Introduction to Computational Mathematics Using the Historical Solutions of the “Hundred Fowls” Problem

Abstract

Through programming tasks, the skills and abilities used to solve mathematical problems are developed and improved. In this article we present a programming teaching trajectory using the solutions presented throughout the history of the “hundred fowls” problem. The proposed itinerary is graduated, meaning that it can be used for different educational stages.

Keywords

• problem-solving
• computational learning
• programming
• history of mathematics
• diophantine equations