There are many and they are in some cases so severe that I often think that parts of the system should be dismantled and rebuilt.  Or, in the case of teachers unions, simply dismantled.  I do not believe that in an institution of freer competition for jobs something like this would happen nearly so often:

MALDEN, Mass. (WPRI) - According to state education officials, nearly three-quarters of the people who took the state elementary school teacher’s licensing exam this year failed the new math section.

The Alabama MATHCOUNTS team placed 33rd out of 57 teams at the 2009 National MATHCOUNTS competition.  Over the past few years the competition has become much more competitive with more students around the country preparing to the point that every student in the top 12 this year is a USA Mathematical Olympiad qualifier.  For comparison, I believe only 1 of the top 10 qualified the last time I competed in 1991 (perhaps just 1 at the entire competition of 224 students).

I am proud of the Alabama team which moved up 10 places from 2008.  I think the future is bright for Alabama MATHCOUNTS which could return up to two out of four team members next year.

Alabama’s top scoring student was MIST Academy student Tony Zeng who attends Pizitz Middle School.  Tony placed 43rd overall — just 5 points from making it to the Countdown Round.  Tony’s performance is the best of any Alabama student in a number of years, which is even more impressive in light of the increasingly intense competition at the top.

Other than the unusually young team, I think that the competition is getting much tougher in Alabama.  Last year it took 27 points to make the state team and 31 was the high score in the state.  This year is took34 points to make the team and 43 was the high score in the state.  Don’t be surprised to see these numbers climb again in 2010 along with the competitiveness of the Alabama team.

If you have a child who enjoys learning math from playing games, check out CTK Math Games for Kids.  I don’t know of a better puzzle/game site for talented and gifted math students.  This site is another reason why I hope to have the time soon to create a resources area of the MIST Academy website.

The recent swine flu epidemic is an example of a health problem with a major econometric component to it.  Sure, it’s great if we can sidestep illness, but our resources are finite, so we must be diligent in discovering where are dollars are best spent.  Since hearing about the first case of the swine flu, I’ve spent around two hours searching the internet for some kind of math (cost-benefit analysis) to persuade me to believe either that we should or shouldn’t make a big deal out of swine flu prevention.  So far I’ve been unsuccessful — and I’m not a bad researcher.  I’ve called on doctors I know to help, and even my wife, one of whose favorite subjects is the evolution of disease (which she may go into as a career after graduate school).

Not one article.

What I did find was repeated assertions that an epidemic could cost the U.S. $700 billion.  I know — another bailout is just what we need.  I wonder what acronym they’ll come up with for the swine flu bailout…

I found similar numbers in numerous documents, all seeming to justify themselves based on the 1918 Spanish flu pandemic.  Not a single one of these studies seems to mention what seems to me a very important fact: The 1918 pandemic was iatrogenic in nature.  Sure, the flu viruses mutate constantly and there are dangers, but human action seems certainly to have provoked such a detrimental chain of mutations in the wake of World War I.  It’s not normal to cluster tens of thousands of soldiers dozens of times over on beds and stretchers inches apart, and ship them by train all over Europe in what could/should be described as a mass laboratory experiment.

Suppose you take 10 strains of the flu virus and give each to a population of 50,000 wounded, undernourished soldiers whose bodies can’t fight the flu off well.  After a couple of weeks the remaining strains will be a little more resistant to the defenses of those soldiers.  Now, shuffle those 500,000 soldiers around to form new groups of 50,000 soldiers and just let those 10 distilled strains go to work again.  Repeat.  Repeat again.  The result was the creation of a super-virus.  The 1918 flu was no normal incident and has never before been repeated.

Viruses that kill quickly or in large numbers are extremely rare.  They usually burn themselves out.  Ebola is a great example.  It’s hard to fear if you know anything about it.  It flares up once in a while in a village and kills 90-something percent of the population in just a few days.  People get sick from it so quickly that they stop traveling — they are incapacitated.  They couldn’t survive a plane ride and the plane surely be quarantined before landing.

The flu on the other hand has a different strategy.  It’s our common foe precisely because it does not kill in large numbers.  It carries a risk of death, but so too does driving or ordering fish at a restaurant.  We’re worried about it, but not enough to take significant precautions unless we’re young, old, or otherwise particularly susceptible.  The flu doesn’t want to be distilled quickly.  It does just fine morphing a little bit at a time to cope with the tides of human immuno-defenses.  It surfs human hosts and has a merry old time.

So, to start with, I don’t believe the $700 billion catastrophe is particularly likely, though I’m open to reading a better study on the matter — better than what’s been done.

I’m also not sure that preventing infection is the best strategy.  I guess it all comes down to whether or not we can wipe the new flu strain out of the population for good.  I haven’t seen that study either.  But I have read a time or two that we can’t stop it forever.  So, shouldn’t we be building up antibodies in the human population?  If we want mutation to remain a gradual process like in the “safe flu strains”, shouldn’t we encourage a normal rate of viral transfer?

Again, I’m willing to take the other side, but I would like to see the question answered before the cost.

Now for the cost.  It’s hard to measure, but the $700 billion paper gives us a place to start: lost economy due to missed work and school time.  Suppose each of 250 million people lose 2 hours of time at a rate of $60/hour (that’s very close to the mean value of an American work hour).  Then the first order estimate is $30 billion spent.

Sure, we didn’t all trade 2 hours of productive time talking about or dealing with the swine flu.  Some people traded other nonproductive time.  I probably traded 5-10 hours of productive time.  I don’t know what the average is.  But the economic loss is not insubstantial.  It’s certainly enough to call for a more thorough cost-benefit analysis passed through a layer of skeptics of several varieties.

I put off building the basic speech and debate portion of our website until now.  Having finished writing classes for the school year, I finally have time on my hands for such projects.  Like the math portion of our site, the debate portion is primarily information for now, though we have plans to change that in the future.

These are certain great problem solving tools in mathematics — but also elsewhere!  They can even get quite artistic.

Computational linguistics graduate student Erin O’Connor runs the Snowclone Database where substitution and generalization of language is the primary topic (though I’m certainly overgeneralizing the primary topic).

I am a little bit late reporting on this one because I have had so many competitions to blog about lately and so little time to blog about them.

The Alabama State Written Examination took place earlier this month. “State Written” as we past and present mathletes call it is one of the more challenging of the high school math competitions. Testing focuses on the Geometry and Algebra II levels, and a Comprehensive test for students beyond Algebra II. Large, medium, and small schools are divided up into three divisions within each test.

Individual results can be found here and team results are here.

In the Comprehensive testing, Vestavia Hills High School edged out Grissom High School, though things might have been interesting if Grissom standout Alan Chou had participated. Grissom boasted 2 of the top 3 individual students including a repeat state championship by P.J. Jedlovec. But in the end Vestavia’s depth was the deciding factor. Albertville High School won in Division Two and Hanceville High School scored tops in Division Three.

In Algebra II testing, Vestavia Hills High School beat out rival Hoover High School for first place in Division One. Again depth was the advantage to the strong Vestavia team as Hoover students took first place (tie) and third place individually. Cullman High School won the Division Two championship and Holly Pond High School won Division Three.

In Geometry testing, Vestavia finished off the sweep with a dominant performance including all 5 of the top individuals in the state. The intra-Hoover rivalry continues to develop with Spain Park nipping Hoover for second place by a fraction of a problem (out of 200 problems). Cullman High School won first in Division Two and Hanceville High School took top honors in Division Three.

While most MIST Academy enrollment is still at the middle school level, a number of students who took MIST Academy classes since last school year scored in the top 25% of test takers:

Geometry
6th place — Chow, Wesley (Division I) – score 155
1st place – Josh Oanca (Division II) – score 125
19th place – Anshuman Bansal (Division I) – score 114

Algebra II/Trigonometry
1st place – Xinke Guo-Xue (Division I) – 227
1st place – Suyoung Jang (Division I) – 227
17th place – Michelle Park (Division I) – 184
17th place – Jennifer Chu (Division I) – 184
20th place – Ali Simpson (Division I) – 183
26th place – Teja Alapati (Division I) – 177
29th place – Sid Nanda (Division I) – 176
34th place – Andy Tang (Division I) – 171

Comprehensive
21st place – Chase Harrison (Division I) – 172

Better known in this part of the country as the Alabama-Mississippi-Louisiana Math League.  One of my students just alerted me to the 2008-2009 middle school results.  It’s good to see a number of MIST Academy students on the list, including both perfect scorers (one in 7th grade and one in 8th grade).  Here is a list of MIST Academy students who placed in the top 30 this year (out of hundreds and hundreds or even thousands of students):

6th Grade
15th place – Alden Dowdy (Altamont)

7th Grade
1st place – Asutosh Nanda (Challenger)
2nd place – Animesh Mahapatra (Challenger)
3rd place – Leigh Marie Braswell (Cullman)
3rd place – Bill Caraway (Challenger)
6th place – Sabrina Chen (Randolph)
27th place – Sina Monfared (Altamont)

8th Grade
1st place – Nick Sparkman (Challenger)
11th place – Zaki Ahmed (Randolph)

The Rocket City Math League is a free annual math league for middle and high school students put on by the math team at Grissom High School in Huntsville.  A number of Alabama schools and students performed well in this year’s competition, including many who wound up on the national leaderboard:

Pre Algebra (Explorers Division)

Individuals:

*3rd place — Pushkar Aggarwal (Pizitz)
11th place — Sean McCombs (Berry)
*12th place — Jimmy Liu (Pizitz)
19th place — Janice Wu (Simmons)

Teams:

8th place — Pizitz Middle School

Only part of the Pizitz team competed and participation was inconsistent.  Otherwise I think Pizitz would have finished among the very top teams.

Algebra I (Mercury Division)

Individuals:

*3rd — Botong Ma (Pizitz)
*7th — Gene Yu (Pizitz)
*8th — Nick Sparkman (Challenger)
*11th — Animesh Mahapatra (Challenger)
*18th — Asutosh Nanda (Challenger)

Teams:

2nd place — Challenger Middle School
7th place — Berry Middle School
10th place — Pizitz Middle School

Again the Pizitz Middle School participation was highly incomplete.

Geometry (Gemini Division)

Inidividuals:

2nd place — Jerry Hsu (Vestavia)
4th place — Forrest Gamble (Vestavia)
6th place — Soojin Kim (Vestavia)
*7th place — Wesley Chow (Hoover)
10th place — Andrew Mims (Vestavia)
13th place — Daniel Brown (Vestavia)
*19th place — Shanna Liu (Vestavia)
24th place — Alex Vasiliev (Vestavia)

Teams:

1st place — Vestavia Hills High School
7th place — Hoover High School

Algebra 2 (Apollo Division)

Individuals:

*1st place — Xinke Guo-Xue (Hoover)
3rd place — Eugene Wu (Hoover)
4th place — Owen Scott (Vestavia)
*12th place — Suyoung Jang (Vestavia)
13th place — Kyle Julian (Vestavia)
14th place — Sam Johnson (Hoover)
15th place — Adarsh Kulkarni (Vestavia)
20th place — Patrick O’Sheal (Vestavia)
21th place — Dakota Duncan (Vestavia)
24th place — Adrien Marchs (Vestavia)
25th place — Valentina Raman (Vestavia)

Teams:

2nd place — Hoover High School
3rd place — Vestavia Hills High School
7th place — Jefferson County IB
10th place — Spain Park High School

Comprehensive (Discovery Division)

Individuals:

5th place — Wayne Zhu (Vestavia)
16th place — Theo Roth (Vestavia)
22nd place — Nitish Aggarwal (Vestavia)
23rd place — Lucy Xie (Vestavia)
25th place — Justin Tarbox (Hoover)

*Indicates a student who has enrolled in a MIST Academy class since last school year.

Most of my experience with math competitions is from the middle school, high school, and college level.  But there are some good elementary school competitions.  I just found out about the National Math Bee, an online event which sounds like a good program for helping kids perfect their basic arithmetic skills.  The competition is coming up on May 1st and 2nd.  If you have a child compete, please let me know if he/she enjoyed the event.