The BBC biography series Great Lives covered in its most recent episode Srinivasa Ramanujan. In the closing minutes of the programme, host Matthew Paris said this, which I found quite interesting (or at least, interestingly expressed):
I’m so far from understanding the mind of a mathematical genius that it’s simply inconceivable that you could tell a person an apparently random number and he could intuit or deduce the kind of fact that he deduced about that taxi license number. I mean, I can’t run a four-minute mile, but I once ran a five-minute mile, and I can extrapolate from my own experience, in a way understand how someone might just be a lot better than me at something that, in an inferior way, I can also do. But Ramanujan isn’t like that. It’s as though this man were a different species, not just a superior example of the same species. Can you learn to do this kind of thing? Could I, if I had applied myself? Or is it that goddess again, is it really just genius?
Answers on a postcard!
Readers of The Aperiodical are probably familiar with the Carnival of Mathematics, a monthly blog roundup which takes any maths-related content. Did you also know there is a related blog carnival called Math Teachers at Play?
The Math Teachers at Play (MTaP) blog carnival is a monthly collection of tips, tidbits, games, and activities for students and teachers of preschool through pre-college mathematics. We welcome entries from parents, students, teachers, homeschoolers, and just plain folks. If you like to learn new things and play around with ideas, you are sure to find something of interest.
I’ll be hosting the January 2017 edition of MTaP here at Travels in a Mathematical World. Of course, a blog carnival is only as good as its submissions, so if you join me in aspiring to the claim “you are sure to find something of interest” then please keep your eyes open for interesting blog posts and submit them to MTaP. Please submit posts you’ve enjoyed by others or yourself. Posts you wrote that are appropriate to the theme are strongly encouraged. Submit through the MTaP submission form, leave a comment here or tweet me. Thank you!
Submissions are open now, and anything received by Friday 20th January 2017 will be considered for the edition hosted here.
One of the nice things about working in mathematics at Sheffield Hallam University is the environment in which I work. The maths department is a big, open learning space for students surrounded by staff offices. It’s a busy place, full of activity and plenty of opportunities to interact with students and other staff.
This space was renovated for mathematics a little before I arrived. It was designed to enhance student engagement and to create this sense of community, to allow collaborative learning and encourage inter-year interactions.
Over the last year, we conducted a study of use of the space. This included observations of use of the space as well as questionnaires and interviews with students about their use of the space, including students who had studied in the department in the old and new locations.
The results have just been published as ‘The role of informal learning spaces in enhancing student engagement with mathematical sciences‘ by Jeff Waldock, Peter Rowlett, Claire Cornock, Mike Robinson & Hannah Bartholomew, which is online now and will appear in a future issue of International Journal of Mathematical Education in Science and Technology (doi:10.1080/0020739X.2016.1262470).
Every time I use the jealous husbands river crossing problem, I prefix it with a waffly apology about its formulation. You’ll see what I mean; here’s a standard statement of the puzzle:
Three married couples want to cross a river in a boat that is capable of holding only two people at a time, with the constraint that no woman can be in the presence of another man unless her (jealous) husband is also present. How should they cross the river with the least amount of rowing?
I’m planning to use this again next week. It’s a nice puzzle, good for exercises in problem-solving, particularly for Pólya’s “introduce suitable notation”. I wondered if there could be a better way to formulate the puzzle – one that isn’t so poorly stated in terms of gender equality and sexuality.
I remember when OCR of mathematics was such a difficult problem that there was no good solution. I remember hints some years ago that the then-current version of InftyReader could do a reasonable job of taking a PDF document and converting it into LaTeX code, but it was far from perfect.
Today my phone told me that the app Photomath has an update and now supports handwriting recognition. This means I can write something like this:
and Photomath does this with it:
When I have been involved with running exams (I wasn’t, really, this year), special care seems to be made to spread these out so that where possible students don’t get exams bunched together. Still, I’ve heard students complain “we only have one day off between the Monday and Wednesday exams, that isn’t enough time to revise for the second topic”. I have a lot of sympathy for this; assessing a module (or proportion thereof) by how you perform in a one-, two- or three-hour window is quite a problematic arrangement, and if you haven’t had sufficient time to get up to speed on the topic, even more so. But I have had in mind that, essentially, “when I were a lad, we had it much worse”. Clearing out some boxes to move house, I found exam timetables from five of the six semesters I spent as an undergraduate, so now I can confirm or refute my feeling on this, in the latest of my series of posts that are surely only of interest to me.
A while ago I was helping out at an open day. The material presented gave some information about the range of assessment types we use. A potential applicant asked me “how can you do coursework for maths?”. She felt that (what she understood as) maths could only be assessed by examination. (This is presumably because her experience of the English school system has not exposed her to anything but exams for maths.)
I thought it might be interesting (to me, at least) to list the types of assessment I’ve been involved in marking in the 2015/16 academic year.