Guest Post: Ed Barbeau – Exercises that Schmeck

Ed Barbeau took up my recent offer for readers to write something for the blog, and has contributed the following, typically excellent, article. 

 

EXERCISES THAT SCHMECK

Whatever your approach to mathematical pedagogy in the schools, it appears that the pupils have to work through a lot of sludge. At the end of a section in a textbook, they might be faced with a large number of similar low level exercises that are essentially rote and restricted in their application. Continue reading “Guest Post: Ed Barbeau – Exercises that Schmeck” →

New Zeal Lands Flat

There’s no time for this. I’m busy and the secret exam business begins tomorrow. But, when the blog gods call you gotta answer.

A couple days ago, I got a text from Jezza, flagging an article about some goings on in New Zealand. It seemed noteworthy enough, a continuation of the NZ maths ed battles that I wrote about a year ago. I decided to let it pass but the goings kept going on, and a news report I read today pushed it over the line. Continue reading “New Zeal Lands Flat” →

Ed Barbeau’s “Two Ladies” Problem

I’m a bit flat out, and working on another post, but here’s a quick one. It is a lovely problem told to me by Ed Barbeau, who credits it to Andrei Toom:

Two ladies, A and B, live in separate towns. At the same time one day, each sets out on foot for the town of the other, walking at her own constant rate. They pass at noon. A reaches her destination at 4 pm, while B reaches her destination at 9 pm. At what time did they set out?

UPDATE (29/5)

This seems an easy problem to get tangled, although it’s not too bad if you set up the diagram as above. Then, the ratios of times are the same for each part of the trip (because the ratios of speeds are the same). That leads to the equation

T/9 = 4/T

So, T2 = 36, and thus T = 6 (and also T = –6, if we permit time travel).

I just wanted to point out an alternative, very natural approach that one of my students thought up. (He framed it as a guess-and-check thing, but it is natural to frame it as a proper algebraic solution.) What the student did was consider the fractions of the trips, for each lady, in terms of T. There are various ways to do this, and here is one way.

Consider Lady A on the the first part of her trip. She covers T/(T + 4) of the trip. Similarly, Lady B covers T/(T + 9) of the trip. But together these fractions add up to the whole trip. So,

T/(T + 4) + T/(T + 9) = 1

Then, solve away: multiply both sides by (T + 4)(T + 9), expand and cancel, and we end up with T2 = 36, as before.

Of course, this is a lot messier. (The mess is lessened by adding the second halves of the trips.) Nonetheless, this seems a conceptually simpler approach, even if it is more difficult to think of.

TIMSS, Australia and the Iraqi Army

UPDATE (21/01/25)

No big deal, but I just stumbled across an article in the online magazine Teacher, a joint article by Wernert and Teacher editor, Jo Earp. Written to accompany ACER’s release of Australia’s TIMSS results, the article is similar to Wernert’s Conversation piece but is longer and sillier. Why these people see it appropriate to be cheerleading rather than reporting, God only knows.

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The 2023 Trends in International Mathematics and Science Study results came out last week, and it appears to have Rorschached people. The Australian cried doom and gloom, including CIS’s Glenn Fahey doing the right wing thing of suggesting that we might want to teach young kids some maths. The Age went with Victoria lagging behind other states before repackaging the report to a more Australian line. The Herald Sun had some STEM guy declare, to the surprise of no one, that what we need is more STEM subjects. The SMH and the ABC went with the persistent boy-girl gap, ABC radio following up with a mathematics professor declaring that what we need is more Eugenia Cheng. Yeah, maybe, although Eugenia would not be my top recommendation. Perhaps, rather, it is time to conclude that the years of such crusading hasn’t helped anyone, including the girls. Continue reading “TIMSS, Australia and the Iraqi Army” →

TNDOT Friday 12: Algebra

Ok, this is the final TNDOT on the 1911 pass Algebra Matric exam, consisting of the final three questions. The previous parts are TNDOT 10 and TNDOT 11, both of which have now been updated with solutions.

These last three questions don’t seem to me so interesting, except for pondering the way they were asked and what was expected. In any case, I’ll be interested in people’s thoughts.

Continue reading “TNDOT Friday 12: Algebra” →

Don’t Show Your Working

A couple days ago, I wrote about doing some fill-in teaching at Our Ladies of Perpetual Properness. That post concerned a crappy incident involving the Year 11 class. This one is about the Year 9 class, which I adored. All the classes were enjoyable, give or take the interference of a Deputy twat, but the Year 9 classes I actively looked forward to. The girls were charming: polite and very friendly, happy and hard-working; they wanted to learn. Continue reading “Don’t Show Your Working” →

TNDOT Friday 11: Algebra

This is a continuation of last week’s TNDOT, the next four questions from the 1911 pass Algebra Matric exam (one of which, the either-or Q6, has already been posted and solved as part of TNDOT 5). This post seems to contain, by the way, a very early Victorian exam error.

I’ve also posted solutions to Q1-Q3 of last week’s TNDOT. I’m leaving Q4 for now, since readers have not yet offered much on it. Which means you guys are behind on your homework. (And we’re not going outside to play rounders until you have finished your homework.)

Have fun.

Continue reading “TNDOT Friday 11: Algebra” →

TNDOT Friday 10: Algebra

I’m not sure last week’s TNDOT was given the attention it deserved, but no matter. I’ll update it shortly.

This week’s TNDOT is comprised of the first four questions from the 1911 pass Algebra Matric exam. The exam in total consisted of eleven questions, with an “either α or β” selection in two of the questions. (The exam was presumably to be done in three hours, but that’s only a guess.)

I’ve already posted two of the 1911 questions and their solutions, here, and I’m reproducing Q3 below, just for tidiness. I’ll post all eleven questions over the next three weeks.

Have fun.

Continue reading “TNDOT Friday 10: Algebra” →

TNDOT Friday 7: Algebra

Yes, it’s TNDOT Week, here in CrapLand.

We’ve decided to try to make TNDOT a regular Friday thing. So, the plan is to post an old exam problem sometime each Friday day (Melbourne time), and then readers can ponder and discuss over the week-end. Once readers have provided enough in the way of solutions, we’ll update the post, presumably early each following week.

There will be no hard and fast rule about when readers’ full solutions should be postable, but maybe Sunday evening Melbourne time makes sense? Of course before then readers are permitted, and encouraged, to share approaches and provide hints and the like, as is natural for the discussion at hand. General principle: this is supposed to be fun and educational for all, not a competition. So be looking to help each other without too much limelight hogging.

This one is in a similar vein to the previous, and is from the 1916 Victorian Pass Algebra Matric exam. Enjoy.

Continue reading “TNDOT Friday 7: Algebra” →