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One of the constant criticisms that is often leveled at the education system particularly in dealing with scientific subjects like mathematics is that it is not made relevant to today’s world. Now in some cases this is difficult, as more advanced mathematical concepts are difficult to apply to real world scenarios. Of course, we can make basic principles like arithmetic very relevant as those skills are needed for almost everyone in day to day life. But what happens when we get a little bit more advanced? How do we engage with pupils to make the subject interesting in the context of the curriculum.

There are examples though from across the world how educational authorities are trying to incorporate modern concepts in the the teaching of maths. After all it’s common sense to include modern concepts into a subject like mathematics that is developing all the time. Demonstrating how maths can be used to solve modern day issues is the best way to make it relevant and interesting. For example studying the algorithms required in rotating residential proxies is something that can be used in today’s digital economy. Below is an example of a country taking a pro-active approach to introducing such concepts into their maths curriculum by covering things like Bitcoin. It refers to some questions revealed from some Dutch examination papers.

According to a rough interpretation of the test paper circulating on Reddit, students were actually presented the following question introduction:

” Bitcoin is actually a digital currency which simply exists online. It has already existed since January 1st, 2009, and can be used as settlement method in webstores and for other internet services. Bitcoin is not, like regular money, made by a reserve bank. On the other hand, every bitcoin that exist are created by having computers take part in dealing with distinct mathematical problems. This works as follows: anybody can easily run particular software on his or her computer that participates in solving such a mathematical problem. The operator of the computer system that solves the problem is given 25 (recently created) bitcoin as a reward. Simply because it was the situation that in 2014 this kind of a problem is resolved every 10 minutes, 25 new bitcoins were literally created every 10 minutes. On January 1st, there were (approximately) 12.2 million bitcoin.”

Following from the preceding overview, students were actually asked to deal with five separate mathematical problems. The questions asked that students “determine in what year the amount of bitcoin went beyond 18 million,” “determine from which year during the prize will be actually less than one bitcoin,” “identify the largest amount of bitcoin which can be in circulation,” in addition to presenting addition challenges based upon the formula used to resolve the aforementioned questions.

**Netherlands Warming Up to Cryptocurrency**

Dutch Senior High School Exam Comes with Bitcoin-Themed Questions. The test has actually been presented to students following increasing recognition of cryptocurrency on the part of Holland’s establishments.

Throughout March, the Court of Amsterdam determined that bitcoin provides “properties of wealth” while adjudicating a civil rights case concerning an individual pursuing settlement from an unfinished agreement concerning bitcoin mining. The law court concluded that “bitcoin represents a value and is transferable” and “therefore shows features of a property right. A case for repayment in Bitcoin is, for that reason, to be regarded as a claim that qualifies for verification.”

Earlier this month, the ambassador of the Dutch Blockchain Coalition, Rob van Gijzel, demonstrated a nationwide blockchain research agenda, which had been ordered by the Dutch Ministry of Economic Affairs and Climate Policy. The ministry had established a designated board, TopTeam ICT, entrusted with studying the potential legal, economic, and ethical significances of disseminated ledger technology in the Netherlands.

It’s vital that mathematics takes part in these modern day concepts especially when they are directly relevant. It also makes it easier to attract talented students from related subjects towards the study of mathematics. For example if computer students realise that the importance of maths to installing, configuring and deploying things like privacy or sneaker proxies with residential IP addresses then it’s more likely to attract those students.