ABSTRACT
In mathematics education, number theory has unfortunately not yet occupied the throne that the “Queen of Mathematics” deserves. The formal proof for the existence and uniqueness of prime factorization is not usually encountered until undergraduate mathematics, as it requires advanced techniques such as the notion of strong mathematical induction. In this chapter, the authors explore different kinds of tasks and connections. That is, in most cases of "standard" tasks, learners are given numbers and are asked to find their LCM. However, inverse problems present a rich pedagogical opportunity to strengthen and develop learners’ knowledge. The issue of commensurability of rational numbers is usually mentioned only in the discussion of incommensurability of irrationals. Growing from Gauss’s view on arithmetic as a queen of mathematics, the snapshot concerned the multiplicative structure of numbers. Unfortunately, number theory concepts are treated only superficially in most school curricula.
