Purpose of the Research:\r 1) To determine whether a poor understanding and inability of Grade 7 and 8 learners to apply the BODMAS principle in mathematics, influences scores obtained in a mathematics test.\r 2) To determine whether scores obtained in the given mathematics test can be improved with a BODMAS learning tool.\r Procedures:\r 1. Get the educators opinion on mathematics in schools. Send a total of 50 questionnaires to four schools.\r 2. Determine what percentage of a mathematical test/examination requires the application of BODMAS\r 3. Do a pre-test at two schools, a total of 370 grade 7 and 8 learners.\r 4. Design a BODMAS learning tool and verify it with three educators.\r 5. Implement the tool at the two schools.\r 6. Do a post-test at the two schools.\r 7. Get all the educators who were at the implementation session to evaluate the session.\r 8. Investigate two other schools, by sending 270 pre-tests to those two schools, to determine whether applying the BODMAS principle correctly is also a problem for learners in those schools.\r 9. Implement the BODMAS learning tool into the intermediate phase syllabus.\r Data:\r 1. Of the 41 educators in the sample, 52% think the standard of maths in their schools is average.\r 2. 38.9% of a grade 8 mathematics examination paper and 46% of grade 8 mathematics tests contains questions that are BODMAS related.\r 3. The learners achieved an overall average of 22.57% in the pre-test\r 4. The educators evaluated the BODMAS learning tool as very good as it is.\r 5. Learners and educators enjoyed the implementation session of the BODMAS learning tool.\r 6. In the post test learners did much better, the overall average increased by 21.00% to 43.57%.\r 7. Educators were positive about the way in which the tool was explained.\r 8. The learners in the other two schools also struggled with applying the BODMAS principle.\r 9. A second pilot study is being done in four primary schools by the Department of Education for the implementation in the Free State mathematics 2013 syllabus. \r Conclusion:\r My hypothesis is supported. \r 1) A poor understanding and inability of Grade 7 and 8 learners to apply the BODMAS principle in mathematics, influenced scores obtained in a mathematics test.\r 2) Scores obtained in the given mathematics test were improved with a BODMAS learning tool.

在2003 年台灣國際科展之作品說明書「Concatenating Squares」中【9】與2004第三屆旺宏科學獎「SA3-119 ：與特殊型質數之倒數關聯的兩平方總和的整數分解」成果報告書中【10】，就已有令人驚訝的結果。在2005 第四屆旺宏科學獎「SA4-298 ：分和累乘再現數產生的方法及其性質探討之推廣與應用」成果報告書中【11】，更是以逆向思維進行研究推廣，創造出許多新穎且引人注意的美麗數式，由原創性的觀點來進行逆向思維的研究。正由於這些再現數充滿奇巧，且與不定方程（代數）、簡單的數整除性分析（數論）以及同餘式理論都有所關聯，我們要發展前所未有的同步關聯與研究分歧， 且是最新的發現，更以豐富的想像力、創造力與推理能力提出令人耳目一新的重要結果，得到許多從未見過世面的美麗數式，回眸觀賞時內心充滿了數學之美！;Number which when chopped into two（three）parts, added / subtracted and squared（cubed） result in the same number. Consider an n -digit number k , square it and add / subtract the right n or n .1 digits. If the resultant sum is k , then k is called a Kaprekar number. The set of n -Kaprekar integers is in one-to-one correspondence with the set of unitary divisors of 10 n m1. If instead we work in binary, it turns out that every even perfect number is n - Kaprekar for some n . We wish to find a general pattern for numbers these numbers cubed or 3-D Kaprekar. We also investigate some 3-D Kaprekar of special forms. In addition, some results relating to the properties of the Kaprekar numbers also presented. This study indicates the “interesting” and “pragmatic” natures of the research project. We have developed the original results based upon his initiatives and has thus created a new horizon through the research project. This is the proudest achievement for this study. Generalization of Some Curiously Fascinating Integer Sequences：Various Recurrent Numbers！

一 Motivation and Purpose: In this study, we want to completely know about “The number abc…de, which times m/n, 1≦n≦m≦9?N can get ed… cba?”, and also expect to find out “The good rule within them”. 二 Procedure:Using method of enumeration, induction to collect sample of all and beginning from two digits to get information “good rule”. When get some useful idea, put them into the following research for the step easy go on, the method try and error is a very tiresome works, especially when we deal higher digits. till enough information is obtained, we solve problem and find new one, then likewise again research steps, just the basic science research ways, we are glad have the key of these problem. 三 Result and conclusion :Those number we named “converse No.” There are two groups: S=m+n=10 and 11 S=11, then Q=m/n=9/2,8/3,7/4,6/5=4.5,2.6,1.75,1.2 S=10, then Q=m/n=9/1,8/2,7/3,6/4=9,4,2.3,1.5 Each group have four type. When S=11,Q=7/4=1.75,if converse No.each digit is a multiple of 3, then can cancellation or extension of fraction to get another 3 or 4. Growth up rule: Converse No. = type factor x heritable factor x growth factor=rx hx g S=11,r=2~5,h=9, s=10, r=1~4, h=99 一 研究目的：盼能找出”顛倒一族”的族譜。二 研究過程：確定研究題目為ab…cde×m/n=edc...ba,0≦n≦m≦9?N 求ab… cde？以窮舉法收集觀察資料，歸納演繹尋求規律。1.先觀察兩位數，分析共有顛倒對36對。2.建立乘數Q=m/n一覽表，共有27個3.設計顛倒對大/小及其商一覽表，以利觀察、歸納獲得規律。4.接著觀察三位數，共有360對，綜合二、三位數規律，找出選擇式窮舉法：9之倍數法。5.再接著找出四位數，再綜合而知另有 全調法 重現法 半調法 GCD遺傳基因法等來繁衍高位數顛倒數。6.於是依諸法找得六位數資料，得知GCD遺傳基因法為繁衍通則，完成族譜建立模式。7.研究顛倒數位數與其個數間關係式，完成研究。研究結論：1.顛倒一族有兩大類：S=10與S=11 S=m+n。2.每一大類有四型： S=10中，Q =9/1,8/2,7/3,6/4(9,4,2.3,1.5)S=11中，Q =9/2,8/3,7/4,6/5(4.5,2.6,1.75,1.2)3.每一型均有一個顛倒數，除了S=11中，Q=7/4=1.75者可約、擴分而得3or4個。4.顛倒數原則上均為9之倍數，除了Q=7/4經約、擴分可能得非9倍數者。

In this work I make the analysis of the possibility of the existence of the number system with non-natural base & its investigation. The question examined in my work is totally opened:\r ‧ making the list of new characteristics, rules of the translation of the numbers, and also rules of the simple calculating operations, checked the operations of subtraction & division;\r ‧ checked the Euclidean algorithm, its characteristics by means of estimating the coefficients;\r ‧ found the practical appliance of new method in compiling & solving of the tasks.\r Investigation I’ve suggested stipulates for independence of new system & its appliance in type of tasks, that is beyond the course of school program & also beyond the whole system of school education.

Motivated by Napoleon theorem, we study the properties of the triangles obtained by moving the midpoint of each side of a given trianle along the perpendicular bisector of corresponding sides, and extend the results to the case of quadrilaterals. On the other hand ,we consider the method of erecting a regular M-gon to each side of a given N-gon and joint the N centers of these M-gons to form a new N-gon. (abbreviated as CRG method),and get the following results. 1. We characterize some kinds of N-gons that can be transformed to regular N-gons via CRG method. 2. Of M,N are nature numbers with M|N, then it is possible to find a N-gon that can be transformed to a regular N-gon by CRG method. \r 3. If a polygon P is symmetric with respect to a fixed point or a fixed line, then P can be transformed by CRG to a polygon with similar symmetries. 4. If a polygon P is transformed by CRG to ′P,there exists a commonpoint G such that ΣGA=0 andΣGB=0, where A and B runs through vertices of and P′P, respectively. 本研究將拿破崙定理加以延伸。先探討由各邊中點沿中垂線延伸得出之三角形的性質並推廣至四邊形之情形條列式報告成果。另一個推廣是將給定的多邊形的每邊外接一個正多邊形，再以這些外接的正多邊形的中心為頂點造出一個新的多邊形。我們發現此幾何變換具有以下性質：（1） 「哪些多邊形能被變換成正多邊形呢?」，我們觀察出能被變換成正多邊形的多邊形其限制條件隨邊數增加而增多，並進一步區分了哪些多邊形可以被變換成正多邊形。 （2） 在將非正N邊形做變換時，不一定須外接正N邊形才能得到正N邊形，我們區分出可外接哪些正多邊形而得到正多邊形。 （3） 對給定的多邊形作此變換時，若原多邊形有點對稱或線對稱等性質，則新多邊形也將具有相同的性質。 （4） 此變換得到的新多邊形會與原多邊形共重心，亦即新舊兩多邊形內到各自的頂點向量和為0的點會是同一點。

正方形和長方形是每一個人都非常熟悉的圖形，但其中卻隱藏了非常多奇妙的“數學之謎”。 所謂「完美長方形」是：在一個長方形中 (長、寬不等)，能否分割出最少大小相異的正方形。 這個研究中，首先用「草圖」的解題方法研究完美長方形，接下來利用「平面圖形」的解題方法可簡化計算的過程，最後利用「對偶關係」證明出：完美長方形的最少階數為 9 階。 進而，我們將這個問題擴展至三維空間，思索在一個長方體中（長、寬、高都不等長） ，能否仿照二維空間，分割出最少大小相異的正方體，而完成這個研究。 Square and the rectangle are figures that everyone knows well very much, but what a wonderful " mystery of mathematics " is hidden among them. What is called the perfect rectangle is whether in a rectangle (its length and width is different ) could cut apart two squares as the least difference in size . In this research, the solution approach of "the sketch map" is used to study the perfect rectangle at first, then the solution approach of "the level figure" to simplify the complicatied calculation of the solving course , and "the dual relation" is finally used to prove 9 orders are the least orders for a perfect rectangle . And then, we expand this question to three-dimensional space, considering in a cuboid (its length, width, and height is different) whether could follow the two-dimensional space model to cut apart two squares as the least difference in size, and finish this research.

(一) 本研究首先導出ΔABC等分面積線移動所包絡出的曲線方程式，其圖形是由等分面積線段PQ(其中P、Q皆在ΔABC的周界上)的中點所構成，具有3 條曲線段(分別為3 條雙曲線之一部分)的封閉曲線，形成內文所謂的「包絡區」。利用包絡區的區隔，我們找出：1.當P 點在包絡區內，則有3 條等分面積線。2.當P 點在包絡區周界上，則有2 條等分面積線。3.當P 點曲線段的端點或在包絡區外，則有1 條等分面積線。(二) 以三角形的研究當基礎，擴展到凸n 邊形(不包含點對稱圖形)，我們發現：等分面積線數量之分布，仍然與包絡區息息相關，且1.凸2m +1邊形最多有2m +1條等分面積線。2.凸2m邊形，必發生內文所謂的「換軌」。因此，最多只有2m ?1條等分面積線。3.包絡曲線所分割出的區域，於相同區域其等分面積線數量相同，且相鄰兩區域數量差兩條。(三) 若凸n邊形有k個「換軌點」，則此n邊形過定點等分面積線至多有n ? k 條。(四) 若凸n 邊形為點對稱圖形(如正偶數邊形、平行四邊形)，則所有等分面積線皆過中心點。1) Our study got a curve equation of bisectors of a triangle. When a bisector is moving, we get three curves. They’re constructed by the midpoints of PQ. The three parts of the three curves make a closed curve which we called “the Envelope Area”. We found out:\r 1. When Point P is in the Envelope Area, we can get 3 bisectors. 2. When Point P is on the curves of the Envelope Area, we can get 2 bisectors. 3. When Point P is outside of the Envelope Area, we can get only 1 bisector. 2) Based on our study of triangles, we found that in Convex polygons(not including Point Symmetry Convex polygons), the distribution of bisectors is related to the Envelope Area. 1. We can get at most 2m +1 bisectors in a 2m +1 Convex polygon. 2. We can get at most 2m ?1 bisectors in a 2m Convex polygon, and the bisectors on the curves will “Change the Track”. 3. Envelope curve will divide a Convex polygon into several areas. The same area has the same numbers of bisectors, and the near areas have less or more 2 bisectors. 3) If a Convex polygon has k points to change the track, it will have at most n – k bisectors.\r 4) In a Point Symmetry Convex polygon (ex. Regular 2m convex polygons and parallelograms), all the bisectors will come through the center point.

This work presents fundamental research in the field of algebra and the theory of number. The subject of the work is equations of Markov's type (the type of the equations introduced by me earlier which generalizes the classic equation of Markov (x2+y2+z2=3xyz)) of parabolic type with two unknown quantities and their genealogical trees. The following questions appeared when I was working on the equations of Markov's type and constructing genealogical trees to them: are there any other trees besides one for a certain equation; how to find all the genealogical trees for the equation of Markov's type; how to find all the integer solutions with the help of the genealogical trees. This work is devoted to the analysis of these questions. The aim of the work: to create the method of finding all the integer solutions of the equations of Markov's type of parabolic type. The tasks of the work: 1. Carrying out some experimental works to find all the genealogical trees for a concrete equation. 2. Formulating a hypothesis that the curve has a specific part. 3. Research the parabolic type in order to apply the hypothesis to it. 4. To formulate and prove the theorems about the necessary and sufficient conditions of the existence of the genealogical trees of the integer solutions of equations of Markov's type of parabolic type with two unknown quantities. As the result of the work all the tasks have been solved. I worked the method of finding all the integer solutions: : to find all the integer solutions by means finding all genealogical trees of the equations of Markov's type of parabolic type with two unknown quantities you need : 1. To investigate if there any integer solutions‧ a special part of the parabola (if it is a parabola)‧ a special part of the parallel lines (if it is a pair of the parallel lines) 2. To build a genealogical tree from every solution (if they exist). 3. All the integer solutions will be on the constructed trees. I also worked out a computer program which is based on the usage of this method.

高斯曾經提出八皇后問題：八個皇后在8 × 8 的棋盤上有幾種放法可以使任意兩皇后不會互相攻擊？我們在原來的問題上加上一些條件，改變皇后攻擊規則，使得皇后失去一條對角線的攻擊方向，稱之為「跛腳皇后」。我們稱一個在棋盤上放置最多跛腳皇后使其不互相攻擊的放法為好放法；研究跛腳皇后放置在各類棋盤上其好放法的個數和性質。我們分別在六種棋盤上做討論：（1） 在平面n x n 棋盤上，我們證明了其好放法與完美極致史考倫型數列之間的對應關係，並歸納出相關的性質和定理。（2） 在平面m x n 棋盤上，我們固定一邊長度n，做出n 較小時好放法數的通式；我們也將其好放法對應至廣義史考倫。（3） 在環面n x n 棋盤上，我們說明了其好放法與完全剩餘系排列之間的對應關係，並歸納出相關的性質和定理。（4） 在環面m x n 棋盤上，我們固定gcd（m,n），做出gcd（m,n）較小時好放法數的通式。（5） 在柱面n x n 棋盤上，我們證明其與環面n x n 棋盤等價，說明其好放法具有和環面n x n 棋盤好放法相同的性質和定理。（6） 在柱面m x n 棋盤上，分成左右柱面以及上下柱面來做討論。我們歸納出相關性質和定理；並固定一邊長度n，做出n 較小時好放法數的通式。Gauss had researched about putting eight queens on the chessboard on the way that doesn’t make any queen attacks another one. Thus, we added some rules on the question: the queen loses one diagonal attacking-way and become the “lame queen”. We call a way that doesn’t make any lame queen attacks another one “a good way”. We have been investigating the amount and properties of good ways based on six kinds of chessboard: （1）We found the correspondences between the “good way” on n × n plane chessboard and the Perfect extremal Skolem-type sequence, and concluded some associated properties and theorems. （2） On m× n plane chessboard, we fixed the length n of one side of the chessboard, and accomplished the amount of good ways when n is small. We also correspond the good way to the Generalized Skolem.（3）We found the correspondences between the “good way” on n × n torus chessboard and the arrayal of complete residue system, and concluded some associated properties and theorems.（4）On m× n torus chessboard, we fixed the gcd(m,n) （greatest common divisor of m and n）, and accomplished the amount of good ways when gcd(m,n) is small.（5）On n × n cylinder chessboard, we proved that this kind of chessboard is equal to torus chessboard. So the good ways, characters, and theorems on cylinder chessboard are the same as on the torus one.（6）On m× n cylinder chessboard, we separate it into two cases: left-right cylinder chessboard and up-down cylinder chessboard. We concluded some associated properties and theorems, and we also fixed the length n of one side of the chessboard and accomplished the amount of\r the good ways when n is small.

本研究中，我們將提出一些新穎結果，著重討論其在三角中的應用；同時，找出其遞迴關係式，得出三角展開式與其所對應之多項式分解式，進而討論出多種的規律性及所涵蓋的內容及推廣性質，我得到很多高中數學公式無法推導出在【4】和【8】中的漂亮公式及創新的結果，且這些等式都是由我們不太瞭解的無理數所構成的。 主要是討論我們在【7】中所得到的收穫與經驗；複數是三角、幾何、代數互動的橋樑，我是以不同的角度及嶄新的方法來綜合探討在【6】中相關的應用。提出關於正整數平方的倒數和公式更為精簡且基本的證明，將 sin−2 x 表示成級數形式的部分分式，進而應用在(a,b) = 1的機率問題上；並研究相關的等式，直接透過三角與代數來研究關於 2p 次方的倒數之求和問題，得出級數 之和的有用遞迴公式，並與最重要的常數扯上關係。 For one thing, we present diverse methods to evaluate finite trigonometric summation and related sums. Trigonometric summations over the angles equally divided on the upper half plane are investigated systematically. Several related trigonometric identities are also exhibited. What is more, we use methods of calculus, and make several surprising and unexpected transformations. A useful recursive formula for obtaining the infinite sums of even order harmonic series, infinite sums of a few even order harmonic series, which are calculated using the recursive formulas, are tabulated for easy references. Furthermore, is there any interesting results and applications？ Finally, the purpose of this paper is to develop a new proof of and related identities, but their derivations are more complicated. The following studies are completed under the instruction of the professor.