Homepage. https://81018.com/mathematicians/

First email: 19 January 2024 

Dear Prof. Dr. Veronika Kruse,

You know how web searches can lead people everywhere. I landed on a page about teaching mathematics and then on your homepage at LMU. I have been teaching seminars on mathematics in primary schools for a long time, going back to 1971.

More recently I had been helping out a nephew by quickly bringing his students through Plato’s  solids; I had special sets of tetrahedrons and octahedrons manufactured.  We made games, explored Aristotle’s 1800 year old error and then uncovered an octahedron gap that was not in the literature anywhere.

Do you know anybody else who is talking about these things? We’ve got way out over our skis on this and thought it was an excellent STEM tool — https://81018.com/stem/  – and had to pull that back because too many of our kids were going on to major in mathematics and their schools began questioning all these links above. Help!?! We would love to begin talking with people in key schools around the world about these developments. Where are we going wrong?

Thank you.

Warmly,

Bruce

PS. Our most idiosyncratic work was the result of going deeper and deeper inside the tetrahedron by dividing the edges by two, connecting the new vertices, and continuing on. In just 45 steps within we were at the sizes of fermions and hadrons, and in another 67 steps we were down to the Planck base units In 112 steps!  I think Max Planck would have been pleased. It became quite radical when we turned around, used the Planck units, and multiplied by 2. The geometry is the same, so in 112 steps we were back in the classroom. In just 90 more steps we were out to the size and age of the universe. Breathtaking. It is a STEM tool but it opens too many other issues for now! Thanks again.  –BEC