Model
Digital Document
Publisher
Florida Atlantic University
Description
The theory of continued fractions goes possibly as far back as 300 B.C. to Euclid. Some
consider continued fractions as part of the "lost mathematics". I came across continued
fractions for the first time while taking a graduate math class and I was amazed as how
beautiful the representation of some numbers were using them and also how easy it was
to understand the theory by making pictures. As an educator, I want to share this
knowledge with my students and make it something that they could discover, manipulate,
and appreciate.
This paper is divided m three sections. The first deals with the basic theory and
definitions of continued fractions. The second shows how to use technology, especially
Dynamic Geometry Software to make the basic theory accessible to students in middle
and high school. The third section gives some reflections of my experience working with
students on continued fractions.
consider continued fractions as part of the "lost mathematics". I came across continued
fractions for the first time while taking a graduate math class and I was amazed as how
beautiful the representation of some numbers were using them and also how easy it was
to understand the theory by making pictures. As an educator, I want to share this
knowledge with my students and make it something that they could discover, manipulate,
and appreciate.
This paper is divided m three sections. The first deals with the basic theory and
definitions of continued fractions. The second shows how to use technology, especially
Dynamic Geometry Software to make the basic theory accessible to students in middle
and high school. The third section gives some reflections of my experience working with
students on continued fractions.
Member of