“When I began my college education, I still had many doubts about whether I was good enough for mathematics. Then a colleague said the decisive words to me: it is not that I am worthy to occupy myself with mathematics, but rather that mathematics is worthy for one to occupy oneself with.”

— Rózsa Péter

Mathematics is beautiful

essay in *The Mathematical Intelligencer*

### Rózsa Péter and the Curious Students

I would like to win over those who consider mathematics useful, but colourless and dry — a necessary evil…

No other field can offer, to such an extent as mathematics, the joy of discovery, which is perhaps the greatest human joy.

The schoolchildren that I have taught in the past were always attuned to this, and so I have also learned much from them.

It never would have occurred to me, for instance, to talk about the Euclidean Algorithm in a class with twelve-year-old girls, but my students led me to do it.

I would like to recount this lesson.

What we were busy with was that I would name two numbers, and the students would figure out their greatest common divisor. For small numbers this went quickly. Gradually, I named larger and larger numbers so that the students would experience difficulty and would want to have a procedure.

I thought that the procedure would be factorization into primes.

They had still easily figured out the greatest common divisor of 60 and 48: “Twelve!”

But a girl remarked: “Well, that’s just the same as the difference of 60 and 48.”

“That’s a coincidence,” I said and wanted to go on.

But they would not let me go on: “Please name us numbers where it isn’t like that.”

“Fine. 60 and 36 also have 12 as their greatest common divisor, and their difference is 24.”

Another interruption: “Here the difference is twice as big as the greatest common divisor.”

“All right, if this will satisfy all of you, it is in fact no coincidence: the difference of two numbers is always divisible by all their common divisors. And so is their sum.”

Certainly that needed to be stated in full, but having done so, I really did want to move on.

However, I still could not do that.

A girl asked: “Couldn’t they discover a procedure to find the greatest common divisor just from that?”

They certainly could! But that is precisely the basic idea behind the Euclidean Algorithm!

So I abandoned my plan and went the way that my students led me.

— Rózsa Péter

quoted at the MacTutor History of Mathematics Archive

### For Further Exploration

- Euclidean Algorithm Explained Visually
- Euclid’s Game on a Hundred Chart
- Kid-Friendly Prime Factorization

Note: When the video narrator says “Greatest Common Denominator,” he really means “Greatest Common *Divisor*.”

CREDITS: “Pink toned thoughts on a hike” photo courtesy of Simon Matzinger on Unsplash.

I would love to have a copy of your bottom up 100 chart with the bars next to each number showing the ones, tens, and hundred. I looked on your blog and did not see it in your printables. Am I missing it?

That chart is not mine, Angela. You’ll find a link to it in #28 of my Things To Do with a Hundred Chart post: https://denisegaskins.com/2008/09/22/things-to-do-hundred-chart/