Lyndon Baker describes how the Mobius strip and Euler's law can
introduce pupils to the idea of topology.
This article for pupils describes the famous Konigsberg Bridge problem.
Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps?
If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable.
Decide which of these diagrams are traversable.
Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.
In this game, try not to colour two adjacent regions the same colour. Can you work out a strategy?
A Hamiltonian circuit is a continuous path in a graph that passes through each of the vertices exactly once and returns to the start.
How many Hamiltonian circuits can you find in these graphs?
Did you know that ancient traditional mazes often tell a story? Remembering the story helps you to draw the maze.
A personal investigation of Conway's Rational Tangles. What were
the interesting questions that needed to be asked, and where did
There is a long tradition of creating mazes throughout history and across the world. This article gives details of mazes you can visit and those that you can tackle on paper.
This article looks at the importance in mathematics of representing places and spaces mathematics. Many famous mathematicians have spent time working on problems that involve moving and mapping. . . .
Make a mobius band and investigate its properties.
It might seem impossible but it is possible. How can you cut a
playing card to make a hole big enough to walk through?
This article gives a taste of the mathematics of Celtic knots.
This is the second of two articles and discusses problems relating
to the curvature of space, shortest distances on surfaces,
triangulations of surfaces and representation by graphs.
This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the. . . .
This problem is about investigating whether it is possible to start at one vertex of a platonic solid and visit every other vertex once only returning to the vertex you started at.
This article (the first of two) contains ideas for investigations.
Space-time, the curvature of space and topology are introduced with
some fascinating problems to explore.