Card Magic and My Mathematical Discoveries

[adekola alex]

Hello,

“Card Magic and My Mathematical Discoveries, a book written by Adekola Taylor, opens a new line of mind-blowing mathematical discoveries using card magic as a pedestal.............................. Interestingly, mathematical tutors can now use cards practically as a potent tool to teach mathematics, and also students can now use cards to play the games of intelligence”.
This book is an excellent mathematics resource for both performing art and implicit mathematics teaching. Please check these links below for more information.

http://www.lulu.com/shop/adekola-taylor/card-magic-and-my-mathematical-discoveries/ebook/product-20696926.html

https://itunes.apple.com/us/book/card-magic-my-mathematical/id604542097?mt=11

[alexiomatics]

Mathematical power otherwise known as mathematical Intelligence can be further improved with the teaching and the demonstration of principles underlying mathematically-based card magic tricks. The amazement and funs attached to explaining the mathematical principles underlying some card magic demonstrations could be used to liven up many mathematics classes. Card magic demonstration attracts both mathematics and non-mathematics students because of the entertainment and the amusement associated with it. There are more to be gained in playing card games teachers, school children as well as different categories of people can improve their human intelligences and also catch their fun through card mathematical intelligence games (CMIG).

[Maria Droujkova]

On Sat, Mar 9, 2013 at 12:26 PM, alexiomatics <alexioma...@gmail.com> wrote:

Mathematical power otherwise known as mathematical Intelligence can be further improved with the teaching and the demonstration of principles underlying mathematically-based card magic tricks. The amazement and funs attached to explaining the mathematical principles underlying some card magic demonstrations could be used to liven up many mathematics classes. Card magic demonstration attracts both mathematics and non-mathematics students because of the entertainment and the amusement associated with it. There are more to be gained in playing card games teachers, school children as well as different categories of people can improve their human intelligences and also catch their fun through card mathematical intelligence games (CMIG).

 

Alex, can you please provide an example or two of using card magic for math? I would like to see what particular concepts you address, and how.

Cheers,
Dr. Maria Droujkova
919-388-1721

[Taylor Alex]

There are simple mathematical principles that could be used to create
amusement and raise the inquisitiveness of students. Please logically
study the below example that is based on Mathematics of regeneration
of ordered system of cards


"Deal out 42 cards face down into a grid of 6 columns and 7 rows. Do
this by dealing out 6 cards horizontally in a row, then 6more cards
just above the first 6, then 6 more, etc., until you have 7 cards in
each column. Discard the remaining cards. Only these 42 cards would be
used to play. Ask a spectator to take a card out of the 42 cards
without making you to see the face of his chosen card. Collect the
remaining 41 cards into a deck.
With the spectator's card in his hand, deal out the remaining cards
face down into 6 columns and 4 rows. In other words, each column is
having 4 cards. Ask the spectator to put his chosen card with its face
down on the first column without making you to see the face of his
chosen card. Afterwards, deal out the remaining 17 cards, starting
from the second column to the sixth column, then back to the first
column to the sixth column until you have 7 cards in each column.
Collect the 42 cards into a vertical column, with cards in column 1 at
the top, followed by cards in column 2, followed by cards in column 3,
column 4, column 5 and cards in column 6 at the bottom. Deal out all
the 42 cards into 6 columns and 7 rows, starting from the topmost card
to last card at the bottom.
Again collect the 42 cards into a vertical column as described above.
Repeat the whole process of dealing out of the 42 cards until you have
done 4 dealing out without any disruption. After the 4 dealing out,
gather all the cards into a single vertical column as usual, and then
the spectator’s chosen card would be at 25th position counting from
top downward. The spectator's card would now be the 25th in the deck.
Having known these facts spread the cards on the table by counting
them mentally. Make sure you don't mix his chosen card with the rest
of the cards. You can now give the spectator his chosen card; if you
like you can put on a kind of abracadabra display to further amaze and
daze your spectators".

[Maria Droujkova]

On Sat, Mar 9, 2013 at 1:00 PM, Taylor Alex <alexioma...@gmail.com> wrote:

There are simple mathematical principles that could be used to create
amusement and raise the inquisitiveness of students. Please logically
study the below example that is based on Mathematics of regeneration
of ordered system of cards

Thanks for the example, Alex! Before I dive into analyzing it, I would like to ask for some math guidance, so I know what to notice. Can you please name the main math concept(s) you can inspire with it? So, when students are inquisitive - what areas of math will they start exploring? Thanks!

Cheers,
Dr. Maria Droujkova

919-388-1721 

[Alexander Bogomolny]

Maria,

here's one trick explained and links to several more.

Alex B

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[Alexander Bogomolny]

Sorry. Here's the link

http://www.ams.org/samplings/feature-column/fcarc-mulcahy1

On Sat, Mar 9, 2013 at 1:04 PM, Maria Droujkova <drou...@gmail.com> wrote:

--

[Taylor Alex]

I named the concept “Regenerative Mathematics”. There are many
applications of this concept. For the sake of this discussion let
limit it to its application in card magic. There are many mathematical
formulas governing the phenomenon some of which were cited in my
book titled “Card Magic and My Mathematical Discoveries”

Definition of terms
Kola Analysis is the mathematical analysis of a logical-mathematical
intelligence phenomenon called Distributive Regeneration of Ordered
System. This involves derivation of formulas and proportionalities
governing the phenomenon by gathering and analyzing data, recognizing
patterns, handling of logical thinking through mathematical
manipulative and critical thinking skills and solving intelligence
questions.

Distributive Regeneration of Ordered System otherwise known as
Regenerative Mathematics is a phenomenon which occurs when a given
system of order comprising a number of elements that are grouped into
two or more groups is subjected to a Logico-Sequential Distribution
for the purpose of regeneration.
Logico-Sequential Distribution is a distributive phenomenon designed
to make a given grouped number of elements in an ordered system to
undergo a logical and sequential series of transposition until all the
elements return to their original arrangement before being
distributed.

An ordered system in this context is a system that comprises a given
number of elements that are properly arranged and grouped into two or
more columns and rows in such a way that position values can be
assigned for each element in the arrangement.

Regenerative Distribution Number (t) & dt: The preceding transformed
distribution to the recurrent starting distribution (d0) in the
distribution cycle is denoted by (dt) while (t) is the Regenerative
Distribution Number and it is defined as the number of transformed
distributions it takes for the regeneration of the original state of
an ordered system.

Second to None Distribution to the Regenerated d0 in the distribution
cycle is denoted by (ds) where s = t – 1 (the Second to None
Regenerative Distribution Number or the last transposed version
distribution number of the starting arrangement). The value of the
last transposed version distribution number (s) of the starting
arrangement (d0) is very crucial to CMIG tricks because when you
compare both the vertical and horizontal position ranking values of
any card at starting arrangement (d0) with its vertical and
horizontal position ranking values at ds (the second to none
distribution to the regenerated d0), you would assert that the
position ranking values of cards at d0 are interchanged vertically and
horizontally respectively at ds. Note that dt is the regenerated d0.


Please find the attached file that explains the concepts with an
illustrative model

Alex

[Oleg]

Thanks! It was fun to read.

There is a great book on card tricks and math, "Magical Mathematics" by Persi Diaconis and Ron Graham. Persi is a rare combination of a working mathematician, currently at Stanford, and a practicing magician. I wholeheartedly recommend the book to anybody who loves math-related card tricks.�


Oleg

On 03/09/2013 10:20 AM, Alexander Bogomolny wrote:

Sorry. Here's the link

http://www.ams.org/samplings/feature-column/fcarc-mulcahy1

On Sat, Mar 9, 2013 at 1:04 PM, Maria Droujkova <drou...@gmail.com> wrote:

On Sat, Mar 9, 2013 at 1:00 PM, Taylor Alex <alexioma...@gmail.com> wrote:

There are simple mathematical principles that could be used to create
amusement and raise the inquisitiveness of students. Please logically
study the below example that is based on Mathematics of regeneration
of ordered system of cards

Thanks for the example, Alex! Before I dive into analyzing it, I would like to ask for some math guidance, so I know what to notice. Can you please name the main math concept(s) you can inspire with it? So, when students are inquisitive - what areas of math will they start exploring? Thanks!

Cheers,
Dr. Maria Droujkova

919-388-1721�

"Deal out 42 cards face down into a grid of 6 columns and 7 rows. Do
this by dealing out 6 cards horizontally in a row, then 6more cards
just above the first 6, then 6 more, etc., until you have 7 cards in
each column. Discard the remaining cards. Only these 42 cards would be
used to play. Ask a spectator to take a card out of the 42 cards
without making you to see the face of his chosen card. Collect the
remaining 41 cards into a deck.
With the spectator's card in his hand, deal out the remaining cards
face down into 6 columns and 4 rows. In other words, each column is
having 4 cards. Ask the spectator to put his chosen card with its face
down on the first column without making you to see the face of his
chosen card. Afterwards, deal out the remaining 17 cards, starting
from the second column to the sixth column, then back to the first
column to the sixth column until you have 7 cards in each column.
Collect the 42 cards into a vertical column, with cards in column 1 at
the top, followed by cards in column 2, followed by cards in column 3,
column 4, column 5 and cards in column 6 at the bottom. Deal out all
the 42 cards into 6 columns and 7 rows, starting from the topmost card
to last card at the bottom.
Again collect the 42 cards into a vertical column as described above.
Repeat the whole process of dealing out of the 42 cards until you have

done 4 dealing out without any disruption. �After the 4 dealing out,

gather all the cards into a single vertical column as usual, and then

the spectator�s chosen card would be at 25th position counting from

top downward. The spectator's card would now be the 25th in the deck.
Having known these facts spread the cards on the table by counting
them mentally. Make sure you don't mix his chosen card with the rest
of the cards. You can now give the spectator his chosen card; if you
like you can put on a kind of abracadabra display to further amaze and
daze your spectators".

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�
�

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�
�

[Taylor Alex]

Yes, I know. Have read the newly written book called "Card Magic and
My Mathematical Discoveries?". If no check it out. This book is not
only about card magic but it is also loaded with mind-blowing
mathematical discoveries.
Programmers, mathematics tutors, students, researchers in the field
of numbers especially prime number and people who have been dreaming
of exploring new areas of mathematical endeavor to develop their own
mathematics would find the book more captivating and explosive.

Check the three links below for more information.

http://www.lulu.com/shop/adekola-taylor/card-magic-and-my-mathematical-discoveries/ebook/product-20696926.html

https://itunes.apple.com/us/book/card-magic-my-mathematical/id604542097?mt=11

http://www.barnesandnoble.com/w/card-magic-and-my-mathematical-discoveries-adekola-taylor/1114719917

On Sat, Mar 9, 2013 at 8:33 PM, Oleg <oleg...@gmail.com> wrote:
> Thanks! It was fun to read.
>
> There is a great book on card tricks and math, "Magical Mathematics" by
> Persi Diaconis and Ron Graham. Persi is a rare combination of a working
> mathematician, currently at Stanford, and a practicing magician. I
> wholeheartedly recommend the book to anybody who loves math-related card
> tricks.
>
>

> Oleg
>
>
>
>
> On 03/09/2013 10:20 AM, Alexander Bogomolny wrote:
>
> Sorry. Here's the link
>
> http://www.ams.org/samplings/feature-column/fcarc-mulcahy1
>
> On Sat, Mar 9, 2013 at 1:04 PM, Maria Droujkova <drou...@gmail.com> wrote:
>>
>>
>> On Sat, Mar 9, 2013 at 1:00 PM, Taylor Alex <alexioma...@gmail.com>
>> wrote:
>>>
>>> There are simple mathematical principles that could be used to create
>>> amusement and raise the inquisitiveness of students. Please logically
>>> study the below example that is based on Mathematics of regeneration
>>> of ordered system of cards
>>
>>
>> Thanks for the example, Alex! Before I dive into analyzing it, I would
>> like to ask for some math guidance, so I know what to notice. Can you please
>> name the main math concept(s) you can inspire with it? So, when students are
>> inquisitive - what areas of math will they start exploring? Thanks!
>>
>>
>> Cheers,
>> Dr. Maria Droujkova
>> 919-388-1721
>>>
>>>
>>>

>>> "Deal out 42 cards face down into a grid of 6 columns and 7 rows. Do
>>> this by dealing out 6 cards horizontally in a row, then 6more cards
>>> just above the first 6, then 6 more, etc., until you have 7 cards in
>>> each column. Discard the remaining cards. Only these 42 cards would be
>>> used to play. Ask a spectator to take a card out of the 42 cards
>>> without making you to see the face of his chosen card. Collect the
>>> remaining 41 cards into a deck.
>>> With the spectator's card in his hand, deal out the remaining cards
>>> face down into 6 columns and 4 rows. In other words, each column is
>>> having 4 cards. Ask the spectator to put his chosen card with its face
>>> down on the first column without making you to see the face of his
>>> chosen card. Afterwards, deal out the remaining 17 cards, starting
>>> from the second column to the sixth column, then back to the first
>>> column to the sixth column until you have 7 cards in each column.
>>> Collect the 42 cards into a vertical column, with cards in column 1 at
>>> the top, followed by cards in column 2, followed by cards in column 3,
>>> column 4, column 5 and cards in column 6 at the bottom. Deal out all
>>> the 42 cards into 6 columns and 7 rows, starting from the topmost card
>>> to last card at the bottom.
>>> Again collect the 42 cards into a vertical column as described above.
>>> Repeat the whole process of dealing out of the 42 cards until you have

>>> done 4 dealing out without any disruption. After the 4 dealing out,

>>> gather all the cards into a single vertical column as usual, and then

>>> the spectator’s chosen card would be at 25th position counting from