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The author uses her poem, 'The Enigmatic Number e,' to show how poetry about the history of mathematics can be used to enrich and enliven mathematics instruction.

A person has a circular yard that is 150 ft. in diameter, and wishes a walk of equal width made round it within the fence...
Three men have a pile of money, their shares being 1/2, 1/3 and 1/6. Each man takes some money from the pile until nothing is left.
Find the two numbers such that multiplying one by the other makes 8 and the sum of their squares is 27
I found a stone but did not weigh it; after I added to it 1/7 of its weight and then 1/11 of this new weight, I weighed the total at 1 mina. What was the weight of the stone?
How high above the earth must a person be raised that he [or she] may see 1/3 of its surface?
What will the diameter of a sphere be, when its volume and surface area are expressed by the same number?
Prove that the area of a regular polygon can be given by the product of its perimeter and half the radius of the inscribed circle.

Nine examples of using history in the mathematics classroom -- for those who read French!

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