This WitCH (arguably a PoSWW) comes courtesy of Damien, an occasional commenter and an ex-student of ours from the nineteenth century. It is from the 2019 Specialist Mathematics Exam 2. We’ll confess, we completely overlooked the issue when going through the MAV solutions.

Update (16/02/20)

What a mess. Thanks to Damo for pointing out the problem, and thanks to the commenters for figuring out the nonsense.

In general form, the (intended) scenario of the exam question is

Thevector resolute of in the direction of is ,

which can be pictured as follows: For the exam question, we have , and .

Of course, given and it is standard to find . After a bit of trig and unit vectors, we have (in must useful form)

The exam question, however, is different: the question is, given and , how to find .

The problem with that is, unless the vectors and are appropriately related, the scenario simply cannot occur, meaning cannot exist. Most obviously, the length of must be no greater than the length of . This requirement is clear from the triangle pictured, and can also be proved algebraically (with the dot product formula or the Cauchy-Schwarz inequality).

This implies, of course, that the exam question is ridiculous: for the vectors in the exam we have , and that’s the end of that. In fact, the situation is more delicate; given the pictured vectors form a right-angled triangle, we require that be perpendicular to . Which implies, once again, that the exam question is ridiculous.

Next, suppose we lucked out and began with perpendicular to . (Of course it is very easy to check whether we’ve lucked out.) How, then, do we find ? The answer is, as is made clear by the picture, “Well, duh”. The possible vectors are simply the (non-zero) scalar multiples of , and we’re done. Which shows that the mess in the intended solution, Answer A, is ridiculous.

There is a final question, however: the exam question is clearly ridiculous, but is the question also stuffed? The equations in answer A come from the equation for above and working backwards. And, these equations correctly return no solutions. Moreover, if the relationship between and had been such that there were solutions, then the A equations would have found them. So, completely ridiculous but still ok?

Nope.

The question is framed from start to end around definite, existing objects: we have THE vector resolute, resulting in THE values of m, n and p. If the VCAA had worded the question to find possible values, on the basis of a possible direction for the resolution, then, at least technically, the question would be consistent, with A a valid answer. Still an utterly ridiculous question, but consistent. But the VCAA didn’t do that and so the question isn’t that. The question is stuffed.

I know something of the current Mathologer issue, but not much. I’ll write more soon.

ps. For those who are unaware, I always refer to the Mathologer as ‘Evil”. I support the Evil Mathologer 100%, here and always.

UPDATE (Wednesday Morning)

I’ve talked to the Evil Mathologer, and all is (sort of) OK.

Mathologer will definitely continue, with a new video under construction as we speak. As for the deleted Mathologer videos, Burkard is enquiring about that, but no promises for a quick fix. As for why the videos were deleted, I don’t want to preempt whatever Burkard may want to say or not say about that.

UPDATE (Wednesday Afternoon)

OK, the Mathologer videos are now back up! Except, there was (hopefully only) a glitch with the re-upping of the latest video. I think Burkard expects that also to be sorted out soon.

UPDATE (Thursday)

Unfortunately, the Evil Mathologer’s latest video is still not back up, and nothing really to report. I had begun to write a comment for people who know (or think they know) what happened, and how I think they should try to understand it. I thought better of it.

What I do hope to do, in the next day or so, is write some of the prehistory of the Mathologer channel. That might at least provide some perspective.

It seems that what amounts to VCE exam marking schemes may be available for purchase through the Mathematical Association of Victoria. This seems very strange, and we’re not really sure what is going on, but we shall give our current sense of it. (It should be noted at the outset that we are no fan of the MAV in its current form, nor of the VCAA in any form: though we are trying hard here to be straightly factual, our distaste for these organisations should be kept in mind.)

Each year, the MAV sells VCE exam solutions for the previous year’s exams. It is our understanding that it is now the MAV’s strong preference that these solutions will be written by VCAA assessors. Further, the MAV is now advertising that these solutions are “including marking allocations“. We assume that the writers are paid by the MAV for this work, and we assume that the MAV are profiting from the selling of the product, which is not cheap. Moreover, the MAV also hosts Meet the Assessors events which, again, are not cheap and are less cheap for non-members of the MAV. Again, it is reasonable to assume that the assessors and/or the MAV profit from these events.

We do not understand any of this. One would think that simple equity requires that any official information regarding VCE exams and solutions should be freely available. What we understand to be so available are very brief solutions as part of VCAA’s examiners’ reports, and that’s it. In particular, it is our understanding that VCAA marking schemes have been closely guarded secrets. If the VCAA is loosening up on that, then that’s great. If, however, VCAA assessors and/or the MAV are profiting from such otherwise unavailable information, we do not understand why anyone should regard that as acceptable. If, on the other hand, the MAV and/or the assessors are not so profiting, we do not understand the product and the access that the MAV is offering for sale.

We have written previously of the worrying relationship between the VCAA and the MAV, and there is plenty more to write. On more than one occasion the MAV has censored valid criticism of the VCAA, conduct which makes it difficult to view the MAV as a strong or objective or independent voice for Victorian maths teachers. The current, seemingly very cosy relationship over exam solutions, would only appear to make matters worse. When the VCAA stuffs up an exam question, as they do on a depressingly regular basis, why should anyone trust the MAV solutions to provide an honest summary or evaluation of that stuff up?

Again, we are not sure what is happening here. We shall do our best to find out, and commenters, who may have a better sense of MAV and VCAA workings, may comment (carefully) below.

UPDATE (13/02/20)

As John Friend has indicated in his comment, the “marking allocations” appears to be nothing but the trivial annotation of solutions with the allotted marks, not a break-down of what is required to achieve those marks. So, simply a matter of the MAV over-puffing their product. As for the appropriateness of the MAV being able to charge to “meet” VCAA assessors, and for solutions produced by assessors, those issues remain open.

We’ve also had a chance to look at the MAV 2019 Specialist solutions (not courtesy of JF, for those who like to guess such things.) More pertinent would be the Methods solutions (because of this, this, this and, especially, this.) Still, the Specialist solutions were interesting to read (quickly), and some comments are in order. In general, we thought the solutions were pretty good: well laid out with usually, though not always, the seemingly best approach indicated. There were a few important theoretical errors (see below), although not errors that affected the specific solutions. The main general and practical shortcoming is the lack of diagrams for certain questions, which would have made those solutions significantly clearer and, for the same reason, should be encouraged as standard practice.

For the benefit of those with access to the Specialist solutions (and possibly minor benefit to others), the following are brief comments on the solutions to particular questions (with section B of Exam 2 still to come); feel free to ask for elaboration in the comments. The exams are here and here.

Exam 1

Q5. There is a Magritte element to the solution and, presumably, the question.

Q6. The stated definition of linear dependence is simply wrong. The problem is much more easily done using a 3 x 3 determinant.

Q7. Part (a) is poorly set out and employs a generally invalid relationship between Arg and arctan. Parts (c) and (d) are very poorly set out, not relying upon the much clearer geometry.

Q8. A diagram, even if generic, is always helpful for volumes of revolution.

Q9. The solution to part (b) is correct, but there is an incorrect reference to the forces on the mass, rather than the ring. The expression “… the tension T is the same on both sides …” is hopelessly confused.

Q10. The question is stupid, but the solutions are probably as good as one can do.

Exam 2 (Section A)

MCQ5. The answer is clear, and much more easily obtained, from a rough diagram.

MCQ6. The formula Arg(a/b) = Arg(a) – Arg(b) is used, which is not in general true.

MCQ11. A very easy question for which two very long and poorly expressed solutions are given.

MCQ12. An (always) poor choice of formula for the vector resolute leads to a solution that is longer and significantly more prone to error. (UPDATE 14/2: For more on this question, go here.)

MCQ13. A diagram is mandatory, and the cosine rule alternative should be mentioned.

MCQ14. It is easier to first solve for the acceleration, by treating the system as a whole.

MCQ19. A slow, pointless use of CAS to check (not solve) the solution of simultaneous equations.

Q1. In Part (a), the graphs are pointless, or at least a distant second choice; the choice of root is trivial, since y = tan(t) > 0. For part (b), the factorisation should be noted. In part (c), it is preferable to begin with the chain rule in the form , since no inverses are then required. Part (d) is one of those annoyingly vague VCE questions, where it is impossible to know how much computation is required for full marks; the solutions include a couple of simplifications after the definite integral is established, but God knows whether these extra steps are required.

Q2. The solution to Part (c) is very poorly written. The question is (pointlessly) difficult, which means clear signposts are required in the solution; the key point is that the zeroes of the polynomial will be symmetric around (-1,0), the centre of the circle from part (b). The output of the quadratic formula is neccessarily a mess, and may be real or imaginary, but is manipulated in a clumsy manner. In particular, a factor of -1 is needlessly taken out of the root, and the expression “we expect” is used in a manner that makes no sense. The solution to the (appallingly written) Part (d) is ok, though the centre of the circle is clear just from symmetry, and we have no idea what “ve(z)” means.

Q3. There is an aspect to the solution of this question that is so bad, we’ll make it a separate post. (So, hold your fire.)

Q4. Part (a) is much easier than the notation-filled solution makes it appear.

Q5. Part (c)(i) is weird. It is a 1-point question, and so presumably just writing down the intuitive answer, as is done in the solutions, is what was expected and is perhaps reasonable. But the intuitive answer is not that intuitive, and an easy argument from considering the system as a whole (see MCQ14) seems (mathematically) preferable. For Part (c)(ii), it is more straight-forward to consider the system as a whole, making the tension redundant (see MCQ14). The first (and less preferable) solution to Part (d) is very confusing, because the two stages of computation required are not clearly separated.

Q6. It’s statistical inference: we just can’t get ourselves to care.

This one comes courtesy of Christian, an occasional commenter and professional nitpicker (for which we are very grateful). It is a question from a 2016 Abitur (final year) exam for the German state of Hesse. (We know little of how the Abitur system works, and how this question may fit in. In particular, it is not clear whether the question above is a statewide exam question, or whether it is more localised.)

Christian has translated the question as follows:

A specialty store conducts an ad campaign for a particular smartphone. The daily sales numbers are approximately described by the function g with , where t denotes the time in days counted from the beginning of the campaign, and g(t) is the number of sold smartphones per day. Compute the point in time when the most smartphones (per day) are sold, and determine the approximate number of sold devices on that day.

This adventure game comes courtesy of Victoria’s Department of Education and Training. Click on the graphic, or go here. (Don’t try to do it all. You will die.) If you can be bothered, you can also complete a survey here.

What we like about WitCHes is that they enable us to post quickly on nonsense when it occurs or when it is brought to our attention, without our needing to compose a careful and polished critique: readers can do the work in the comments. What we hate about WitCHes is that they still eventually require rounding off with a proper summation, and that’s work. We hate work.

Currently, we have a big and annoying backlog of unsummed WitCHes. That’s not great, since a timely rounding off of discussion is valuable. Our intention is to begin ticking off the unsummed WitCHes, which are listed below with brief indications of the topics. Most of these WitCHes have been properly hammered by commenters, though of course readers are always welcome to comment, including after summation. We’ll update this post as the WitCHes get ticked off. Thanks very much to all past WitCH-commenters, and we’re sorry for the delay in polishing off. We’ll attempt to keep on top of future WitCHes.

We’re not actively looking for WitCHes right now, since we have a huge backlog to update. This one, however, came up in another context and, after chatting about it with commenter Red Five, there seemed no choice.

A few days ago we received an email from Aaron, a primary school teacher in South Australia. Apparently motivated by some of our posts, and our recent thumping of PISA in particular, Aaron wrote on his confusion on what type of mathematics teaching was valuable and asked for our opinion. Though we are less familiar with primary teaching, of course we intend to respond to Aaron. (As readers of this blog should know by now, we’re happy to give our opinion on any topic, at any time, whether or not there has been a request to do so, and whether or not we have a clue about the topic. We’re generous that way.) It seemed to us, however, that some of the commenters on this blog may be better placed to respond, and also that any resulting discussion may be of general interest.

With Aaron’s permission, we have reprinted his email, below, and readers are invited to comment. Note that Aaron’s query is on primary school teaching, and commenters may wish to keep that in mind, but the issues are clearly broader and all relevant discussion is welcome.

Good afternoon, my name is Aaron and I am a primary teacher based in South Australia. I have both suffered at the hands of terrible maths teachers in my life and had to line manage awful maths teachers in the past. I have returned to the classroom and am now responsible for turning students who loathe maths and have big challenges with it, into stimulated, curious and adventure seeking mathematicians.

Upon commencing following your blog some time ago I have become increasingly concerned I may not know what it is students need to do in maths after all!

I am a believer that desperately seeking to make maths “contextual and relevant” is a waste, and that learning maths for the sake of advancing intellectual curiosity and a capacity to analyse and solve problems should be reason enough to do maths. I had not recognised the dumbing-down affect of renaming maths as numeracy, and its attendant repurposing of school as a job-skills training ground (similarly with STEM!) until I started reading your work. Your recent post on PISA crap highlighting how the questions were only testing low level mathematics but disguising that with lots of words was also really important in terms of helping me assess my readiness to teach. I have to admit I thought having students uncover the maths in word problems was important and have done a lot of work around that in the past.

I would like to know what practices you believe constitutes great practice for teaching in the primary classroom. I get the sense it involves not much word-problem work, but rather operating from the gradual release of responsibility (I do – we do – you do) explicit teaching model.

We’ve posted on the general nature of PISA’s mathematics questions here and here, and the main point is the sheer awfulness of what is being tested. One question, however, seemed worthy of special note. The following is the first of the PISA 2012 test questions included in this document of past questions, followed by a guide to its grading.

Below are two “units” (scenarios) used in the PISA 2012 testing of mathematics. The units appeared in this collection of test questions and sample questions, and appear to be the most recent questions publicly available. Our intention is for the units to be read in conjunction with this post, and see also here, but of course readers are free to comment here as well. The two units below are, in our estimation, the most difficult or conceptually involved of the PISA 2012 units publicly available; most questions in most other units are significantly more straight-forward.