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]]>x = 3 mod 5 = -2 mod 5

x = 2 mod 4 = -2 mod 4

x = 1 mod 3 = -2 mod 3

Sometimes you get lucky and can just skip to (5x4x3) – 2 = 58

More seriously there was a really nice chapter on the CRT theory in either book reviewed here:

https://mymathclub.blogspot.com/2018/06/book-review-introduction-to-number.html

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]]>Your insight that feedback is too general goes to another level in Hattie’s work, he includes basically anything that is vaguely feedback. For example one study he used has background elevator music played in a PE class to see if it reduces disruptive behaviour. Another uses money to reward students who remember certain things.

He combines all these studies into one effect size statistic to represent feedback.

for those interested

https://visablelearning.blogspot.com/p/feedback.html

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]]>The answer shows up, mathematically and historically, in an section of (the amazing) The Mathematical Experience by Philip J. Davis & Reuben Hersh, titled “The Drive to Generality and Abstraction. The Chinese Remainder Theorem: A Case Study”. I’m not going to say a word, because I don’t want to spoil the joy of following the many faces of the Theorem over the years.

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