Blogroll
 Crossing number complete graph
 Crossing number of $K_13$
 crossing number parity
 Gallian's Dynamic Survey of Graph Labeling
 Magic Labelings of triangles
 Vertexmagic total labeling of odd complete graphs
 Vertexmagic total labelings of even complete graphs
 Vertexmagic total labelings: a conjecture on strong magic labelings of 2regular graphs
 Witt Cancellation

Recent Posts
 For the most awesome middle school and high school teachers
 Let’s Integrate Calculus
 A Parity Theorem For Drawings of Complete Graphs
 Run For Third!
 Useful generalizations, Part II
 Useful Generalizations, part I
 It’s a Mean Value Theorem
 A cardinal rule of baserunning is hilariously incorrect
 On the value of believing that you know the answer
 On the unreasonable efficiency of mathematical writing, part II
 On the unreasonable efficiency of mathematical writing
 On Teaching Loving Mathematics
 On the Value of Making up Your Own Question
 Squaring the Superhero
 On Trigonometric Nostalgia
 A Perfect Square Discovers Pi
 Welcome.
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For the most awesome middle school and high school teachers
Dear awesome teacher, Thank you for everything you put into good teaching. I know that’s it’s rare to see solid evidence that your extra efforts are really working. So here are two tiny examples of ways that teachers helped me, … Continue reading
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Let’s Integrate Calculus
Calculus is a fullbrained subject being taught by leftbrained instructors to rightbrained students. I see many posts lamenting the lack of student understanding resulting from the standard way that a calculus course is taught. For example, Tevian Dray suggests: “Skip … Continue reading
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A Parity Theorem For Drawings of Complete Graphs
This post gives a (hopefully) very accessible treatment of a beautiful mathematical fact of topological graph theory, called the “parity theorem” of Kleitman. (Two numbers have the same parity if they are either both even or both odd). (Please see … Continue reading
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Run For Third!
Imagine that it’s a tie game in the bottom of the ninth inning and there is one out. You are a base runner on first base. The outfield is playing back to prevent a double and the hitter hits a … Continue reading
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Useful generalizations, Part II
Very often in mathematics a theorem can be easier to prove if it is viewed as a consequence of a different theorem, which may be far more general than the original. Our example for this post appeared on the 2014 … Continue reading
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Useful Generalizations, part I
Very often in mathematics we see a nice argument or proof and we realize that the same argument can prove more than what was originally intended. The purpose of this post is to do just that for two recent posts, … Continue reading
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It’s a Mean Value Theorem
“The average rate of change will be the same as the instantaneous rate of change somewhere in the interval” under reasonable assumptions, is the gist of the Mean Value Theorem. A pleasant funny review is in the slowpaced 1966 (yes, … Continue reading
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A cardinal rule of baserunning is hilariously incorrect
Sometimes I watch Major League Baseball games. I’ve noticed that the following is never questioned: Unwritten Rule: With fewer than 2 outs, a baserunner on first base shall be certain that a ball hit in the air will fall in … Continue reading
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On the value of believing that you know the answer
A beautiful inequality, the arithmetic meangeometricmean inequality (AMGM) seems reasonable but hard to prove. It states that the usual average of n positive real numbers is at least as big as the nth root of the product. We’ll experiment with … Continue reading
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On the unreasonable efficiency of mathematical writing, part II
The writing of mathematics is very efficient. Perhaps the teaching of mathematics can afford a little more redundancy. Here is a key example: Mathematical inductionthe champion of efficiency. The beautiful idea: Induction is often used (and usually taught) to prove … Continue reading
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On the unreasonable efficiency of mathematical writing
In literary writing, we are taught to provide an introduction, a body and a conclusion. We are encouraged to—inefficiently—relate parts of an essay to a central idea. In mathematics, our writing is at times too efficient. Perhaps the teacher can … Continue reading
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On Teaching Loving Mathematics
I love math—not because I think I’m good at it, but because it’s powerful, it’s supremely beautiful and it’s everywhere. Mathematicians and many others agree! However, it happens all too often that people claim not to agree. Teachers can change … Continue reading
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On the Value of Making up Your Own Question
First, we consider an example of how one might make up a question. Here is a nice fact: (1/2)+(1/3)+(1/6)=1 Let’s have some fun with this fact by making it the answer of a question. Think of it as a mystery … Continue reading
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Squaring the Superhero
I teach many different courses in mathematics. All of these courses contain wonderful material. I love math. Last year, my son asked me why some of the students at his elementary school did not seem to share my view regarding … Continue reading
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On Trigonometric Nostalgia
When my son asks me how something works, I often don’t have a satisfactory answer. After all, I can’t rip open my digital device and show him the parts in action. In sharp contrast, we can see exactly how a … Continue reading
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A Perfect Square Discovers Pi
Pi is defined as the ratio of the circumference of a circle, to its diameter. It follows (how?) that the same constant pi is also the number of r x r squares that have the same total area as a … Continue reading
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Welcome.
Dan McQuillan, Charles A. Dana Professor of Mathematics, Department of Mathematics, Norwich University, Northfield, VT 05663, 802 4852323, dmcquill [at] norwich.edu. There is a menu just under the picture of Norwich University (The options are: Home, Research, Publications, About, Selected … Continue reading
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