There have been various stories in the Italian press and discussion on a Physics teaching mailing list I’m accidentally on about a question in the maths exam for science high schools in Italy last week.
(Ed. – Here’s a copy of the first part of this four-part question, reproduced for the purposes of criticism and comment)
The question asks students to confirm that a given formula is the shape of the surface needed for a comfortable ride on a bike with square wheels. (Asking what the formula was with no hints would clearly have been harder.) It then asks what shape of polygon would work on another given surface.
What do people think? Would this be a surprising question at A-level in the UK or in the final year of high school in the US or elsewhere? Of course, I don’t know how similar this question might be to anything in the syllabus in licei scientifici.
The following links give a flavour of the reaction to the question:
The Rudi Mathematici post about the question on their blog. They also have an e-zine. Yes, they have an h on their main site but not on their blog. (They write the recreational maths column in the Italian edition of Scientific American.)
6 hours, 1 question out of 2 in section 1, 5 out of 10 in section 2. My own initial reaction is that if I had to do this exam right now I’d do question 2 in section 1 but I’ve not actually attempted question 1 yet.
I’m not normally interested in education stuff, but we’ve had a flurry of emails from various people telling us about their projects, and I’ve got nothing else to do today, so I thought I’d round them up.
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.
My university is advertising 30 fully funded PhD scholarships for autumn 2016. Basically, there are a list of projects and which ones get funded depends on applications. I am lead on a proposal for a topic in maths/engineering higher education. The description is below, and I would be grateful if you could bring it to the attention of anyone who might be interested.
I am interested in puzzles and games and how they relate to mathematical thinking, not least through my involvement with the Maths Arcade initiative. I was pleased to read what is said on this topic in the 1982 Cockcroft report. This is the report of an inquiry started in 1978 “to consider the teaching of mathematics in primary and secondary schools in England and Wales, with particular regard to its effectiveness and intelligibility and to the match between the mathematical curriculum and the skills required in further education, employment and adult life generally”.