{"title":"π>3.05的一个简单证明","authors":"Jake H. Lewis","doi":"10.1080/0025570X.2023.2199695","DOIUrl":null,"url":null,"abstract":"Summary In classrooms where most students are simply told that , accept the fact, and move on, methods for finding lower or upper bound on are usually not taught. Here, I consider a University of Tokyo entrance exam problem: Prove that , I provide students with a simple, yet nontraditional, proof method. In particular, this method does not require a calculator (as in many exams), cumbersome circle geometry, direct use of calculus-based methods, or partial sums of any infinite series.","PeriodicalId":18344,"journal":{"name":"Mathematics Magazine","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Simple Proof that π > 3.05\",\"authors\":\"Jake H. Lewis\",\"doi\":\"10.1080/0025570X.2023.2199695\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Summary In classrooms where most students are simply told that , accept the fact, and move on, methods for finding lower or upper bound on are usually not taught. Here, I consider a University of Tokyo entrance exam problem: Prove that , I provide students with a simple, yet nontraditional, proof method. In particular, this method does not require a calculator (as in many exams), cumbersome circle geometry, direct use of calculus-based methods, or partial sums of any infinite series.\",\"PeriodicalId\":18344,\"journal\":{\"name\":\"Mathematics Magazine\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-05-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Mathematics Magazine\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/0025570X.2023.2199695\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Mathematics\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Magazine","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/0025570X.2023.2199695","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Mathematics","Score":null,"Total":0}
Summary In classrooms where most students are simply told that , accept the fact, and move on, methods for finding lower or upper bound on are usually not taught. Here, I consider a University of Tokyo entrance exam problem: Prove that , I provide students with a simple, yet nontraditional, proof method. In particular, this method does not require a calculator (as in many exams), cumbersome circle geometry, direct use of calculus-based methods, or partial sums of any infinite series.