| The theory of continued fractions goes possibly as far back as 300 B.C. to Euclid. Some consider continued fractions as part of the "lost mathematics". I came across continued fractions for the first time while taking a graduate math class and I was amazed as how beautiful the representation of some numbers were using them and also how easy it was to understand the theory by making pictures. As an educator, I want to share this knowledge with my students and make it something that they could discover, manipulate, and appreciate.; This paper is divided in three sections. The first deals with the basic theory and definitions of continued fractions. The second shows how to use technology, especially Dynamic Geometry Software to make the basic theory accessible to students in middle and high school. The third section gives some reflections of my experience working with students on continued fractions. |
