David Vaccaro
@davidjcvaccaro
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Director of Learning and Innovation at Wycombe Abbey School. Interested in 21st century skills. Maths teacher and maths fan.
Joined August 2017
Please everyone following the Aperiodical Internet Maths off consider voting for @angela_tabiri in the semis. A great communicator and an absolute inspiration!! Retweet @mathsjem @Whitehughes @DrTrapezio @ch_nira
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@Ridermeister @ProfSmudge It’s a great question as it makes you think- would be good on an FMSP. I think for GCSE it’s wrong. I’m all for problem solving but I don’t think it’s best done on own, in silence within context of (what pupils see as) a high stakes exam.
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@Whitehughes @Ridermeister @JohnRubinstein1 I think similar issue occurs with Naturals and Rationals. Having defined Q as (equivalence classes of) ordered pairs of integers one would say Z is set of numbers of form a/1. In that case everyone seems happy with regards an integer as a rational
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@Whitehughes @Ridermeister @JohnRubinstein1 I get that but equally don’t think it will cause a huge problem if you regard 1 the Natural, 1 the Rational, 1 the Real and 1 the Complex as being the “same” number. Some operations like order relations/ square roots etc only defined for subsets of complex but that seems Ok
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@Ridermeister @Whitehughes @JohnRubinstein1 What goes wrong if you say R is a subset of C (in the same way Q is a subset of R) and just insist that inequalities like < are only defined on ordered pairs of reals? I find a more common problem is for students to think 1(+0i) is not a complex number “because it is real”.
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RT @ch_nira: December edition of @IMAmaths Mathematics Today has a page talking about #BlackHeroesMaths 2023 Conference. The logo of the Bl…
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Eva Goldie (MIT) delivered my last ever Maths Society Lecture @wycombeabbey school (I'm moving on in 2024). This was attended by @OaksChian and @angela_tabiri and partner schools. Very proud how @WA__Maths has helped inspire talented girls like Eva over the years! 😢🥲🥲🥲
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@Ridermeister Function will be linear with non-zero x term so unique fixed point. Fixed point of f will work: so just solve 3x-2=x
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@Ridermeister I know…that is what I think, but comparatively few schools have gotten in touch. 🤷 The materials are exactly what I use with our Oxbridge sets here- starts at beginning of year 12 and will run through to admissions tests and interviews in year 13 and STEP coaching.
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Some more information about the course. Schools who might be interested can find my email address in the ATM article:
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@Ridermeister @Ridermeister FYI modules will contain structured questions enabling pupils to access fortnightly problems. The site will contain detailed video explanations and guidance. Suitable for self-study by pupils or has lesson plans that teachers can use. Will mimic exactly what we do.
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@ECR_Maths Euler Master of us all - William Dunham T.W. Korner Pleasures of Counting/ Naive Decision Making/ Calculus for Ambitious. Gamma- Havill Anything by David Acheson/ Simon Singh. I also love the problems here: and in Volume 2
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@thecopperdoctor I looked at digit sums and remainders when divided by 9 also works nicely (came out as 5 for me). It’s lovely question and avoiding the brute force multiplication is a good incentive to slow them down and think about an “easier” way.
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@mathforge I think it’s to emphasise (or rather hide!!) the asymmetry of the infinite expansion formula. Kids who learn without this step are more likely to start with x^a and have falling powers of x.
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