Just because such simple to make graphics are not akin to traditional caca-demics. Educational technologies have not arrived yet either to the usa or to brazil (and many other places).

i don’t think this really has anything to do with the pythagorean relationship. This has to do with areas, pythagorus has to do with triangle side length.

a^2 + b^2 = c^2 is the pythagorean theorem. a, b, and c are side lengths. You relate it to side lengths because it can be used to find any one side length, given two side lengths. (i.e. sqrt(a^2 + b^2) = c )

For those who don’t know, this is actually a very ancient proof, made famous by the Indian mathematician Bhaskara II in the 12th century. It was probably known to the Chinese centuries earlier. (Indian proofs were usually these intuitive visual diagrams, rather than the formal logic preferred by the Greeks.) This is a very nice animated graphic. Thanks.

Yeah, Math in the US is currently all about the end result and nothing about the actual logic involved. We are taught to memorize different formulas, but we never even discuss WHY or HOW. Indeed, if one asks those questions, the only answer that anyone ever gets is that why don’t you just understand? All we are taught is how to apply. And barely that.

asdf

1:40 pmYou never saw a proof of pythagoras’ theorem in math class? Although this one works, there are much more elegant proofs of it.

GERALDO A. LOBATO FRANCO, PhD

6:16 pmJust because such simple to make graphics are not akin to traditional caca-demics. Educational technologies have not arrived yet either to the usa or to brazil (and many other places).

aqzd

6:44 pmBecause you missed the pythagoras class

Deepdwn8

10:02 pmwhat about the area of the square in the middle?

anonymous

5:36 am(b – a) * (b – a)

Anonymous

1:56 amYou probably weren’t paying attention, just like you weren’t paying attention when they taught grammar.

Fred.

8:41 amwhat do you mean “why couldn’t i have been shown this in math class”? what part of the pythagorean theorem did you not get?

Gary

12:28 pmBeautiful.

jordan

5:11 pmi don’t think this really has anything to do with the pythagorean relationship. This has to do with areas, pythagorus has to do with triangle side length.

joe

8:50 pma^2 + b^2 = c^2 is the pythagorean theorem. a, b, and c are side lengths. You relate it to side lengths because it can be used to find any one side length, given two side lengths. (i.e. sqrt(a^2 + b^2) = c )

Carl

4:30 amWow…what’s with the brutal comments? This is a nice visualization of the pythagorean relationship. Thanks for putting the effort into sharing this!

Joey

3:29 amI agree.

me2

9:51 pmNo, pythagoras theorum is simply a2 + b2 = c2. Exactly what this video shows. Nice work paying attention in class.

me2

9:53 pmBy a2, I meant a exponent 2 if that wasn’t clear. I’m typing this on my phone.

Roma

2:54 amA very good pay way method of teaching maths to kids.

Nym

1:04 amAs a verification of a^2 + b^2 = c^2 this is cool.

But personally I think understanding the formal proof has value that this does not replace.

Toddy

7:43 pmI think it’s nice and creative and might give kids the incentive to actually learn why it is true.

pga

2:04 pmthis proof ll have a lasting impression on pupil’s mind.

Scott

1:33 amFor those who don’t know, this is actually a very ancient proof, made famous by the Indian mathematician Bhaskara II in the 12th century. It was probably known to the Chinese centuries earlier. (Indian proofs were usually these intuitive visual diagrams, rather than the formal logic preferred by the Greeks.) This is a very nice animated graphic. Thanks.

Norma

8:41 pmSorry you were not shown the proof.

Anders

2:23 amYeah, you think that would be standard, right? I’ll bet that if more people actually saw the proof, more people would understand and enjoy math.

Jude

1:37 amYeah, Math in the US is currently all about the end result and nothing about the actual logic involved. We are taught to memorize different formulas, but we never even discuss WHY or HOW. Indeed, if one asks those questions, the only answer that anyone ever gets is that why don’t you just understand? All we are taught is how to apply. And barely that.