No, I was validating the utility of lower Tariff maths degrees.
We have lots of kids who take maths A level with grade 6 at GCSE but we require all students to pass AS in Y1 to progress to Y2. Those who do then almost all succeed in the second year.
We have seen an increase in students progressing to these kinds of courses. We might not think the student a 'natural mathematician' if they are getting D or C but that doesn't mean they can't use maths in real life or industry in the future. Lots of maths degrees take a much more applied approach.
There was a very interesting article in 'Mathematics in Schools' Jan 25 by Peter Rowlett and Angharad Ugonna called 'What is Maths like at a Lower Tarrif University'. I have attached some excerpts.
I agree with this, but also worth remembering that the data above tracked just 220 students with grade 5. Most grade 5 students don't progress to A level, partly due to entry criteria but also sensibly self selecting out of it. Many who do well from this low base know that they underachieved at GCSE
-17 😉
The red beads are constant so rewrite the ratios to reflect this.
2:7 = 14:49
7:2 = 14: 4
With these joined ratios we can see the decrease was 45 'parts'.
Any multiple of 45 will work.
Yes, difference of two squares appears but only as a consequence of the a:b b:a chiasm.
I love the first diagram's structure, it feels like the equal blue angles are obvious now instead of contrived. Then bringing out the parallelogram is delightful.
I have gone for a circle theorem on the orange quarter circle then the blue angle cancels in the angle sum for the top triangle. Angle in a semi circle for the end.
Bought my son some not too too expensive headphones a couple of months ago as his had given up the ghost, experiencing serious headphone envy as they are so much better!
It can take more time!
Getting a new one for my son. HM Passport Office didn't like his short birth certificate and asked for the long version. So I have had to apply to the General Records Office (a sub division of HMPO) to post me the certificate so I could post it back to their colleagues.
Interesting, I used to major on substitution much more but now I want to smother that approach quite quickly. We will spend a few lessons just playing with 'spotting' the pattern with a follow up of substitution for confirmation, but my aim is for them all to spot if possible.
One week, start of January, exam timetable AM/PM. Full supervision in case of clashes, external invigilators. No lessons, only exams. Plus our Y12 all sit the AS exams which, these days, all fit into two weeks.
Nice! I've always been a geogebra fan but maybe I should look into desmos.
Antilogging
Interesting, somehow I think the 1st root would turn out to be the modulus function something like sqrt(x²)
Why not 0.5th root for squaring?
No, I don't think they have to, the total of the notional component boundaries will be the starting point for the setting of the final boundary which needs to take into account that year's national reference test amongst other things
As the matrix is singular when x=y, y=z and z=x we obtain the remaining factors from the factor theorem.
Not many teachers who wfh!
Yes, one pun is enough. I only noticed when I got home yesterday a student had snuck 'happy Christmaths' into a card which was why it was in my mind.
Very boring policy from me, 'if I write it on the board, you write it in your notes'. Of course there then will be lots of bits where I say 'don't write this'.
It is worth finding the child who annotates their own work and using as an exemplar to model what you want.
ChRISPmaths
Well done to them! Two of ours qualified for BMO2 as well, and another earned a merit. We haven't had so many do BMO1 for many years so it is quite exciting!
A book of abstract algebra by Charles Pinter. DOVER publications.
Very well written, higjly accessible. Good exercises with selected solutions.
This *very* nice. The final line reminds me of the similar final line in the approach via the multiple product rule.
(abc)' = a'bc + ab'c + abc'
yields
(x³)'
= (xxx)'
= x'xx + xx'x + xxx'
= xx + xx + xx
= 3x²
From memory a lot of the textbook exercises felt too short
I'm afraid the textbook only came out in the last year i was delivering it so I was quite used to muddling through with items cobbled together from integral and the core maths developers network and others made up by me. Cat van saarloos had some good padlets related to prerelease materials
I sometimes show colleagues in England my old gcse fm CCEA textbook, they can't believe it compared to say AQA L2FM
I taught it for about 5 years, my advice is get them using real data sets and asking their own questions about the data. A lot of the content then becomes well motivated. Find out what issues they are interested in and use a chi squared test to investigate. Get them comparing, leads to normal dist
See james Taunton's video for more info youtu.be/npG4MwDmDDc?...