When I left the village, I was holding my diploma from the junior high school in Muzhai. In the twenties of the 20th century, Bei Tingfang was stationed at Xixiakou and converted the temple into a school, and the temple property became a school property. The temple of the wooden village was also converted into a wooden school. I remember that at that time, the school building was engraved with the message that Yu Keting, the head of Dinghe District, who was appointed by Bi Tingfang, personally continued the construction. However, after a struggle, the name of my geography teacher, Liu Daotai, was blacked out, but my love for mathematics remained undiminished.
Liu Daotai, a geography teacher, was Liu Gusan's nephew after Bie Tingfang's death, and he and another female teacher, Pan Yunying, suffered injustice in the struggle. These events left a deep impression on me in my childhood. After the struggle, we no longer call him Teacher Liu, but Liu Daotai, as if returning to the ancient officialdom. These experiences did not dampen my interest in mathematics, especially my love for the ancient math problems taught by my private school, Mr. Zhao Huazhai.
As a child, I had a passion for arithmetic and dreamed of becoming an arithmetic teacher. At Hat-Wearing Junior High School, math became my favorite subject, and my dream changed to becoming a math teacher. Looking back at my primary and junior high school years, I almost got perfect marks in math and science, but Chinese was my least favorite subject. To this day, I still regret that I did not go to high school and could not realize my dream of becoming a math teacher.
Recently, when I returned from climbing a mountain, I was tired and pulled out the "Nine Chapters of Arithmetic" I bought in Guangzhou in 2018. This book includes three parts: "Nine Chapters of Arithmetic", "Sun Tzu's Arithmetic" and "Zhou Ji Sutra" by Zhang Cang, the prime minister of the Western Han Dynasty. Through reading, I found that the math problems in the book have many similarities with the problems described by my private school teacher, Zhao Huazhai, in my childhood. In particular, the problems in Sun Tzu's Arithmetic, such as the question of the return of the three daughters, aroused my deep interest in classical mathematics.
The problem of the return of the three daughters is as follows: there are three daughters, the eldest daughter, the second daughter, and the younger daughter. They go back to their parents' homes at regular intervals, and the problem is to calculate when they will be able to return home at the same time. Through the way of hints and wife piles, the answer is 60 days. The solution to this problem took me back to my childhood and re-experienced the joy of learning about math problems.
When I thought about it, I realized that there were other operations that could be done in addition to the solutions suggested in the book. So, I picked up the pen and paper, combined the tips and the calculation method of my wife's pile, and the answer I got was exactly the same as "Sun Tzu's Calculations".
The eldest daughter, the second daughter, and the youngest daughter are arranged in turn, and the corresponding number of days is arranged, and the number of days they arrive is obtained by multiplying them diagonally. Adding up these days gives us the answer of 60 days. I find it very interesting to have this way of subverting classical algorithms.
Looking back on these math problems, I can't help but think of my childhood and adolescence, a time of curiosity and thirst for knowledge. The wife of Mr. Zhao Huazhai provided us with ancient mathematical wisdom, while the classical arithmetic scriptures showed us the essence of ancient Chinese mathematics.
Conclusion: Exploring the wonderful world of rural mathematics, the wisdom of Mr. Private School led the mathematical dream of childhood.
This essay profoundly outlines the author's childhood experiences in a village school and his deep interest in mathematics. By recalling the scenes of private school learning and mathematics problem solving in childhood, the article reveals a unique attachment to the wisdom of rural mathematics and the unique charm of mathematics education in that era.
First of all, the article describes in vivid language the historical changes that took place in the village. With the arrival of Bei Tingfang, the temple became a school and the temple property became a school property, a reform that not only changed the use of the building, but also affected the learning environment of the children in the village. In this context, the author recalls the era of struggle and the unfair treatment suffered by geography teacher Liu Daotai in the struggle, which injects a touch of social history into the article.
Secondly, the article shows the author's deep affection for mathematics by telling about his childhood love for mathematics. At the Muzhai School, even with the struggle, the author's interest in mathematics did not wane. The recollection of the ancient math problems taught by Mr. Zhao Huazhai at the private school, as well as the description of his wife in the school, make the reader feel as if they were in the author's childhood. This not only outlines the image of a teenager who is fond of mathematics, but also conveys the author's cherishment of mathematics education.
Classical works such as "Nine Chapters of Arithmetic", "Sun Tzu's Arithmetic" and "Zhou Ji Sutra" mentioned in the article give the article a deeper cultural connotation. These ancient mathematical classics are not only the crystallization of wisdom, but also the essence of mathematics that has been passed down. Through the analysis of the problem of the three daughters returning home in "Sun Tzu's Arithmetic", the author demonstrates a deep understanding of these classic problems and tries new methods to solve them, presenting readers with a feast of mathematics.
Finally, the article concludes with a review of the dream of mathematics and an admiration for the classical arithmetic. By recalling his childhood interest in mathematics, the author expresses his nostalgia for mathematics education and regret that his dream of becoming a mathematics teacher has failed. Such an ending not only evokes the reader's own childhood memories, but also points out the profound impact of mathematics education on everyone's development.
Overall, this article presents readers with a story full of warmth and reflection through a vivid depiction of a rural school in childhood, as well as a deep reflection on the interest and education of mathematics. Through his own personal experience, the author shows readers the power and charm of mathematics education, and provides a unique and touching perspective on the wisdom of rural mathematics.
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