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Looking for Mathematics past papers from around 1920s onwards

Last post 13/01/11 at 17:18 by autismuk, 269 replies
Post started by intuitionist1 on 02/01/11 at 00:40

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    Posted by: weebecka 08/01/2011 at 12:53
    Joined on 15/09/2010
    Posts 970

    intuitionist1:
    Hello,
    Hello.

    Here are some notes I made recently for a consultation on A-level teaching.

    The theme of 'high road vs low road' teaching emerged during the day with the question - how to we get teachers to teach the high road rather than the low road (where I'll be in Scoland before you...)  These notes reflect my personal views.

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    What is ‘high road teaching in mathematics’

    In my opinion this is constructivist teaching (where students build knowledge themselves from their own prior experiences) and culturally and contextually enriched teaching (where students make multiple lateral links between the new knowledge and their existing knowledge and beliefs).

    Here are two examples of the way I teach.

    E.g.1 What is a function?  Groups will carry out a dialectic analysis of the definition of a function. In each group one student will research the history of functions, another will research current definitions, a third will collect examples and a fourth will ensure that dialectic analysis takes place.

    E.g.2 Composite functions Consider the statement fg(x)=gf(x).  Choose your own functions.  For each pair find out if the statement is true for all values of x, some values of x or no values of x.

     

    Why do teachers not teach the ‘high road’?

    There are barriers which prevent teachers using ‘high road’ methodologies.  There are also supportive infrastructures which need to be in place for them to know how to/be enabled to teach this way.

     

    The barriers preventing high road teaching

    1.  Ofsted and the cultures it empowers: Ofsted has crushed ‘high road teaching’ by insisting we teach in ways which are transparent to an external observer in our classroom.  In Scotland grading of lessons is banned and external observers are not allowed even to make qualitative comments on a lesson with out extensive discussion with the teacher.  Sadly the current proposed reforms to Ofsted do not seem to understand these issues.

    2.  Examination syllabuses: The style of examinations can be a barrier to ‘high road teaching’.  However it seemed to me that these issues were understood by the community present and that appropriate measures (less modules, more synoptic questions, endorsement of the EPQ, etc.) were being taken.

    3.  The curriculum: This comment relates more to my 11-16 teaching than A-level.  Although I found the original national curriculum mitigated against ‘high road teaching’ I found the 2007/8 program of study very helpful in support it. 

     

    The supportive infrastructure which needs to be in place for ‘high road teaching’ to flourish

    1.  ICT: ICT can now take the strain of ‘low road teaching’ for us.  Students can cover the core syllabus and prepare for exams with on-line interactive lessons and tests.  As a teacher I can view their progress in detail from home, planning whole class or personalised interventions as appropriate.  This creates more time for ‘high road teaching’ in class.  The existence of this kind of ICT resource relies on their being a clearly defined common core curriculum.

    2. Learning from other teachers: Most ‘high road’ lessons are different from each other, so teachers need constant communication with and inspiration from other A-level teachers (who are usually in other schools).  Teachers TV is excellent for this it is disappointing it is being shut down.  Teachers’ discussion forums have proved to be important.  I would be happy to work with anyone developing future forums so that lessons are learned from the successes and problems of existing forums.

    3. Subject associations:  I have gained a great deal from the opportunity to attend activities and events organised by the Association of Teachers of Mathematics and from the facilitative infrastructure provided by the NCETM.

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    Posted by: Karvol 08/01/2011 at 12:57
    Joined on 30/06/2008
    Posts 1,428

     Jeez Sabbir, you have a lot of time on your hands.

    I used to work in the financial sector, until I decided no amount of pay was worth the hours and I liked long, long holidays. Saturday used to be one of my busiest days.

    Have the hours been reduced in the last 15 years or so?

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    Posted by: DM 08/01/2011 at 13:01
    Joined on 12/05/2003
    Posts 5,447

    weebecka:
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    This was the most interesting part of your post.
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    Posted by: DM 08/01/2011 at 13:02
    Joined on 12/05/2003
    Posts 5,447

    Karvol:

     Jeez Sabbir, you have a lot of time on your hands.

    I used to work in the financial sector, until I decided no amount of pay was worth the hours and I liked long, long holidays. Saturday used to be one of my busiest days.

    Have the hours been reduced in the last 15 years or so?

    To be fair, he normally posts after 2 a.m. after a long night driving a taxi investment banking.

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    Posted by: intuitionist1 08/01/2011 at 13:05
    Joined on 10/11/2008
    Posts 44

    DM:

    Nice research Sabbir.

    I'm actually surprised at how straightforward those questions are.   I would have expected them to be more challenging.   The other thing that would cause me difficulty there is the pre-decimal money.

    Do they have any copies of the old Special papers there?   I would imagine they would be considerably harder.

    Just for reference, these were the papers offered in 1918:

    Paper 1: Arithmetic, Algebra and Trigonometry, 2 1/2 hours, [choose 9 questions from 11 (+5)]

    Paper 2: Pure Geometry and Trigonometry, 2 1/2 hours, [9 from 12 (+6)]

    Paper 3: Analytical Geometry, 1 1/2 hours [7 from 8 (+4)]

    Paper 4: Differential and Integral Calculus, 1 1/2 Hours [7 from 8 (+4)]

    Paper 5: Statics and Dynamics, 2 1/2 Hours [9 from 12 (+6)]

    Paper 6: Mathematical Distinction Paper, 2 Hours [9 questions]

    Paper 7: Mathematical Distinction Paper, 2 Hours [9 questions]

    Paper 8: Mathematical Distinction Paper, 2 Hours [9 questions]

    [The first distinction paper seems to be mainly algebra, the second geometry and the third calculus]. 

    This is Paper 6,as per request:

    ======================

    Group III (Paper 6)

    Mathematical Distinction Paper

    1918. 2 Hours.

     

    1. Determine the values of A, B,  C so that

    1 + Ax + Bx^3 + Cx^5

    may be divisible by 1+x, the quotient being a perfect square.

    verify that then the equation

    1 - (Ax + Bx^3 + Cx^5)^2 = (1 - x^2) (1 - 12x^2 + 16 x^4)^2

    is identically true. [ It is supposed that the coefficients A, B, C are different from zero.]

     

    2. Wriet down in terms of w the condition that the quadratic S + w S' = 0 should have equal roots in x, where

    S = px^2 + 2qx + r,   S' = x^2 + c.

    Show that if the values of w which satisfy this condition are equal, and if all the coefficients are real, then

    (1) if  c > 0,  S = p S'  ;

    (2) if  c < 0,  S and S' have a factor in common.

    What is trhe conclusion when c = 0?

     

    3. If x, y are both positive and x^m + y^m = const., prove that x^n + y^n decreases as x increases if n > m, and x < y, but increases if n < m and x < y.

    Show that if x, y, z are positive and

    x^m + y^m + z^m = 3 c^m,

    then x^n + y^n + z^n > or < 3 c^n, according as n > or < m. [Both n and m are supposed positive].

     

    4. By considering the expansion of

    log {(1 - at)(1 - bt)(1 - ct)}

    in ascending powers of t, or otherwise, prove that if a + b + c = 0 and a^n + b^n + c^n = s_n, then

    s_4 = 1/2 (s_2)^2,    s_5 = 5/6  s_2 s_3,     s_7 = 7/6  s_3 s_4

     

    5. From the vertices of a triangle ABC are drawn perpendiculars p, q, r to a straight line which is in the plane of ABC but passes entirely outside the triangle. Prove that

    a^2(p - q)(p - r) + b^2(q - p)(q - r) + c^2(r- p)(r-q) = 4 D^2

    where D denotes the area of the triangle.

     

    6. Prove that, if n is an integer, sin nx / sin x can be expressed as a polynomial of degree (n-1) in cos x, and that the coefficient of the term of highest degree is 2^(n-1).

    Prove that, if n is odd and equal to 2p+1,

    sin nx / sin x = n \prod_{r=1}^{r=p} {1 - (sin^2 x / sin^2 (r pi / n)},

    and that

    \prod_{r=1}^{r=p} { 2 sin (r pi / n) } = sqrt(n)

    [Note. The remaining coefficients in the original polynomial need not be determined explicitly).

     

    7. Two perpendicular lines CA, CB each of length L are drawn on level ground; borings are taken at each of the points A, B, C, and rock is found at depths a, b, c respectively. prove that, if the face of the rock is a plane, the inclination x of this plane to the horizontal is given by

    L^2 tan^2 x = (c - 1)^2 + (c - b)^2

    Prove also that the volume of a triangular prism with vertical faces, bounded at the top and bottom by the plane ABC and the face of the rock, is

    1/6 L^2 (a + b + c)

     

    8. Explain how to solev an equation of the form

    ax^4 + bx^3 + cx^2 +bx + a = 0

    by writing y = x + 1/x.

    Illustrate by means of the equation

    x^4 + x^3 +x^2 +x + 1 = 0.

    Hence or otherwise prove that if d is the side of the decagon (regular polygon of ten sides) and p that of the pentagon (regular polygon of five sides) inscribed in a circle of radius r, then

    d^2 + rd = r^2,  p^2 = r^2 + d^2

     

    9. Draw a rough graph of the curve

    y = x + 1 - 1/x + 1/(1-x) ,

    and verify that it consists of three parts, along each of which y steadily increases with x.

    Verify that, for any real value of x, the equation in x,

    x + 1 - 1/x + 1/(1-x) = c,

    has three real roots, one negative, one between 0 and 1, and the thirds greater than 1.

    Prove also that if one root is p, the others are

    q = 1 - 1/p,  r = 1/(1-p)

    ===========================

    I will see what I can do about making some of these papers available. I don't realistically think I will be able to spend the time to sit in the library Latex-ing them all (today is very much a one off as my car is currently being serviced!), so sorry for that. I hope that the above is sufficient to whet your appetite for the time being.

    Best wishes,

    Sabbir.

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    96
    Posted by: DM 08/01/2011 at 13:12
    Joined on 12/05/2003
    Posts 5,447

    Thanks for that Sabbir.   Paper 6 is considerably more difficult.   I particularly the geometric application of the palindromic quartic (number 8).  

    This still shows STEP in a good light as a decent examination of able students.

  • Offline
    97
    Posted by: DM 08/01/2011 at 13:14
    Joined on 12/05/2003
    Posts 5,447

    That should say "particularly like".

  • Offline
    98
    Posted by: Karvol 08/01/2011 at 13:15
    Joined on 30/06/2008
    Posts 1,428

     

    DM:

    To be fair, he normally posts after 2 a.m. after a long night driving a taxi investment banking.

    That's a bit harsh DM! I am quiet happy to accept posters at face value - until proven otherwise. If Sabbir lists himself as something in banking then that is fine for me. 

    I may require more substantial references if I ever decide to use him as my financial advisor, but as that will probably not be any time soon, I can live with him saying he is whatever he is.

    You never did answer the question weebecka, if you were at a consultation as an observer or as one of the experts being consulted. One does wonder where your A Level experience came from, as there doesn't seem to be anything on your CV to suggest anything current.

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    99
    Posted by: DM 08/01/2011 at 13:18
    Joined on 12/05/2003
    Posts 5,447

    Karvol:

     

    DM:

    To be fair, he normally posts after 2 a.m. after a long night driving a taxi investment banking.

    That's a bit harsh DM!

    It was just a joke Karvol.  

    I, too, am convinced Sabbir is a banker.

  • Offline
    100
    Posted by: intuitionist1 08/01/2011 at 13:26
    Joined on 10/11/2008
    Posts 44

    Karvol:

     Jeez Sabbir, you have a lot of time on your hands.

    I used to work in the financial sector, until I decided no amount of pay was worth the hours and I liked long, long holidays. Saturday used to be one of my busiest days.

    Have the hours been reduced in the last 15 years or so?

    As far as I know, I have the same amount of time as every else - though I do like to use it well. We don't live for very long and there are a lot of things I would like to do while I still can (most of these tend to revolve around education in various ways mainly because of the children who are growing up fast, though I do also like to keep up with research in theoretical physics, statistics, and various coding projects, and tend to toggle between these periodically).

    Banking hours are 8am to 6pm weekdays (weekends free) where I am currently working. Others do work much longer hours than this - depends upon the role. (Were you in trading?) At least the hours at the bank are regular, which cannot be said for consulting generally. I used to be a equit derivatives quant, which was hard work and eventually got a bit tedious (a bit like accountancy for theoretical physicists), but I am currently working on the strategy side of things on behalf of senior management, which involves all kinds of work from statistical analysis, coding and system development through to higher level business modelling and strategic planning. Certainly keeps the brain active and the creative juices flowing and ties in well with things I have done in the past as well as other projects I am currently working on as a hobby.

    Best wishes,

    Sabbir.

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