Perhaps one of you video whiz kids can create a game series that uses the old math puzzles to allow players to advance from level to level. Until then, those of us who do care about math and math education have a responsibility to get kids excited about math - these will be the math innovators of the future.


Comics are supposed to be fun, light reading. Something I read on MSNBC’s Comics & Games website has been on my mind for a few months. The column titled "News of the Weird" by Chuck Shepherd (March 30, 2008) had one paragraph that caught my attention.

"A team of researchers from the University of Calgary and the Tokyo Institute of Technology proudly announced in February that they had successfully stored "nothing" inside a puff of gas and then had managed to retrieve that same "nothing." That "nothing," is called a "squeezed vacuum," and the physicists tell us that a light wave can be manipulated so that its phases are of uncertain amplitude, then the light itself removed so that only the "uncertainty" property of the wave remains. ScienceNOW Daily News, 2-29-08"

Everything interacts with its environment - from the smallest sub-atomic particle to the largest galaxy. We are no different.

Interaction insinuates dynamic inter-relationship. Knowledge can be defined as "post-active" comprehension. The dynamic inter-relationship involved in the comprehension necessary to achieve knowledge is the tension between opposites, or what may be called reciprocal reciprocation (RR).

A RR consists of two diametrically opposing concepts which cannot exist without each other. They are mutually exclusive in concept and definition, yet mutually inclusive in the operation of comprehension.

A few weeks ago I wrote a blog about a Chicago charter school.

I was naive enough to believe that if a group of ninth graders could not read it was unique to this Chicago school. Today I read a report by Christopher B. Swanson, Ph.D. titled "Cities in Crisis: A Special Analytical Report on High School Graduation." Dr. Swanson’s report clearly shows that we are in an academic crisis in the U.S.

This was my first post. A total of three people read it, it didn’t take long to be relegated to the garbage pile of scientific dribble. I am not going to give up on this post, if it can’t make it competitively then it will be added to "My Latest Thoughts." Here it is safe from the Webmaster’s delete button.

These numbers have been on my mind for 45 years, since I was a senior in High School. I can’t just let them go, they will probably be the last thing on my mind as a draw my final breath -





I first saw these numbers in the book "Fun with Mathematics" by Jerome S. Meyer, published in 1961. I have had them taped to my computer terminal at work for years.