Here's a section from the H-group Hanabi strategy page: LINES During your turn, part of figuring out the best move involves looking into the future to see what the next player will do. If they discard, will it be okay? Is there some obvious clue that they will do? And so on. As you get… Continue reading Foresight
Tag: teaching
How to make the most out of MOP
I had a student at MOP ask me something equivalent to “how should I study while at MOP?”1 For those of you that don’t know, MOP is the three-week summer camp for the USA’s team to the IMO. At first I was going to just link my FAQ. But then I thought about it a… Continue reading How to make the most out of MOP
Thoughts on teaching multivariable calculus
In my last semester of MIT I led a recitation (i.e. twice-a-week review) session1 for multivariable calculus (18.02) at MIT (although the first few weeks are all linear algebra). It’s different from many contexts I’ve taught in before; the emphasis of the class is on doing standard procedures, but the challenge is that there is… Continue reading Thoughts on teaching multivariable calculus
2011 N1 = 2024 A2
I am always harping on my students to write solutions well rather than aiming for just mathematically correct, and now I have a pair of problems to illustrate why. Shortlist 2011 N1 Here is Shortlist 2011 N1, proposed by Suhaimi Ramly: For any integer $latex {d > 0}&fg=000000$, let $latex {f(d)}&fg=000000$ be the smallest positive… Continue reading 2011 N1 = 2024 A2
Getting to know problems
I recently had a student writing to me asking for advice on problem-solving. The student gave a few examples of problems they didn’t solve (like I tell people to). One of the things that struck me about the message was their description of their work on USAMO 2021/4, whose statement reads: A finite set $latex… Continue reading Getting to know problems
A poset of math programs
There are a lot of different kinds of math enrichment activities now, ranging from olympiads to math circles to tons of summer programs and so on. I work in the competition sphere, and I used to spend a lot of time worrying about whether I took the right side. Now that I’m a bit older,… Continue reading A poset of math programs
Brianchon is fair game
About five years ago I wrote a blog post warning that I thought it was a bad idea to design math olympiads to be completely untrainable, because I think math olympiads should be about talent development rather than just talent identification, yada yada yada. So now I want to say the other direction: I also… Continue reading Brianchon is fair game
NP-hard advice questions
Sometimes I get asked broad advice questions on solving problems, for example questions like: How do I know when to switch or prioritize approaches I come up with? How do I know which points or lines to add in geometry problems? How can I tell if I’m making progress on a problem? How can I… Continue reading NP-hard advice questions
Against exploitable rubrics
Editorial note: this post was mostly written in February 2023. Any resemblance to contests after that date is therefore coincidental. Background A long time ago, rubrics for the IMO and USAMO were fairly strict. Out of seven, the overall meta-rubric looks like: 7: Problem solved 6: Tiny slip (and contestant could repair) 5: Small gap… Continue reading Against exploitable rubrics
MOHS was a mistake
I remember reading a Paul Graham essay about how people can’t think clearly about parts of their identity. In my students, I have never seen this more clearly than when people argue about the difficulty of problems. Some years ago I published a chart of my ratings of problem difficulty, using a scale called MOHS.… Continue reading MOHS was a mistake
Power Overwhelming 