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Get In Touch Accumsan pellentesque commodo blandit enim arcu non at amet id arcu magna. Accumsan orci faucibus id eu lorem semper nunc nisi lorem vulputate lorem neque lorem ipsum dolor. Versions of the Gauss Schoolroom Anecdote Transcribed below are 109 tellings of the story about Carl Friedrich Gauss’s boyhood discovery of the “trick” for summing an arithmetic progression. Many were found through conventional methods of library research. I began with biographies of Gauss, then followed references mentioned by the biographers, and I was also guided by the major Gauss bibliography assembled by Uta C. On the World Wide Web, search engines offered a very efficient means of locating versions of the story. Another invaluable resource was the Google Book Search.

This service has been controversial because some authors and publishers maintain it infringes their copyrights. My thanks to the librarians of the following institutions: Boston College, the Boston Public Library, Boston University, Brown University, Duke University, Mt. Johannes Berg of the University of Cologne and Stephan Mertens of the University of Magdeburg helped me in this curious pursuit by supplying documents I could not obtain in the U. The versions of the tale presented here are only a sample of those in the worldwide literature. I would be happy to receive other tellings of the story, in any language, and will attempt to include them in this archive. Of particular interest are any versions that predate those of Eric Temple Bell and Ludwig Bieberbach in 1937 and 1938.

One comes from a new book by Ian Stewart, another from an 1877 biographical sketch by F. Winnecke, and the third from a 1906 pamphlet authored by Franz Mathé. This last item is particularly notable because it includes the 1-to-100 example. It is the earliest such instance I have found, more than 30 years ahead of Ludwig Beiberbach’s account. They are a 1937 essay by G.

Munro titled Heroes of the Telegraph, and Stephen W. Hawking’s 2005 book God Created the Integers: The Mathematical Breakthroughs that Changed History. Update 2007-06-13: Thanks to the further diligent sleuthing of Barry Cipra and others, the collection now has another 20 entries, for a total of 134. The additions include three literary genres that had not yet been represented: a one-act play, a treatment of the theme in verse, and a joke! Update 2010-01-28: Added one more recent item. Weblog posting in Historias de la Ciencia, 22 December 2005. Volvamos atrás en el tiempo y situémonos en una cierta escuela, en el año 1787.

En ella había un maestro que era un bruto llamado Büttner y digo bruto porque afirmaba que su idea de educar a los niños era llevarlos a un estado de aterrada estupidez tan grande como para que olvidaran su nombre. Dicho maestro propuso como ejercicio sumar todos los enteros consecutivos del 1 al 100. El primero en acabar el ejercicio debía dejar su pizarra sobre la mesa del maestro, el siguiente alumno encima de la del primero y así sucesivamente. Así que la respuesta es 100 veces 101 dividido entre 2 ya que hemos sumado la serie dos veces. A partir de ahí, Büttner siempre trabajó con el chaval atiborrándole de libros de texto, cosa que este último le agradeció toda su vida. El nombre de este chaval: Karl Friederich Gauss. Después de oír o leer el apellido de este nombre le viene a uno a la cabeza la distribución de errores que hoy se conoce como curva o campana de Gauss o distribución Normal.

Nacido en Braunschweig en 1777 fue un niño prodigio y continuó siendo un hombre brillante toda su vida. Aprendió a calcular antes que leer. A la edad de 3 años ya corregía las sumas que hacía su padre e impidió con ello que pagara de más a sus empleados, dado que encontró un error en sus libros de contabilidad. Anton, Howard, in collaboration with Albert Herr. For his elementary education Gauss was enrolled in a squalid school run by a man named Büttner whose main teaching technique was thrashing. Büttner was in the habit of assigning long addition problems which, unknown to his students, were arithmetic progressions that he could sum up using formulas. On the first day that Gauss entered the arithmetic class, the students were asked to sum the numbers from 1 to 100.

The Foundations of Mathematics: 1800 to 1900. As a very young child Gauss showed signs of brilliance. He taught himself to read at the age of two by sounding out the letters in each word. When he was three, he discovered and corrected a mistake in his father’s calculation of the weekly payroll for his workers. As a 10-year-old student he surprised his teacher Mr.

See chapter 14, “The Prince of Mathematicians: Gauss,” pp. Shortly after his seventh birthday Gauss entered his first school, a squalid relic of the Middle Ages run by a virile brute, one Büttner, whose idea of teaching the hundred or so boys in his charge was to thrash them into such a state of terrified stupidity that they forgot their own names. More of the good old days for which sentimental reactionaries long. It was in this hell-hole that Gauss found his fortune. Nothing extraordinary happened during the first two years. Then, in his tenth year, Gauss was admitted to the class in arithmetic.

As it was the beginning class none of the boys had ever heard of an arithmetic progression. It was easy then for the heroic Büttner to give out a long problem in addition whose answer he could find by a formula in a few seconds. Büttner had barely finished stating the problem when Gauss flung his slate on the table: “There it lies,” he said—”Ligget se'” in his peasant dialect. 1784 wird der kleine Johann, wie er damals noch hiess—später nannte er sich Carl Friedrich, unter Weglassung des ersten und Umstellung der beiden anderen Bornamen—, in der Katharinenvolkschule in Braunschweig eingeschult. Mathematics by Experiment: Plausible Reasoning in the 21st Century. 5050, and was the only student to obtain the correct answer! In Carl Friedrich Gauss, 1777-1855: Four Lectures on his Life and Work.

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