8 July, 2011
Volume 16 No. 27
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In This Issue

Was Leonardo Correct? (continued)

2011 China Girls Math Olympiad

The Mathematical Tourist


Online PD


Orientation Sessions

Math and Tech Workshops


Problem Based Learning Courses

Graduate Credit:
Mathematics Teaching and Learning Certificate

Master's Degree


Was Leonardo Correct? (continued)


This activity challenges students to examine the accuracy of the anatomical proportions considered ideal by Leonardo da Vinci, and to compare different ways of measuring what is "typical" in a population.

Using least-squares lines, mean, median and percentiles, students identify typical ratios between different body measurements. They may also sample the activity's large collection of 3,982 cases to test for accuracy and bias.

This activity builds on a lesson from Exploring Statistics with Fathom™ entitled "Least-Squares Lines and Correlation - Was Leonardo Correct?" It was developed as part of the Park City Mathematics Institute, currently under way:


Visit Math Tools to rate, review, or discuss this new resource:


Now taking place: math education conversation of the hour

"I wanted to report my shock with my AP scores.... I have been teaching the course for 8 years and these results mirror my work of my first couple of years. Needless to say I find myself wondering why...how can we control ourselves?"
- Fernando, posted to the ap-calculus discussion group

2011 China Girls Math Olympiad


Follow the mathematical adventures of eight of the nation's brightest young women as they write outposts chronicling their preparations for, and participation in, the 2011 China Girls Mathematical Olympiad (CGMO).

With a proof-based format similar to the International Math Olympiad, the CGMO began in 2002 as a regional competition for teams of female students from China and other Asian countries. Invited to participate in 2007, the U.S. has medaled at CGMO ever since. In fact, every member of every U.S. team in the past three years has come home with individual honors.

Funding for this U.S. CGMO project is provided by IBM Research - Almaden, Akamai Foundation, Mathematical Association of America, the Mathematical Sciences Research Institute, Sunlin and Priscilla Chou Foundation, and Science Workshop.

Now taking place: math education conversation of the hour

"What are you talking about? An 82% passing rate is ideal. It means you are doing a great job and also probably allowing enough students to take the class. A 100% passing rate would indicate you should probably be increasing enrollment in the class."
- Susan, posted to the ap-calculus discussion

The Mathematical Tourist


On this blog, Ivars Peterson writes about and shares photos of "cool stuff that he encounters while browsing the world of mathematics and computer science," such as new developments in math and its applications, old puzzles, famous problems, and historic events.

Peterson serves as the Director of Publications and Communications for the Mathematical Association of America (MAA). He tags his blog entries with labels such as

  • architecture
  • communicating mathematics
  • India
  • Moebius Strips
  • geometreks (outdoor sculpture of a geometric nature)

Posts, dating back to October, 2006 and written in the spirit of his MAA column "MathTrek," have included

  • Tensegrity Tower in New Orleans
  • Pythagoras at the Plate
  • Sliding Pi in Toronto
  • Fire Hydrant Pentagons
  • The Fabulously Odd 11-Cell

For more articles, books, and presentations by Peterson, visit



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