Course

Teaching Chess with Mathematics

Professor
Term
Meetings

Andrea Pearson-Haas
2015-2016
Online/In Person (AndreaPhD.com)

General Core Area 020 Mathematics

Description:

Courses in this category focus on quantitative literacy in logic, patterns, and

relationships. Courses involve the understanding of key mathematical concepts
and the application of appropriate quantitative tools to everyday experience.
Using this approach requires the learner to connect chess to mathematics by
designing their own application for the use of connecting mathematics to chess
through teaching, by crediting where they got their educational materials,
crediting all authors involved in their paper, and designating their concepts in the
stages of development/publication online should anything new occur that is not
commonly known to a general audience in the mathematical community. It is
appreciated to be able to explain who your target audience is for your readers.

Objectives:

Critical Thinking (CT)to include creative thinking, innovation, inquiry, and

analysis, evaluation, and synthesis of information
Communication (COM)-to include effective development, interpretation, and
expression of ideas through written, oral, and visual communication
Empirical and Quantitative Skills (EQS)-to include the manipulation and
analysis of numerical data or observable facts resulting in informed conclusions

General Course Information

Pre-requisites, Corequisites, & other
restrictions
Course Description

Attending a Math Club Meeting and/or a Chess Club Meeting, taking a

formal course in Chess or Math is preferred

Self-Taught, OCW, MOOC

To be able to take a mathematics instructional manual and connect it to
chess, to be able to write your own course outline for teaching a math
Learning Outcomes course in relation to chess annotation, or movement of pieces, or being
able to suggest your own course, program, or certification that integrates a
higher mathematics course with implementation to such.
Required Texts &
Materials
Suggested Texts,
Readings, &
Materials

You are free to require yourself of anything you need here.

A Calculus Book Or Any Higher Level Mathematics Of Your Choice.

Assignments & Academic Calendar

An example of the assignment that I created is listed after this syllabus. You must use your own higher
math preference and academic calendar.

Course Policies
Grading (credit)
Criteria

You have to create your own methods, grading, scales, or percentages for
completion of your work

Make-up Exams
Extra Credit
Late Work
Special
Assignments
Class Attendance
Classroom
Citizenship

No Exams
Design a certificate for completing this program or someone using your program
guide that you publish and display online while referencing this syllabus
Self-Paced, N/A
Teach this to someone else
It is up to you to attend to your own classes and whether not you want to build
your own class and establish attendance policies
Please respect others classrooms
This creed was voted on by the UT Dallas student body in 2014. It is a standard that
Comets choose to live by and encourage others to do the same:

Comet Creed
As a Comet, I pledge honesty, integrity, and service in all that I do.
UT Southwestern
Syllabus Policies
and Procedures

Please check with Medical School, Graduate School, or School of Health Care
Professionals to answer this question for yourself

The descriptions and timelines contained in this syllabus are subject to change at the discretion
of the Professor.

This is my content taken and developed from CLEP Calculus from REA Inc 2013.
Calculus & Chess
Introduction
o There would be an introduction for every board, their
pieces, the history of the move from the culture and
language of that chess period
o If pieces were coming from different regions on a board,
such as a Castle was a specific castle from a list, and
queen, king could be the people who created the move, or
they could be a different building or architecture structure
for the city design of the modern day, or based on the
points that the pieces was worth, a pawn for 1 point, all
pawns would be a set figure that would represent one
point, based on the time-frame of the period for the setting
of the board based on the creation of the move, and a
context background of the language & region
o For advanced eclectic board designing, a simple set of subrules, for exchanging pieces on different boards, would
have an outline guidelines to learn multiple techniques and
movements from multiple historical games
A few ways I had planned to prepare my Chess Educational Lesson Plans with Calculus
CLEP Homework
Do a problem after every move (or continuous moves, such as
the multiple players keeping up with different games, i.e. how

would I annotate and incorporate taking notes and working

problems in between, so that it was a computational system in
itself: define computational system)
Outlining chapters with designing boards
o Would I pair French moves with French mathematicians?
o How could I show a family function with the movements of
a chess piece?
o Exercises to learn upon completing a calculus problem or
assignment based on a reward system where, for every
correct completion, I would be able to learn an X amount of
moves for something new in chess
Limits and Continuity
o Limits as x Approaches a Constant
You can use the limits defined for the game itself by
using the points for each pieces as a constant for
that designated piece
Q=9.P=1 and so forth
We already use an algebraic approach for some of
the students in learning on their chess boards
(example from book)
You can utilize the combination of chess pieces for
such moves as keeping the K (king) as a nondenominator of zero, by designating that his capture
keeps his points in the game off of the table until a
checkmate occurs, so we langunote that the king
does not equal zero, and designate all other pieces to
a tradition value, or a non-traditional value that is
independent to the players attachment to the moves
or pieces themselves (primarily for limit of a
quotient)
You have someone who favors a knight, the
knight takes the position of the most valuable
piece on the board, and you structure their
learning of moves by knight as an emphasis
per play/move
The limit of a difference of functions is the difference
of their limits
You can use the pieces to have their own
functions to annotate their positions on the
board, or for value during play moves
Can show the differences and exploitation
moves of players weaknesses with blindspotting, or advanced movements by making
up that difference based on the stages in the
game from opening, middle throughout, and

ending, while keeping a strict quotient for

combinations of moves throughout the game,
so that they understand when the limits are hit
and they have vulnerable exposure of their
prized pieces as stated and determined pregame
The limit of a constant times a function is the
constant times the limit
o You can show the mirror movements up
to a point of players doing equal moves
until the pieces are in a position of
stalemate or win
o It would be more beneficial for the
learning player to be able to play through
and then both play each others moves
on a second round to see where they
both had gone, but not in reverse
o You would show reverse moves of a game
to be the limit of a product of functions is
the product of their limits
o Limits involving infinity
An infinite result as X approaches a constant
So here we actually have with modern
technology and rules of the chess game in
itself, you would not use this unless you are
able to show the following 4 things for
extended period games
o Examining end behavior
o Approach a constant; here you must
define what moves are constant
o Absolute values grow without bounds;
you would have to define and endless
game in the context of stalemate
o Oscillate
o Behave erratically; as a tactic, you would
have to stipulate what appears to be
more random moves than normal for the
player in the setting
o For the positive or negative infinity, you
can use the horizontal asymptotes to
show leveling off during the middle of a
game, because you can analytically
examine by diving each play by the
highest power of the independent
variable, which you would have to define

the IV based on the players tastes for

award points of pieces and or moves, so
both players could be playing different
meanings of their gaming value outside
of the traditional means of a regular
tournament

o Continuity
Continuity at a point; a function is continuous at a
point with three implicit conditions limx->c f(x) = f(c)
The limit exists; we have a boundary for
defining the limits of the game based on
traditional rules of tournament, or constructed
and defined by the set limits
f(c) exists; and
limx->c f(x) & f(c) have the same value
Use the same principles for equal moves by
players in points, limits, or approaching a win
or a stalemate
You can use approaches to find discontinuities
by defining illegal moves that are common to
beginners
o Exercises
o Solutions
Concepts of the Derivative
o Rates of Change
Average rates of change
Using acceleration would be closer to the
definition of timing of games
Define the opening and ending game as the
slope, determine your velocity function
The players would have to understand the
concept of using delta as a change interval and
not integral for a variable
You can estimate with using numerical data
from the annotations to determine an
instantaneous rate of change
o Introductions to derivatives
Derivative of a Function at Point x = a (x approaches
a form)
You would use the position points of the pieces
as a general point on the graphas coordinates
to display these moves in chess for value, not
taking pieces to gain points as the movement
Keep each player in a strictly x or y coordinate

o
o
Rules
o

So each player is attempting to move along the

others axis to get their pawn to the other side
to become a queen, i.e. an example
You would not use limits that fail to exist for any of
the examples* (whole course as a rule)
Can show movements of coordinates by the corener,
cusp, discontinuity with or between the players, and
vertical tangent for the knight , a cusp or corner
could represent a pawns move and the difference
between taking a piece and moving a pawn forward
or two squares for opening
Since the limits of the slopes of the secants
from left to right are opposite, you would either
annotate in the movements that a cusp has
occurred as a counter-movement, and that a
corner is when both players use their pawn or
pieces differently or to designate as taking an
opponents pieces
Endpoints with special treatment
You would define based on the function of each
players overall moves to be which is not equal
for differentiability to declare a win, not
applicable for stalemates
Linear approximations
I would disregard microscopically examining local
linearity without a known application for a simple of
complicated move as stated and designated by the
type of chess game
Exercises
Solutions
of Differentiation
Derivative of Polynomials
Derivative of a constant
For the derivative of any linear function is the
slope of that function, you could rule the
position of the slops and linear function based
on position of possible movements for each
piece, two slope intercepting lines for castle
moves
Derivative of a linear function
Extending the derivative rule without proof to
any exponents that are elements of the real
numbers does not apply here unless you are
applying it to movements based on a points

o
o

system in which you will have negative moves

for incorrect positions, or correct positions, but
incorrect moves to solve the chess puzzle
Derivative of a power
For the derivative of any constant multiple of a
power of x is established by factoring the
constant out of the limit
Derivative of constant multiple of a power of x is
established by factoring the constant out of the limit
Derivative of a sum
Could show different movement with a sum of
a constant, a linear term, and a monomial with
a coefficient other than 1
Derivatives of Products and Quotients
you could use products and quotients for more
complex interchangeable combinations of moves by
chess attacks (f) * (g) f of g or g of f
Derivatives of Trigonometric Functions
*Pythagorean boards! By the definition of the
derivative d/dx [sin(x)] = cos(x) I would probably
motion to use the Pythagorean as a board, such as
Pente, or Greek 5, for construction & show tangent
moves, sin, cos, etc at different places on the board,
would need a restriction for limits to determine
stalemate, or used strictly for practicing movements
Derivatives of Exponential & Logarithmic Functions
Chain of base rules of logarithms, the second
derivative represents the rate of change of the
function at a point, the point would represent the
position on the board, could use prime markings for
piece designation rules between their worth or value
based on the logarithms
Higher-Order Derivatives
Exponential Functions
Chain Rule
*Leibniz notation you could do second derivatives as
K, vs, Q, vs, N/F/S, respectively
OUTSIDE-INSIDE PRINCIPLE
Implicit Differentiation
Product rule left side, power rule right side, to find a
derivative value of move or position
Derivatives of Inverse Trigonometric Functions

Cofunction factors, summarized six inverse trig

functions, could use each as a piece move Cos =
King Sin = Queen Tan = Castle etc
o Derivatives of Inverse Functions
Geometric relationship ramification such as the same
mirroring points of pool i.e. billiards
o Exercises
o Solutions to Exercises
Applications of Differentiation
o Functions & First Derivative Applications
Local Extreme Values, determining max & min for
situations involving many options,
Utilize a playbook manual for chess moves
Determine how to teach based on the players ability
to learn those moves
Absolute Extreme Values
Value Theorem for Mean & Extreme,
Increasing/Decreasing Derivative Test
o Functions & Their Second Derivative Applications
Concavity, rate of change of the rate of change,
increasing up/down, decreasing up, down
inflection point
o Linear Particle Motion
Use time limits to describe average velocity,
instantaneous velocity, speed, acceleration,
o Optimization
Applying maximum and mins to practical problems ,
use the steps of solving 1-5 as applicable to chess
game and tournament moves
o Related Rates
You would not use this as each player must move at
different moments in time unless you get into a
game where it is allowed to both go at the same
time, because it references objects in motion
o Linearization
Small changes to be observed comparable to small
exploitation advantages
o LHopitals Rule
Algebraic roots for ration of the function values is
equal to the ratio of derivatives
o Exercises
o Solutions to Exercises
Antidifferentiation and Definite Integrals
o Concept of the Antiderivative

For multiple moves of intrinsic value, you could use

this, antidifferentiation, by U-Substitution, Intergral of
a Sum Property, Constant Multiple Property, you
would set up for plays between the players
themselves
Analytical rewriting of integrands could be
implemented with incorrect puzzles solved for chess
moves
o Numerical Approximation
Rate times time, learning curves for title designation
GM highest order
Rectangular approximation method, you could use
pieces as each function to determine where your
curve should be
Same procedure with trapezoidal rule, switch the
variable, pieces represent each variable
o The Definite Integral as a Limit
Riemann sum estimates a net area for definite
integral. Could be used in Bline-Chess studies
o Properties of Definite Integrals
Property 1, show direct positioning opposite original
product for mirror imaging of opponent moves, apply
2-5 properties to factoring in the Riemann sum of the
hypothesis
o Fundamental Theorem of Calculus
The instantaneous rate of change of accumulation, or
loss, of area between a function and the x-axis at any
point, is equal to the function value of the integrand
at that point, with special regards to the Integral
Evalution, working backwards from the conclusion,
use the same principals to analyze the results of a
win or a stalemate in a match
o Exercises
o Solutions to Exercises
Application of Integrals
o Antidifferentiation working backwards
o Differential Equations
Separable Differential Equations
A differential equation if any equation that
related the instantaneous rate of change of one
variable with respect to another to some
mathematical combination of the independent
variable.

Solution to the differential equation is a family

of functions different by a constant, that
constant being the chess piece
Differential Equations with Initial Conditions
Finding general family in the absence of
information
o Would not use this unless you had a Real
Number Partial Integral, as specified in
new terminology to show the factoring of
missing or imaginary numbers or values
None of the infinite solution points has a single
point in common
o Could be ruled out by RNPI, but
traditionally, you would have certain
positions and spots on the board that
each piece can and cannot move, and
that would determine single points in
common, so you might rule this out
o With the stipulation that using any
process to determine position for initial
condition, would in turn, create the
process for identifying the family of
curves, you would substitute the chess
annotation for the known values of the
independent and dependent variables to
solve for the constant C, being your
target move(s), end game point, closing
games
Position, Velocity, & Acceleration
Determinant by the stages of the game
opponents are involved in
Exponential Growth & Decay
Determinant by the stages of the game
opponents are involved in and their fluctuation
of winnings and growth, learning and losses,
and decay distributed over course or of chess
players lifespan
Compounded Interest
Could show which moves and tactics have a
significant compounded interest
Distance & displacement
Have to use technology to find absolute value
of a function
o Average Value

Could apply an average value of a game by defining

the value of each function as plays, tactics, timing

o Area
Area between two functions could identify where in a
game each player has distance to a victory or loss.
Summing two regions would be the value of positions
of all pieces per player relative to opponent.
o Exercises
o Solutions to Exercises
Practice Test for
o Calculus & Chess
o Detailed explanation of each chess board design
o Show exercises and solutions to for each segment as
outlined