By Samuel Moy

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Bling this row easily yields the ‘1’ next to the ----14 1 ------ + 1--- + 1--- + 5 14 7 2 2 The overall solution is shown at the left of row 4. The rows marked with 1- + 1 --- , this provides the arrows yield 9 corresponding to 5 and 1--7- ; together with the ----14 2 final answer. The lower half of the fragment also contains a calculation; this tells us something more about the method in general. The first row of text under Ahmes’ line says: ‘The start of the proof’. The second row under the line contains the same expression as the first row above the line, where the answer is at the far left; this is clearly visible in the original.

Polya, G. (1945). How to solve it? New Jersey: Princeton University Press. Reeuwijk, M. van (2002). Students’ construction of formulas in context. ), Common sense in mathematics education (pp. 83-96). Taipei, Taiwan: National Taiwan Normal University. Rosnick, P. (1981). Some misconceptions concerning the concept of a variable. Mathematics teacher, 74(6), 418-420. Schoenfeld, A. (2004). The math wars. Educational policy, 18(1), 253-286. Sfard, A. (1991). On the dual nature of mathematical conceptions: reflections on processes and objects as different sides of the same coin.

Jargon: the half-formalized language elements of a specific discipline. 41 AAD GODDIJN Unknowns and their powers: from abbreviation to complete arithmetization On the Rhind papyrus, we previously saw that no sign was used for finding an unknown or variable in a problem. We also saw that the Babylonian mathematician consistently referred to the unknowns-to-be-found, of which he knows the sum and product (the ‘area’), as the ‘length’ and ‘width’. He gave functional names to a quantity in a specific situation, but did not use the terms in the calculations themselves.

### An introduction to the theory of field extensions by Samuel Moy

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