MATHEMATICAL THINKING RESEARCH GROUP
mathematics, thinking, teaching, learning critical thinking, problem solving, non routine
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1. Try for smaller numbers: 3¹, then 3², then 3³, and then 3⁴
2. Continue with 3⁵, then 3⁶, then 3⁷, and then 3⁸ .
3. See the patter that emerges.
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