SPRING 1994

VOLUME 5, NUMBER 1

ARMLog 94
Published by the AMERICAN REGIONS MATHEMATICS LEAGUE MARK SAUL, PRESIDENT RICHARD KALMAN, EDITOR

THE INTERNATIONAL REPORT:

UNITY AND DIVERSITY

by Mark Saul In a certain sense, we are all re-inventing the wheel. The process of teaching mathematics is so complex and so sensitive to its environment that we must constantly fine-tune our efforts, finding slightly different solutions to what might appear to be the same problem.
This phenomenon revealed itself at the International Congress on Mathematical Education (ICME-7) in Quebec, and particularly in the strand on mathematics competition. Multiple solutions to the same problem seemed as common here as they are in purely mathematical discussions. For example, Anthony Gardiner of England and Gilles Cohen of France discussed how to develop contests that popularize mathematics, and how to find activities for younger or lower-achieving students. This aspect of mathematical competition has not received as much notice as the great national competitions which culminate in the International Mathematical Olympiad. Perhaps we are at the stage where these national contests are so well established that we can begin to use their prestige
Dr. Saul is computer coordinator at the Bronxville School, NY. He speaks often at conferences and schools throughout the country and has been ARML President for seven years.

as a fulcrum to motivate other types of students in mathematics. Several speakers related competitions to more traditional educational activities. For example, Garnik Tonojan of Armenia spoke on the development of geometric thinking, and its effect on other areas of thought, through solution of olympiad-style contest problems. In his related talk Svetoslav Bilchev of Bulgaria focussed more specifically on geometric transformations. Ali Rejali of Iran spoke about the relationship of competition questions to local curricula in his country. Long-time ARML participants Harold and Betty Reiter of the United States gave a fascinating presentation of some of their work on gender and competition. The Reiters began with the common perception that mathematics competitions do not draw the best from
Please see SAUL, page 2

ARMLog 94

page 1

SAUL, from page 1

young women mathematicians. They further studied types of questions favoring girls more than boys, and the differences by gender in patterns of guessing. Their evidence supported the hypothesis that junior high school girls have an edge over boys in solving geometric problems, and that they seem to take more risks in answering more difficult questions. Whether or not these particular hypotheses are borne out by further investigation, it was generally agreed that this work should be a foundation for further discussions on gender in mathematics competitions. A session called a crossfire was planned as a debate on competition as motivation in mathematics. However, there was little controversy. While some of the panelists saw limitations to the use of competitions and objected to certain types of questions, no one strongly opposed using contests. Public comments by members of the audience also generally supported the use of competitions. The real value of the crossfire lay in how it brought out the uses of competition in different circumstances, how contests assume a wide variety of forms, and how they are able to attract an enormous range of types of students as participants. The last session, then, reflected a major theme of ICME-7: a diversity of approaches to a single problem. Perhaps we are all working towards the same end, and perhaps we could work more efficiently if we agreed on the correct means towards that end. More likely, we are choosing different means, in keeping with our different cultures. This perspective shows mathematics education to be like most other human endeavors: rather than steering inexorably toward our goals, we find successive approximations. Rather than using rationality to produce efficient and effective tools, we harness our social surroundings to accomplish our tasks. There is enough variation in our cultural environments to make the results noticeably different. Yet we have enough in common that each of us can learn from our neighbors. The ten days of ICME-7 gave us opportunities to do just that.

ARMLog 94
Copyright 1994 by A.R.M.L., Inc.

President

MARK SAUL Bronxville Schools, NY Executive Director STEVEN ADRIAN Mahopac HS, NY Founder ALFRED KALFUS Retired First Vice President MARTIN BADOIAN Canton HS, MA Treasurer LINDA BERMAN Bronx HS of Science, NY Secretary JOSEPH WOLFSON Phillips Exeter, NH Corresponding Secretary BARBARA ROCKOW Bronx HS of Science, NY Judge/Reviewer HARRY RUDERMAN Retired GIL KESSLER Authors Retired LARRY ZIMMERMAN Brooklyn Tech, NY ANDRE SAMSON Historian Jefferson HS for Science/Tech, VA RICHARD KALMAN Editor Wantagh HS, NY

REGIONAL REPRESENTATIVES
MidAtlantic
ERIC WALSTEIN Montgomery Blair Magnet HS, MD Midwest RICHARD RUKIN Evanston Township HS, IL New England J. BRYAN SULLIVAN Hudson HS, MA NJ-Penn. ALAN LEVINE Franklin & Marshall College, PA New York DEANNA ABRAMOWITZ Francis Lewis HS, NY Plains States ROCKY VAN EYE Dakota Wesleyan University,SD SouthEast DWIGHT LOVE Greater Atlanta Christian School, GA SouthWest SAM BAETHGE Science Academy of Austin, TX West MATTEO PARIS Harvard University & CA

New to ARML? Here are some basics: our annual competition is the first Saturday after Memorial Day; teams are composed of fifteen high school students plus two alternates;teams are created under local initiative and usually represent County or State All-Stars; the night before is filled with related activities; fees include room and board; and the sight of 1200-1500 high school students all in the same room doing math just for the love of it is simply extraordinary.

FOR INFORMATION CONTACT:

Barbara Rockow, Corr. Secy. Bronx High School of Science Bronx, New York 10468 (718) 295-0200 or ARML, Inc., Apt 27K 711 Amsterdam Avenue New York, New York 10025 Voice/Fax: (212) 666-5188 e-mail: 73047.3156@compuserve.com

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ARMLog 94

FROM THE EDITOR...

MATHLETICS IN THE CLASSROOM

by Richard Kalman MATH TEAM CONTESTS, a fast-growing field, spur thousands of talented students annually into math-related careers. Many of our best and brightest eagerly await the next challenging problem with unbridled optimism. We certainly do our job with them.
But what of the more typical youngster? One who is in no honors class, on no math team, and rarely sees an A on a test. Does he or she dislike challenges or puzzles? Not likely. Many math team coaches use our specialized backgrounds to increase the interest and quality of standardtrack students. Some pose a Problem of the Week, some attach a bonus question to tests, and others assign an optional extra-credit problem overnight. Howard Countys Charlie Koppelman of Wilde Lake HS regularly assigns group projects, often using ARML problems. He breaks down each question into its parts and requires written explanations. Norton Levy of Massachusetts (Concord-Carlisle HS) successfully develops the solutions to two suitable International Olympiad problems with a standard ninth grade class during a single class period. What a perfect activity for that day before a vacation! For most of us, finding relevant problems is easy. We stock an inventory of simple mathlete questions upon which to draw, either in our minds or on our shelves. Some people, such as Levy, build an organized library, and intersperse appropriate problems within each textbook. Need a question on quadratic equations? Why not try (2x-5)2 - 7(2x-5) + 12 = 0 as a bonus question on a test, or (y2-3y-5)2 - 4(y2-3y-5) - 5 = 0 for a take-home challenge? Need one on triangles? Try Find the mean measure of
After 34 years of teaching on both secondary levels, Rich Kalman is in the process of becoming the Executive Director of the international Mathematical Olympiads for Elementary Schools (MOES).

the exterior angles of a pentagon, or Find both values of c so that the line joining the points (6,c2)and (4,c) has a slope of 6. Need one on trigonometric equations? Try Find all values of x between 0 and 2p such that sin x - cos x = 1. No problem should be hard. It only needs to be a little unusual. One teacher, Curt Boddie of Metro NY (Manhasset HS), runs an annual mathematics assembly similar to College Bowl. Several teams of three compete against each other in front of an audience of 300 students. Curt reports that the audience is completely captivated. The members sit on the edge of their seats and root for their friends to get an answer correctly before those other teams do. And they listen closely! Years ago, I ran a multidivisional competition within our junior high school. Each section sent a team of three students to compete for best in grade, with special provisions for honors and modified classes. No section or student dropped out. Curt also uses his non-Honors classes to publish a mathematics magazine. Articles are written by teams who delve into unusual topics. Sometimes mathlete ideas become jumping-off points for explorations. The quality of the mathematics in his magazine is outstanding. Some coaches, such as Dwight Love of Georgia (Greater Atlanta Christian School), find that everyone benefits because we are forced to beef up the curriculum across the board. We are quite fortunate. We need not look far for stimulating problems for our classes.

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FROM THE AUTHORS...

The 1993 ARML Power Question

by Gil Kessler and Larry Zimmerman

The 1993 ARML Power Question broke ground by requiring that participants use a calculator. Authors Larry Zimmerman and Gil Kessler fashioned a three part problem which used the capabilities of this tool for mathematical exploration.
Although the results were independent of the type of calculator used, and many students had their own, the availability of a scientific calculator was guaranteed by generous donations from Texas Instruments and Casio. The first part of the question used the calculator for purposes of both calculation and exploration. It de1 fined several sequences recursively [xn+1= 3 (2xn+ 64n2), x x1=100, for example], then called for x2, x12, and the apparent limiting value of each sequence. The second part presented a unit circle and a sequence of arcs and their chords, each arc being half of the length of the previous one. After questions requiring trigonometry and geometry to establish the lengths of the chords and the sums of those lengths, the calculator came into play to help find the limiting value of the sums. Finally, students had to prove mathematically the truth of their conjecture that this limit was p (The question was grounded in Archimedes famous approach to calculating p ). The final part defined the Lucas Numbers as Ln=rn+sn for all positive integers n, where n=(1+ 5)/2 and s=(1- 5)/2. Along with several things to be proved mathematically, the calculator was used to find some values of Ln and rn to make a conjecture about their relationship, to compute the number of digits in L201, and to compute the smallest integer n for which Fn has twenty-one digits (the question indicated a relationship between Fibonacci and Lucas Numbers).
Larry Zimmerman and Gil Kessler are completing their twelfth and last year as our Question Authors. Currently, they are preparing Book III of ARML-NYSML contests which cover 1989-1994. See Subscripts on page 11 for further information.

Rhyme and Reason

During the grading of the Power Question, one paper caught the eyes of several judges. This is adorable! Who is Team #2? After the competition, we found that it was Anne Arundel. With their permission, we reprint the response to Part IIIA for you.

L1 - This problem is quite easily done. Im positive the answers one! L2 - The answer it is clear to see Can not be anything but three! L3 - I know the answer must be four. I heard it from the team next door! L4 - If the answer isnt seven, Shoot me - send me up to heaven! L5 - To any fool its very clear Eleven is the answer here! L6 - The answer - it must be eighteen. I saw it on calculators screen. L7 - This answer here is really fine. Im sure it must be twenty-nine. L8 - Its forty-seven. Thats not hard. Thats all from the great math bard!
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SPOTLIGHT ON...

TWO MODEST BOBS

by Barbara Rockow

The 1993 ALFRED KALFUS FOUNDERS AWARD was presented to ROBERT SAENGER and ROBERT FUSCO for their many years as ARML power question readers. They are alike...yet different. Each is modest, shunning glory. Each raises mathematical talent and love for problemsolving to an art form. Each is questing and creative. Each approaches challenging situations in an original way. Each likes teaching and delights in building contest skills in his students.
Bob Saenger has worked at the Bronx High School of Science for almost twenty years. A fulltime mathematics teacher, he also has taught physics and advanced computer courses, and advises students doing research projects. For over fifteen years, He has shared his ideas, his techniques and his flair for the unusual approach with the Junior Math Team. He has been involved with ARML since the midseventies, initially as a coach, then as a Power Question grader, and now as Power Room Chief at our Iowa site. His extensive knowledge and his creativity simply awe us at Bronx Science. When a problem stumps us all, we say, Now we are ready for Bob. He creates sophisticated statistical programs for departmental use, is Bronx Sciences greatest resource on mathematical proof, and most years, presents solutions to the International Math Olympiad at a Department conference. His approach is simple, but elegant - like Bob himself. One year at NYSML,the state math league contest, a team proposed an unexpected and unusual solution to the power question. Bob was the one who not only saw its validity, but also its highly sophisticated nature. On a personal note, Bob likes to travel and meet different kinds of people. He is a great admirer of Isaac Newton and he has a subtle and clever sense of humor. He isnt at ease with awards and praise but when asked for a comment, he said, Do things you enjoy...and if you like math, DO it! Bob Fusco has taught for over twenty years at PlainviewOld Bethpage High School, both before and after its merger with John F. Kennedy High School. His math teams have won many Nassau County, NY championships in his twelve years as coach, and thoroughly enjoyed themselves in the doing. A colleague describes him as a pied piper: this is apparent each time his teams cheer him with cries of FUSCO! FUS-CO! Head coach of the Nassau County AllStars since 1986, Bob shares the role with Westchesters Gary Schatzman for the Metro NY All-Stars. His colleagues say that he has the team in tip-top shape and excellent working order, as always. A power question reader at both ARML and NYSML for many years, Bob was Power Room Chief during our tenure at Duke University. Like Bob S., Bob F. doesnt like to talk about himself or about his background or his accomplishments. He enjoys what he does and considers awards superfluous. Students respect and love him immensely and immediately. They are happy to work to their maximum abilities. His mathematical ability is superb and he delights in unusual approaches and original solutions. Preferring an atmosphere of enthusiasm and controversy, he likes nothing better than a heated discussion about methods of attack and alternate solutions. Bob is wonderful company. He relishes exchanging information and feelings with colleagues and shares definite opinions easily on nearly everything. His masterful, witty observations always have us laughing. He loves new restaurants and new dishes, and says his dream is to be able to enter any fine restaurant on earth and have the maitre d say, Your usual, Mr. Fusco?. He may not toot his own horn, but many others will. Farewell...This is the final ARML contest written by LARRY ZIMMERMAN and GIL KESSLER. All twelve competitions display a rare elegance, depth, and inventiveness. So do both people. We hate to lose them. * * * * * * * New...Book III of ARML-NYSML contests which covers 1989-1994 will be available this summer. Prepared
Please see SUBSCRIPTS, page 11

Barbara Rockow teaches mathematics at the Bronx High School of Science. She has worked with and for ARML and NYSML since 1976 with great charm, efficiency, and energy.

SUBSCRIPTS
Welcome! ROBERTA MOORE of Pennsylvania State University replaced BILL STERNER as Conference Coordinator this year. Bill has always been excellent at helping ARML to function smoothly. Roberta stepped into the role beautifully.

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INVARIANCE IN GEOMETRY...
PART II
Mathematics Education should do more than develop a students ability to solve straightforward, down-the-pipe problems. Contests such as ARML provide opportunities for non-routine problem-solving, but ideally we should go beyond contests to engage our students in problem-posing and research activities. This is not easy. Occasionally, a class discussion leads to a question worthy of meaningful exploration. We ought to do it more often. It would be nice if there were more materials available to provide us with accessible and intellectually substantial research venues. A search for invariant relationships can provide research and problem-posing activities, and can permit interesting and significant discoveries. To illustrate: Problem 1 (Fig. 1): Given ABC with AB=AC=10 and BC=12. Point P is chosen arbitrarily on base BC. Draw PM and PN parallel respectively to AC and AB. What is the perimeter of PMAN?
A fig. 1 M M N 5 5 5 5 P C B P N x C

Extreme case (Fig. 3): If we slide P toward C (or towards B), then the lengths of sides NP and MA approach 0 while the lengths of MP and AN approach that of AC; thus the perimeter is 2(10)+ 2(0) = 20.
fig. 2 A fig. 3 x M 5 5 N 10-x A

PMAN is a parallelogram. The very wording of the problem suggests that the perimeter The general case: Set NP=AM=x. Then does not depend upon upon the position of P. NC=x, AN=MP=10-x, and the perimeter is Thus we may use either a special or extreme 2(x+10-x) = 20. case. The perimeter is independent of the length of Special case (Fig. 2): If we let P be the mid- base BC. In general, it is simply the sum of point of BC, then M and N are also midpoints, the lengths of the congruent legs. Now lets PMAN is a rhombus, each side has length 5 play with the result. and the perimeter is 20.
Don Barry, Phillips Academy in Andover MA, will coordinate all problem writing for ARML beginning in 1995. This is the second of two parts. Part I originally ran in ARMLog 93, pages 6 and 7.

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ARMLog 94

...PROBLEM-POSING & PROBLEM-SOLVING

by Don Barry
Problem 2 (Fig. 4): If the triangle is not isosceles, is the perimeter still invariant? Problem 3 (Fig. 4): Is AM . AN constant? MB NC

Special case: Test AB=10 and AC=8. Let P Since BP:PC=BM:MA, and BP:PC=AN:NC, be the midpoint of BC. Then M and N are then BM:MA=AN:NC. Clearly, for any point also midpoints, PN=MA=5, PM=NA=4, and the P on BC: perimeter is 18. AM . AN = 1 MB NC Extreme cases: If we slide P toward C, then the lengths of sides NP and MA approach 0 Next, does the result hold if P moves past C? while the lengths of MP and AN approach that of AC. Thus the perimeter approaches 16. On Problem 4 (Fig. 5): Let P be on an extension the other hand, if P slides toward B, then the of side BC, and let PM and PN be drawn reperimeter approaches 20. spectively parallel to AC and AB. Is it still true that (AM/MB)(AN/NC) = 1? Ill leave the proof A or disproof to you.
fig. 4 M fig. 5 N A M

C B C

N P

The General Case: Clearly the perimeter is not invariant. In fact, if MA=PN=x, then NC=0.8x, AN=MP=80.8x, and the perimeter is 16+0.4x, which is clearly dependent upon the length of MA. But all is not lost failure to find invariance in one arena may lead us to find it in another. Invariant relationships tend to pop up when we ask the right questions. And the right questions are often quite close at hand. For example, note that as P moves toward C, AM and NC get shorter, while MB and AN get longer. Thus, AM/MB approaches 0, while AN/NC becomes very large. ARMLog 94

Often there is more than one invariant relationship present. In figure 6, as P slides toward C, it is clear that BM/BA approaches 1 and NC/AC approaches 0. This raises the question: Problem 5 (Fig. 6): Is BM CN constant? BA + CA Since BM/BA = BP/BC and NC/AC = PC/BC, then (BM/BA)+(NC/AC) = (BP/BC) + (PC/BC) = (BP+PC)/BC = BC/BC = 1, and the answer is yes!
Please see BARRY, page 8

page 7
P

BARRY, from page 7

Problem 8: As P moves around the interior of the triangle, the areas of D DMSP, D DNPT, M and D DPVW will change, of course, but one wonders now if there is some invariant relaN tionship involving those areas. We could simB C P plify the problem by moving P to base BC, DNPC (fig. 8). We have restricted P to a position on the base. and by noting that D AMT @ D Now let P lie in the interior of the triangle and let parallels to the sides be drawn through P (Fig. 7). A
fig. 6 A A fig. 8 fig. 7 S P x y B V W C B P C N M N T y M y T h

Consider the following questions: Problem 6: From problem 5, we know that (MS/AS) + (NT/AT) = 1, This means that (MS/AB) + (NT/AC) < 1.

Since DBMP ~ D DBAC, then: area of D DBMP area of DBAC

=

x h y h

Is it possible that MS + VW + TN AB BC CA equals a constant? Dare we hope that the constant is 1?

DBAC, then: Since DPNC ~ D area of D DPNC = area of D DBAC

Also, since D DPNC @ D DMAT, then x + y = h. We add the equations and then simplify. The final result is rather interesting:

Problem 7: Since (AM/MS)(AN/NT) = 1, (BS/ SM)(BV/VW) = 1, and (CT/TN)(CW/WV) = 1, (see problem 4) it should be easy to discover relationships giving a constant product. For example, if we invert the second relationship and multiply it by the first, MS will cancel and we obtain:

area DBMP + area DPNC = area DBAC

AM . AN . VW = NT BS BV

Problem 9: If point P lies in the interior, are there three triangles such that the sum of the square roots of the areas equal the square root of the area of the original triangle? Seems pretty likely. Good luck.

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ARMLog 94

PROFILE ON...

THE ROSS YOUNG SCHOLARS PROGRAM

To be involved in ARML is to be concerned with developing America's best mathematics students beyond the limitations of most high schools. Are we alone in our mission? Of course not. Many superb programs exist for gifted high school mathematicians, and ARMLog would like to profile them over the next several issues. Perhaps the first and best known is Arnold Ross program at Ohio State University. What better place is there to start?
HISTORY
In 1957 the NSF met Sputniks challenge with a call for more and better math/science teachers; Professor Ross immediately created a graduate program at Notre Dame, where he was Mathematics Chair, for teachers of honors students. Parental pressure in 1958 to bring students into the fold led to the present program. By 1959 there were 1200 applications for 70 openings. Dr. Ross brought the program, now strictly for high school students, with him in 1964 as he became OSU Mathematics Chair. Except for the years 1975-78 when the University of Chicago hosted it, Ohio State has been its permanent home. Ross enthusiasm and drive remains remarkable despite his years as Program Director (36). Ask him about his alumni and his pride glows as he brings you up to date on one eminent mathematician or scientist after another. The MAA termed his impact on mathematics via math education, significant as it honored him with its 1985 Award for Distinguished Service to Mathematics. Indeed, it noted, no major mathematics conference is without a knot of mathematicians who compare notes on their experiences in The Summer Program. STRUCTURE The RYSP is a multilevel program lasting 8 weeks. First year students attend morning lectures on Number Theory taught by Ross and afternoon problem seminars five days a week. In addition, 12 to 18 problems and explorations are assigned for homework daily. Ross commented that all students need structured morning classes: What do scholars do? Work until 4 in the morning, and sleep until 2 in the afternoon, and they say, I have to have a class at 9:30 AM?
Please see ROSS, page 11

Second year students study combinatorics in the morning and split their afternoons between problem sessions and individual work. The third year program is much more flexible, depending strongly upon the professor teaching it. Last summer an unorthodox treatment of an introduction to Knot Theory encouraged much independent study, said Ross. We employed braid theory and combinatorial methods simultaneously to bring our advanced students up to date swiftly. This is desirable because of recent interesting applications in physics, chemistry and molecular biology. The faculty usually consists of 7 eminent senior professors including Dr. Ross supported by 10 to 12 counselors. The latter are returning alumni who provide supervision and advice on both personal and mathematical matters while serving as role models. For them there are elective courses in more advanced topics. The faculty meets regularly to discuss student progress, plan ahead and consider difficulties that may arise. Counselor concerns about students also are discussed and handled early.

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MATHEMATICS IN MOSCOW
During the summer of 1993, Moscow was the site of the third ARML-Russian exchange program. ARML sent twenty high school students and four teachers to live and work with a like number of Russian students and teachers selected by Symposia Conferences Moscow.

Our chaperones were Eric Walstein and Ralph Bundy of the Montgomery Blair Magnet Program (MD), J. Bryan Sullivan of Hudson High School (MA), and Sam Baethge of the Science Academy of Austin (TX). The 1991 camp, held in Tartu, Estonia, was described in ARMLog 92 (Mark Saul: Love Among the Ruins). In 1992, we hosted the Russians in Montgomery County and at the Pennsylvania ARML site. According to Walstein, the driving force behind the program, our students stayed with local families for two weeks, joined their Russian counterparts for four hours each morning in advanced mathematical workshops, and then spent the afternoons touring what Napoleon called beautiful, magical Moscow. The trip finished with a flourish: a four-day visit to historic St. Petersburg. The trip was supported by the Samantha Smith Memorial Exchange Program of the United States Information Agency. Texas Instruments and Casio donated a variety of scientific and graphing calculators, D.C. Heath contributed many college-level textbooks, ranging from elementary calculus to game theory, and Extremes provided fifty copies of their latest rock music tape for student enjoyment. Student selection was based on mathematical background, with broad experience in problem-solving and non-traditional topics desired, says Walstein. Sullivan adds that classes ranged from flexible polygons to Morse theory, from the Steiner problem to Delaunay triangulations, from symbolic dynamics to chaos, to name only a few topics. Our youngest member was Joey Liaw, now a ninth grade student at the St. Johns School in Houston. Hosted by the Brailov family in their sixteen-flight walkup, he writes, I had thought that we Americans were most advanced in our study of mathematics and science, but

I discovered that my knowledge paled in comparison to Yuras [Ed. note: fourteen-year-old Yura Brailov]. Joey adds that the Russian mathematics- science high schools cover college-level work. Geometry, trigonometry, chemistry and physics are covered before high school! At one point, a Russian teacher on his own time showed Joey the basics of multivariate analysis, which were needed for his lecture. Joey noted that this individual interaction seemed typical for Russian education. American students are experienced and comfortable with programmable calculators. Not so the Russians. Their students uniformly were so fascinated by the machines that many ran down the batteries at night. One highlight was the Math Battle. Two teams of mixed Russians and Americans tackle a set of ten problems cooperatively. Solving them was the easier part. We tested our limits of mathematical prowess and endurance in six hours of concentrated debate over laborious and complex math proofs, reports Joey. There was a slight language barrier...[but] we all spoke...mathematics and had no problems exchanging ideas on the blackboard. Many students initially felt nervous about living with a foreign family for two weeks, but warm hospitality and home cooking made the experience memorable. Several host families spoke English well, thanks to Australian soap operas on public television. Participants agreed that life in Russia is difficult. Salaries are low but prices are high. Americans, used to owning cars, find it astonishing that most Russians get along without one. Gasoline is expensive and spare parts rare. And yet, life in Russia has its own quality. Teachers and students work hard. Their love of mathematics, their mutual regard, and their warm hospitality was obvious to all the participants.

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ARMLog 94

SPOTLIGHT ON...

HARRY KUTCH
teenth year as coach of Delawares State ARML Math Team. I thoroughly enjoy ARML because I see 1500 kids eager to do math and appreciative of each others efforts, he says. Clifford W. Sloyer of the University of Delaware calls him one of the most dedicated teachers Ive met, and notes that Harrys teaching has been in the spirit of the Standards for 30 years -- long before they were written! Sloyer notes Harrys extraordinary ability to motivate, adding that most of his former students profess to enjoy mathematics. The University faculty recognize his former students as quality students...trained in problem-solving. He refers to ARML kids as classy because when I got the Greitzer Award, all 1500 applauded for me, not just the few who knew me. Classy describes him well, too.

Add another Honor to the collection of Delawares Harry Kutch: the 1993 SAMUEL GREITZER DISTINGUISHED COACH AWARD.
In 1982 the University of Delaware gave him its Inaugural G. Cuthbert Webber Award for Outstanding Contributions to Mathematics Education. In 1983 he received the Delaware State Award for Excellence in Teaching Mathematics. In 1984 he collected both the Delaware State Award again and the Presidential Award for Excellence in Teaching Mathematics. Anytime I get an award, he says, I accept it on behalf of those all over the country who work so diligently to support math leagues. Teaching since 1961, Harry is Department Chair at William Penn High School and an Adjunct Assistant Professor of Mathematics at the University of Delaware. He was President of the Delaware Council of Teachers of Mathematics, and is a leader in both mathematics and computer projects, as well as a frequent speaker at conferences. Harry is very active in the Delaware Math League, both as a coach and as one of the authors. This is his thirROSS, from page 9

THE NATURE OF THE PROGRAM

Number Theory forms the core of the program not only because of its accessibility to youngsters but also because of its potential for depth. The goals include stimulating critical and independent thinking, developing proficiency for careful reasoning and highlighting varied applications of mathematics.

Ross describes the program as running 24 hours a day. Since students and counselors spend many midnights in the dormitory still working on those problems or in a self-organized seminar on esoteric topics, he must be right. Exploration, experimentation, and proofs; discussion, intensity, and endurance are all encouraged. Typically, students invest so much of themselves in the program that it remains a high point of their lives for years afterwards. Rare

is the youngster who does not look to return for the next summer. In 1988 the original program for science and math high school teachers was reinstated and modernized. The teachers attend the same lecture sections and receive the same problem sets as the students, but have their own afternoon seminars. They come back to their classrooms greatly invigorated, with more ideas and higher expectations for their students.

SUBSCRIPTS, from page 5

by Kessler and Zimmerman, it will be published by MATHPRO PRESS, STANLEY RABINOWITZ, President, located at Suite 125, 174 Littleton Road, Westford MA 01886-3105. * * * * * * * A Special Welcome...to our guest team from Russia. Hosted by Montgomery County, they will compete at

Iowa this year. Were sure they will enjoy this meet as much as they did in 1992. * * * * * * * Five Year Plan...Acommittee, headed by MARK SAUL, will meet this summer in Boston to set long-range goals for ARML. Included will be MARTY BADOIAN, JOE WOLFSON, RICH KALMAN, and MATTEO PARIS. Send ideas and opinions to Mark by July 1.

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ARML 93: EIGHTEENTH ANNUAL MEET

at

PENN STATE UNIVERSITY - UNIVERSITY OF IOWA

Compiled by Andre Samson

DIVISION A
Rank Team Meet Score
190 188 180 180 178 177 174 173 171 170 169 169 169 167 165 161 160 153 150 144 142 141 140 139 135 126 124 124 117

DIVISION B
*Event Scores
[40,75,36,39] [40,81,30,37] [40,70,30,40] [36,72,32,40] [40,68,30,40] [40,74,24,39] [40,69,26,39] [40,61,32,40] [40,63,32,36] [40,76,14,40] [40,67,26,36] [40,67,26,36] [40,73,18,38] [40,68,22,37] [40,59,26,40] [36,62,26,37] [40,63,18,39] [36,59,20,38] [32,58,22,38] [36,53,16,39] [36,48,20,38] [36,48,20,37] [36,47,20,37] [40,54, 8,37] [36,51,12,36] [32,49, 8,37] [32,43,12,37] [32,51, 6,35] [36,37,14,30]

Rank

Team

Meet Score
147 146 141 140 137 136 134 133 132 132 130 130 128 124 122 121 121 120 119 117 115 112 105 105 104 103 102 101 98 89 87 87 84 78 75 67 62

*Event Score
[40,49,18,40] [40,48,18,40] [40,54,14,33] [40,56, 6,38] [36,49,14,38] [36,55,18,27] [36,55,10,33] [40,46,12,35] [36,54, 4,38] [36,51, 8,37] [36,51,10,33] [36,43,12,39] [40,46,10,32] [36,48, 4,36] [40,42, 6,34] [32,43,14,32] [32,49,10,30] [40,42, 6,32] [32,42,10,35] [36,41, 6,34] [40,35, 6,38] [28,39,12,33] [32,31, 8,34] [28,34,10,33] [28,34, 8,34] [24,41,10,28] [24,33,14,31] [32,27, 8,34] [36,39, 4,19] [28,28, 4,29] [24,33, 6,24] [20,30, 4,33] [16,33, 4,31] [20,29, 2,27] [28,23, 0,24] [12,35, 2,18] [20,16, 0,26]

1. ** Jefferson HS A 2. Chicago A 3. Georgia A Montgomery A 5. North Carolina A 6. Massachusetts A 7. Ohio 8. Alabama 9. New York City A 10. California A 11. Michigan A Minnesota Gold Upstate NY A 14. Ontario A 15. Wisconsin Red 16. Central Jersey 17. Texas Gold 18. ** Jefferson HS B 19. Metro New York A 20. All Pennsylvania 21. Rhode Island 22. Connecticut A 23. New York City B 24. Chicago B 25. North Carolina B 26. South Carolina A 27. Bergen County Upstate NY B 29. Howard County

ALTERNATE TEAMS
(Pieced together from extra mathletes carried by teams)
1. 2. 3. 4. 5. 6. Team A Team 3 Team 4 Team 2 Team 5 Team 1 106 94 91 77 67 59 [36,32, [32,36, [24,36, [16,26, [16,22, [12,24, 6,32] 4,22] 4,27] 4,31] 4,25] 2,21]

1. Minnesota M 2. Georgia B 3. W. Massachusetts 4. Iowa 5 . Massachusetts E 6. Ontario B 7. Michigan B 8. Central Penn. 9. Montgomery B Texas Silver 11. Delaware A Maine 13. *** Kansas 14. Metro New York B 15. West Tennessee 16. Louisiana Metro New York C 18. *** Lehigh Valley 19. Massachusetts B 20. Chicago S 21. Chicago C 22. Wisconsin White 23. Anne Arundel Connecticut A 25. Vermont 26. Pennsylvania B 27. New Hampshire 28. *** Colorado 29. Montgomery D 30. Upstate New York C 31. South Carolina B West Virginia 33 . Delaware B 34. Metro New York D 35. Lancaster 36. Montgomery C 37. South Dakota

Andy Samson, ARML Historian and longtime coach of the Fairfax County and Jefferson HS teams, compiles the statistics for all ARML meets.

** ***

Scores by Event: [Team Problem-Solving, Individuals, Relays, Power Question] Fairfax County, Virginia. New to ARML.

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ARMLog 94