Mathematics at MAMS is the most unique and useful math class that I have ever participated in. The topics covered go beyond traditional high school math. Instead of students mindlessly following the teacher's lecture about a topic, the students are the lecturers, building each other’s mathematical capabilities. An emphasis is placed on pattern-seeking and mathematical observation and analysis. This course also consists of various competitions, such as the High School Mathematical Contest in Modeling (HiMCM) and the Modeling the Future Challenge (MTFC), which is new this year. There are numerous opportunities for collaborative work.
One of the major competitions that students have participated in is MTFC. This competition has run throughout much of the school year. About one class a week has been dedicated to the competition. MTFC focuses on the quantification of the risk of loss (mostly in revenue). Particularly, a focus is placed on the severity (magnitude) and frequency (probability) of loss. We have learned the fundamental steps of the mathematical modeling process. This involves identifying a situation, doing research, attaining data, defining variables, developing and iterating upon a model, and communicating the ramifications of model results. With the focus on risk mitigation, for MTFC, students have had to brainstorm possible risk mitigation strategies to recommend. In the process, students have been exposed to various statistical and modeling techniques. Our group’s project focuses on the impact of changing hummingbird migration patterns on floral industry profits. So far, all teams have submitted documents containing their project proposal as well as work on an example scenario regarding ski resorts (see right for our group's document). At this point, excitingly, all teams at MAMS have moved on to the model development stage, which is the current phase of our work. If you are unable to see the file, click here.
One assignment students had to complete was the Happy Birthday Problem. The goal was to develop a formula to calculate the day of the week for any given date between 1901 and 2099 (inclusive). I thoroughly enjoyed this assignment because of its practicality as well as its application of modular arithmetic, a major topic during A term. There is just something that is so satisfying about the formulaic nature of a modulo’s cycle. Moreover, I had previously noticed patterns about dates and their days of the week, so I was eager for my observations to culminate into a mathematical model. However, extending the formula to calculate for days beyond the range of 1901 to 2099 was by far my favorite part of the assignment, because it made the model more universal. I enjoyed the struggle behind creating that part of the model, but it was very satisfying to know that it was in fact accurate. If you are unable to see the file, click here.