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This Chinese Math Problem Has No Answer. Perhaps, It Has a Lot of Them. (washingtonpost.com)

Fifth-graders in China's Shunqing district were recently asked to answer this question: "If a ship had 26 sheep and 10 goats on board, how old is the ship's captain?" The Washington Post: The apparently unsolvable question sparked a debate over the merits of the Chinese education system and the value it places on the memorization of information over the importance of developing critical thinking skills. "Some surveys show that primary school students in our country lack a sense of critical awareness in regard to mathematics," a statement by the Shunqing Education Department posted Jan. 26 reportedly said. One student offered a pragmatic law-abiding answer: "The captain is at least 18 because he has to be an adult to drive the ship." Meanwhile on Twitter, some have gone with 42, a reference to the science fiction novel "A Hitchhiker's Guide to the Galaxy," by Douglas Adams, in which 42 is the "Answer to the Ultimate Question of Life, The Universe, and Everything." BBC: "If a school had 26 teachers, 10 of which weren't thinking, how old is the principal?" another asked. Some however, defended the school -- which has not been named -- saying the question promoted critical thinking. "The whole point of it is to make the students think. It's done that," one person commented. "This question forces children to explain their thinking and gives them space to be creative. We should have more questions like this," another said.

443 comments

  1. There is always an answer by Obfuscant · · Score: 5, Funny

    Asking questions for which there is insufficient data to determine the unique correct answer is confusing and a waste of time, because they will never see such questions in real life. Only teach them things they'll need in real life, I say. Don't fill their heads with nonsense. Every question they will need to answer in real life will have a correct answer, and they need to expect that from others.

    1. Re:There is always an answer by qeveren · · Score: 0

      Right, because nobody ever goes into the sciences.

      --
      Don't just stand there, get that other dog!
    2. Re:There is always an answer by bobbied · · Score: 1, Insightful

      I beg to differ... SOME questions have many answers with no single answer being more correct than another and sometimes there are questions for which there are no answers at all.

      Expecting all questions to be solvable from the information given is a commonly misunderstood issue. Critical thinking involves realizing that you may not be given all the relevant data and may need to find additional information to get a good answer. In other words, good problem solving involves thinking about the unknown, both the known unknowns and the unknown unknowns.

      Have an issue with Known unknowns vrs unknown unknowns? Let me illustrate what I mean. Known unknowns is understanding that you will have a calculable number of software bugs during a specific sized software project. You don't know what they will be, but you know they will happen and you can guess what it will take to fix them from experience, a known unknown. Unknown unknowns are things you simply cannot foresee, like your office being hit by a tornado in the middle of the project.

      --
      "File to fit, pound to insert, paint to match" - Aircraft Maintenance 101
    3. Re:There is always an answer by Obfuscant · · Score: 5, Funny

      My guess is you aren't great with critical thinking simply based off your post here.

      My guess is that you wouldn't know sarcasm if it bit you on the ass. I don't know how I could have made it any more obvious.

    4. Re:There is always an answer by edtice1559 · · Score: 1

      I didn't get the sarcasm either. Usually on /. we use a tag to make it clear.

    5. Re:There is always an answer by edtice1559 · · Score: 4, Funny

      A tag which is apparently blocked now. Guess no more posts containing sarcasm are allowed!

    6. Re:There is always an answer by Anonymous Coward · · Score: 0

      Only teach them things they'll need in real life, I say. Don't fill their heads with nonsense. Every question they will need to answer in real life will have a correct answer

      How do I develop my idea for a product into a multinational business?

      There *is* a correct answer that will definitely work, right?

    7. Re:There is always an answer by Obfuscant · · Score: 4, Insightful
      Having to use a sarcasm tag defeats the purpose of encouraging critical thinking. When the topic sentence is so clearly and patently false, maybe rethinking whether the remainder of the argument is meant to be serious or sarcastic before launching into a lecture or modding down is a good idea.

      But I see a lot of people didn't get it. Oh well.

    8. Re:There is always an answer by Obfuscant · · Score: 4, Funny

      Hoist by my own petard. I'm now stuck trying to figure out if you were using or not. You win the point.

    9. Re:There is always an answer by Hognoxious · · Score: 4, Insightful

      What have I got in my pocket?

      --
      Confucius say, "Find worm in apple - bad. Find half a worm - worse."
    10. Re:There is always an answer by alvinrod · · Score: 4, Insightful

      I'm going to assume you're being incredibly sarcastic here because life is full of problems for which there is insufficient data to determine a correct answer. There are a great many that do already have good answers, but at one point there was insufficient data to answer them.

      If you wanted to make this exercise more useful, I'd rephrase the question (to something that's not immediately obvious) and once they've figured out that they lack sufficient data, ask them what information they would need to produce an answer. Knowing that you have insufficient data to answer a question is one thing, but understanding what is missing and how to go about getting it is a highly valuable critical thinking exercise.

    11. Re:There is always an answer by Anonymous Coward · · Score: 3, Funny

      You really need to mark this as sarcasm. Bear in mind that a lot of people reading this are from the USA...

    12. Re:There is always an answer by Anonymous Coward · · Score: 0

      I've got an incredibly good sense of sarcasm actually. If I knew you in person, I'd have gotten it. But I've never met you in my life. And based on at the time of my writing my comment the other posts by people who were all arguing why this question was stupid, I don't feel my reading of your post was out of line.

      Next time I would suggest ending it with a '/sarcasm'.

      Beyond that, apologies, I didn't realize it was sarcastic.

    13. Re:There is always an answer by networkBoy · · Score: 2

      I would like to note that I'm almost certainly the thickest sod here on /. and I even felt the dripping sarcasm in the initial post.

      --
      whois gawk date unzip strip find touch finger mount join nice man top fsck grep eject more yes exit umount sleep dump
    14. Re:There is always an answer by Anonymous Coward · · Score: 0

      Blocked, says you?

    15. Re: There is always an answer by Anonymous Coward · · Score: 0

      Not your fault. Your post is trigger heavy. Triggers bypass people's sense of sarcasm (and judgemental capabilities in general).

    16. Re:There is always an answer by Anonymous Coward · · Score: 0

      This sort of question is exactly what we use for interviews where I work. We like to find out how you can handle a stressful situation that is poorly defined to solve a problem. The point in our case is that the candidate should ask the right follow up questions to make the problem solvable.

      So, in that way, this sort of question is much more important to handle well and shows better mastery of the subject than a typical word problem.

    17. Re: There is always an answer by Anonymous Coward · · Score: 2, Funny

      dunno - are you glad to see me?

    18. Re:There is always an answer by blindseer · · Score: 1

      What have I got in my pocket?

      A fish!

      --
      I am armed because I am free. I am free because I am armed.
    19. Re: There is always an answer by Anonymous Coward · · Score: 0

      Yes, absolutely. It is:

      Step 3: ?????

    20. Re:There is always an answer by Anonymous Coward · · Score: 3, Insightful

      Sneaky little Hobbitses. Wicked. Tricksy. False.

    21. Re: There is always an answer by Anonymous Coward · · Score: 0

      You will have a delicious lobster today. The lobster will have a chili dog in one claw and a hamburger in the other. The tail will be holding up a slice of pizza. The whole thing will be carefully perched a large margarita.

      Now, pick lunch for me!

    22. Re:There is always an answer by Anonymous Coward · · Score: 0

      The real surprise is how important it seems —apparently— for some people to know if a disposable comment on the Internet is truly serious or not.

      I mean, would it kill them to ignore it? Simply move on? I think it would.

    23. Re:There is always an answer by Enigma2175 · · Score: 4, Informative

      Poe's law is an adage of Internet culture stating that, without a clear indicator of the author's intent, it is impossible to create a parody of extreme views so obviously exaggerated that it cannot be mistaken by some readers or viewers as a sincere expression of the parodied views.

      https://en.wikipedia.org/wiki/...

      --

      Enigma

    24. Re:There is always an answer by Anonymous Coward · · Score: 0

      that reminds me of a google interview question.

    25. Re:There is always an answer by JeffTL · · Score: 2

      There is a correct answer - but it is the set approximately {x|18x122}.

    26. Re:There is always an answer by Anonymous Coward · · Score: 0

      lint

    27. Re: There is always an answer by backslashdot · · Score: 1

      I tend to agree with that, questions like this might make some people give up too easily or think math is stupid.

    28. Re:There is always an answer by Anonymous Coward · · Score: 0

      Knowing that you have insufficient data to answer a question is one thing, but understanding what is missing and how to go about getting it is a highly valuable critical thinking exercise.

      It also makes this a logic problem, not a math problem. The question itself is misleading. It's asking the student to determine the captain's age (presumably from the data given). It should instead be asking "What additional data would you need to determine the captain's age." The problem itself belongs in a different class/lesson.

    29. Re:There is always an answer by aberglas · · Score: 1

      Hands.

    30. Re:There is always an answer by Scarletdown · · Score: 1

      If they were to teach non sequitur humor the previous term, then this question would be easily answerable; and the more ridiculous the answer and explanation, the more right the student is.

      My own original go to response would have been, "17, because bananas can't moonwalk."

      --
      This space unintentionally left blank.
    31. Re:There is always an answer by Scarletdown · · Score: 5, Funny

      ...at which point, he pulled out a snub nose .38 and emptied it in Goddamn's direction.

      He would have fired again, but pity stayed his hand, "A pity I had no more bullets."

      --
      This space unintentionally left blank.
    32. Re:There is always an answer by rtb61 · · Score: 1

      The exams I have found the most interesting are not trick questions but exams where many questions will never be answered because the exams contains about twice the number of question that can be answered in the allotted time and grading is on a sliding scale, get the most right answers and you get 100, the rest being a percentage against that 100, so not too cruel but hell those exams really focus your thoughts, not for the weak.

      You could of course imagine the snow flakes protesting wildly about that kind of exam but the exam is meant to teach the pressures of real world competition, to make it part of the curricula. They soon sort the wheat from the chaff, can't handle the pressure of that kind of exam and you can't handle the pressure of similar circumstance in work.

      --
      Chaos - everything, everywhere, everywhen
    33. Re:There is always an answer by rickb928 · · Score: 2

      I do this for work. Many of the problems I'm confronted with have no single, unique correct answer. It's a choice. In fact, this describes much application and computing system design.

      But I do have a marginally useful amount of data, and some of it is in fact germane, so I'm not as bad off as 'If I have 600,000 users who need this feature, and it will cost $1,000 per user to maintain it for another year, how much will it cost me to deprecate the feature and force those users onto another platform?'

      Or maybe it is. But just a 30 second analysis of these two questions in TFA made me think through some really wacko stuff, and lead me to give, as an answer, 'Um, if I knew --- and ---, I could answer this' where --- and --- were not the age of the captain or the principal.

      thinking through what you would need, at a minimum, to solve a problem, or what you could make do with to solve it, is a useful exercise. Maybe not for pre-teens, but then again maybe so.

      You don't give kids enough credit. American schools are undercutting our kids terribly.

      --
      deleting the extra space after periods so i can stay relevant, yeah.
    34. Re:There is always an answer by rickb928 · · Score: 1

      'Food' is one right answer. 'Coffee', 'Water', there are others.

      See, it's not 'the' right answer. You got to Kobayashi this, or settle for being perpetually disappointed.

      --
      deleting the extra space after periods so i can stay relevant, yeah.
    35. Re: There is always an answer by rickb928 · · Score: 1

      Damn, that's easy. If the chili dog is in a bun, even easier.

      Really, got to try harder. Make it a possum holding the chili dog, that's a challenging situation.

      --
      deleting the extra space after periods so i can stay relevant, yeah.
    36. Re: There is always an answer by rickb928 · · Score: 1

      BTW, for you, it's the pizza. For me, different answer.

      --
      deleting the extra space after periods so i can stay relevant, yeah.
    37. Re:There is always an answer by Anonymous Coward · · Score: 0

      If your office is in a trailer in Tornado Alley, being hit by a tornado in the middle of the project is a known unknown.

    38. Re:There is always an answer by Anonymous Coward · · Score: 0

      A short bit of string?

    39. Re:There is always an answer by TranquilVoid · · Score: 1

      Wow, that's a really useful restriction.

    40. Re:There is always an answer by Anonymous Coward · · Score: 0

      ...Every question they will need to answer in real life will have a correct answer, and they need to expect that from others.

      Well with engineering there is often one or more solutions considered "Most Correct" or more simply "equally good" Sometimes there is small differences depending on what you optimize on.

      Of course there is the practical answer, such as which answer requires the least amount of authority to implement. That one is often used, since by the time someone with sufficient authority to consider one of the better/equally good solutions decides to decide, it is often too late to do anything but go with the default solution that didn't require actual leadership.

      I still haven't completely given up trying to promote better solutions, but I'm more than willing to bail at the first sign that management isn't really interested. Tilting at windmills is not particularly productive. Better to get the only solution that has a chance working and move on with life.

      Oddly they don't really teach you these things in school. Engineering often teaches finding the best solution, but in reality the solution you want is the best solution obtainable with reasonable effort in whatever company your in. Note that this is not the same as the best solution for the companies bottom line, or the lowest risk, or anything like that. Sure you can aim for those, just to show you tried for the next performance review, but to actually implement any they have to be obtainable given all other considerations, such as you can't do a project that has technology X. Fred over in that other department already is and the company likes that project.

      I suppose it reduces to the art of the possible. In the parent problem if you have the data of those things then you can give a probability distribution for the answer. That is the best answer obtainable. Given the basic problem, I doubt that much work was intended so the simple >=18, because of licensing, is probably the best easily obtainable answer. That kind of answer is likely all that is worth doing, or at the very least I'd answer with something like that, and then ask if they would like me to do the more detailed probabilistic study?

    41. Re: There is always an answer by I'm+New+Around+Here · · Score: 2

      No, that won't do it. It has to be:

      Step 3: ??????

      --
      If you think I voted for Trump because of this post, you're wrong. I voted for Dr. Jill Stein of the Green Party. Again.
    42. Re: There is always an answer by Anonymous Coward · · Score: 0

      Ah yes, the pointless test. You solved 5 more math problems now go write a program

    43. Re: There is always an answer by Brockmire · · Score: 1

      A hole.

    44. Re: There is always an answer by Brockmire · · Score: 2

      I'd complain if the level of difficulty wasn't consistent. I don't give a shit if you can answer the most easy questions and would be a poor method to determine overall knowledge, which is the main point of standard testing. Pressure testing in a classroom? Fuck off, get real. Just time management. Even worse would be doing this with multiple choice, I'd fucking lose my shit as one of these "snowflakes" for being stupid. If the professor is upfront about the parameters of the test, that's not so bad. But if you sat down to a 2 hour test with 4 hours of questions expecting that to be done in under 2 hours, fuck that guy in the eye.

    45. Re:There is always an answer by angel'o'sphere · · Score: 1

      Probably something like this:

      The nerd girl finds a frog in a park close to a pond. The frog says: "come on kiss me, I'm a prince! If you kiss me I transform back and I marry you!"
      The nerd girl puts the frog into the pockets of her trousers ...

      The joke goes on ... interested?

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    46. Re:There is always an answer by wildchild07770 · · Score: 1

      Posted by an AC...

    47. Re:There is always an answer by Anonymous Coward · · Score: 0

      " Every question they will need to answer in real life will have a correct answer. "

      This is a philosophical statement of complete and utter ignorance. Are you a school teacher?

      Most of the universe is unknown, I bet you do not even know your complete family tree of ten generations, or the names of your ancestors four generations back.
      There are three kinds of knowledge: all you know that you know, all you know that you don't know, and all that you don't know that you don't know.
      Unless you recognize this you will be a victim.
      Thanks to retards like you this country has a population of gullible people.
       

    48. Re:There is always an answer by Anonymous Coward · · Score: 1

      The Principle of Charity is an important philosophical principle that predates and is more important than internet "laws" that aren't actually laws. https://en.wikipedia.org/wiki/Principle_of_charity

    49. Re: There is always an answer by Anonymous Coward · · Score: 0

      If you ask me that question in am interview, I'd walk because I can't tolerate working for idiots. Managers need to be qualified too.

    50. Re: There is always an answer by Anonymous Coward · · Score: 0

      Would you look at that, intellectual acknowledging that his wit doesn't travel further then his skull

    51. Re:There is always an answer by Anonymous Coward · · Score: 0

      Poe actually made this up as a joke on all the various other "laws" we have.

      But people didn't get it.

    52. Re:There is always an answer by TheRaven64 · · Score: 1

      It's actually a trick question, he's working through lunch today.

      --
      I am TheRaven on Soylent News
    53. Re:There is always an answer by Anonymous Coward · · Score: 0

      No we don't. That's on reddit.

    54. Re:There is always an answer by TheRaven64 · · Score: 4, Interesting

      I wouldn't complain about that exam for any snowflake reasons, I'd complain about it because it's completely ignoring the last 60 years of exam theory research if given as stated. The most obvious problems with it:

      The question difficulty needs calibrating. There are well-known tools (facility and omit rates) for doing this, but you need a very large population of exam sitters to properly calibrate an exam where every question is optional. This means that if candidate 1 answers questions 2, 3, 4, and 5 all correctly, but candidate 2 answers questions 6, 7, 8, and 9 all correctly then you almost certainly don't have enough information to be able to compare them at all, unless either you have a few tens of thousands of students sitting the exam, or you have a bank of questions that you're reusing and are doing pre-testing to calibrate them.

      The ordering with respect to cohort means that your reliability is low. A single outlier at the top end will move everyone's marks down a lot. The lack of such an outlier will move everyone's grade up a lot. If your exam is meant to actually measure anything useful and not just be a dick-waving contest, then you'll need to do some normalisation and not use the scheme that you've proposed.

      Your discrimination is likely to be all over the place. Most exams are intended to have high discrimination at specific places. For example, in admissions testing you have deselection tests that have high discrimination somewhere in the bottom half and selection tests that have high discrimination nearer the top. The first means that there's a big jump between the definite-reject and the possible-accept candidates, the second means that there's a big jump between the definite-accept and possible-accept students. For most graded exams, you want high discrimination between grade boundaries: if someone gets a B, you want to be confident that they're definitely worse than students who get an A and better than ones that get a C, but you don't care much about their ordering with respect to other students that get a B. This structure makes it almost impossible to design an exam for high discrimination.

      If you want a snowflake reason, then your exam structure is likely to penalise women if it is being administered to teenage or undergraduate-age students, because they tend to be more negatively affected by time pressure than boys of the same age (this effect reduces with age).

      TL;DR: It sounds like you like exams that don't measure anything useful, because you do well in them.

      --
      I am TheRaven on Soylent News
    55. Re:There is always an answer by Anonymous Coward · · Score: 0

      Handses!

    56. Re: There is always an answer by Anonymous Coward · · Score: 0

      Cunnilingus joke?

    57. Re:There is always an answer by Anonymous Coward · · Score: 0

      "Every question they will need to answer in real life will have a correct answer"

      Lol!!

      Found the autist. God. Damn. You people are everywhere. This really is how your world works, isn't it? Amazeballs.

    58. Re:There is always an answer by Anonymous Coward · · Score: 0

      You should meet my ex wife.

    59. Re:There is always an answer by Anonymous Coward · · Score: 0

      A hole and you're feeling cocky.

    60. Re:There is always an answer by Anonymous Coward · · Score: 0

      I'm guessing you have never worked an IT support job.

      "It's broken. Why?"
      "What's broken? How is it broken? Any details at all?"
      "Just fix is already!"

    61. Re:There is always an answer by Dare978Devil · · Score: 1

      OW! OW! Something is biting me in the ass! OW! OW!

    62. Re:There is always an answer by Anonymous Coward · · Score: 0

      Never mark anything as sarcasm, if people don't get it, it is not for them to get! Mastering the skill of sarcasm is tha art of showcasing your intellectual superiority while at the same time pointing out the logic fallacy of the premise of the original statement. Stupid people don't like sarcasm because they don't have the tools to decode it.

    63. Re:There is always an answer by thegarbz · · Score: 1

      Having to use a sarcasm tag defeats the purpose of encouraging critical thinking.

      *Mind blown.

    64. Re:There is always an answer by jedidiah · · Score: 1

      > Right, because nobody ever goes into the sciences.

      So you're saying that there are "no right answers" in science then? That should be fun for the next time someone brings up "climate change".

      --
      A Pirate and a Puritan look the same on a balance sheet.
    65. Re:There is always an answer by coofercat · · Score: 1

      I prefer the invisible <irony> tag. Sarcasm is so last century ;-)

    66. Re:There is always an answer by jedidiah · · Score: 1

      > Poe actually made this up as a joke on all the various other "laws" we have.
      >
      > But people didn't get it.

      Some of us understand the implications of a sample size of BILLIONS. Perhaps Poe didn't.

      --
      A Pirate and a Puritan look the same on a balance sheet.
    67. Re:There is always an answer by jedidiah · · Score: 1

      > Most of the universe is unknown, I bet you do not even know your complete family tree of ten generations, or the names of your ancestors four generations back.

      This is very knowable. The difference between modern people and savages is that we understand that unknown things can be understood with sufficient effort.

      You don't have to be lazy and attribute things to the gods.

      --
      A Pirate and a Puritan look the same on a balance sheet.
    68. Re: There is always an answer by Zero__Kelvin · · Score: 1

      Lint at the very least

      --
      Guns don't kill people; Physics kills people! - John Lithgow as Dick Solomon on Third Rock From The Sun
    69. Re: There is always an answer by Millennium · · Score: 1

      It would be more important if the trolls and the Nazis hadn't ruined it for everybody. But it has been so horribly abused, especially with the advent of the Internet, that it has ceased to be useful as a principle. Too many people take ruthless advantage of it, either to hide their agendas or just to amuse themselves. End result: the Principle of Charity is basically dead.

    70. Re:There is always an answer by Anonymous Coward · · Score: 0

      Asking questions for which there is insufficient data to determine the unique correct answer is confusing and a waste of time, because they will never see such questions in real life. Only teach them things they'll need in real life, I say. Don't fill their heads with nonsense. Every question they will need to answer in real life will have a correct answer, and they need to expect that from others.

      WTF moderators? Should have been modded "Insightful", not "Funny".

    71. Re:There is always an answer by SamTombs · · Score: 1

      Aha! Bored of the Rings - haven't read it for years. Gotta dig it up now.

      "Something queer about this river," he muttered, as the water lapped at his thighs.

    72. Re:There is always an answer by geo3rge · · Score: 1

      Most real world problems have multiple correct answers, depending on context. Even in mathematics, there is often no single 'correct' answer -- unless you restrict mathematics to that which computers can already do better than we can.

      Being able to deal with insufficient data is a major real life skill. Even being able to recognize that there *is* insufficient information is a major accomplishment, as is the case where a question can be answered with knowledge rather than dogma.

    73. Re:There is always an answer by Headw1nd · · Score: 1

      To be fair, he has been here since the beginning.

    74. Re:There is always an answer by Anonymous Coward · · Score: 0

      I work with data for a living, but I am not an analyst, and I see people inferring all kinds of info that doesn't really exist. A very simple example, but it happens all of the time and sometimes is much more complex but the idea is the same. My students need 70% correct to pass. My students have an average of 80% correct, therefore all of my students have passed. I can't over-state how often this happens. And they repeat the same mistake over and over and over.

      I even see professional analyst's making these kinds of mistakes, just with much more complex datasets. I primarily deal with creating the datasets for the analysts, so we tend to work closely, but I catch their logic flaws all of the time. I hate having to hold their hands to help them do their own job that they specialize in, when I'm just a jack of all trades. Specializing is for insects. I get bored too easily, always looking for a new challenge.

    75. Re:There is always an answer by Stubbyfingers · · Score: 1

      Obz?

      Are you getting enough oxygen?

      The question makes PERFECT sense to prompt students to think...I need to get more information from the source.

      The only answer I had was that the Captain was at LEAST old enough to be a Ship's Master. If that's legally, then he's got to be trained and old enough to sit for this test. I don't know whether that's 16/18/21 or older. If he's illegally working, he has to be old enough to have at least got the boat to the dock where he picked up the animals.

    76. Re:There is always an answer by Anonymous Coward · · Score: 0

      On that same note, people ask nonsensical questions all of the time. I need to build a server to host a web site. I'm not sure what the website will do or how popular it will be, but what's the minimum I will need to be able to handle users quickly?

      Whomever said "There is no such thing as a dumb question" was not very wise.

    77. Re:There is always an answer by Shadowkahn · · Score: 1

      You should'a seen his response to A Modest Proposal.

    78. Re:There is always an answer by dacaldar · · Score: 1

      Maybe you haven't seen or heard the words of the current POTUS. We live in an age where people can say things clearly and patently false, and yet have no intention of it being taken as sarcasm.

      I had the advantage of seeing the comment modded +5 Funny before I read it, but without that benefit I'm not sure if I wouldn't have thought it was a person of low intelligence or character actually writing seriously or not.

    79. Re:There is always an answer by Cinnamon+Beige · · Score: 1

      Actually, I'd go with precisely this level of obviousness at the start of teaching students how to recognize and cope with being given insufficient data--when the goal is simply to get them to not spend the rest of the test stuck on that problem, and fifth grade is probably about the right age to start too. You also want to start exposing them to the idea that problems might be given with entirely irrelevant data--as a tutor, I've had to deal with people up to high school who didn't realize that no, the correct answer is not the one that uses every single bit of data you're given and yes, yes, I know the problem mentioned the airspeed of an unlaiden European swallow but that has nothing whatsoever to do with the average density of coconuts.

      Once you've got them to where they're able to recognize and move on? Then you start bringing up the question of 'What is missing?' and then 'How to get it?' But you start with making sure that they're not going to freeze up when you do give them a question without sufficient data.

      Oh, and if you're wondering: The example is not exaggerated, unfortunately--all I've changed is what the question asked & what the irrelevant data was to something with a similar degree of relationship.

    80. Re:There is always an answer by Marxist+Hacker+42 · · Score: 1

      [sarcasm]Really?[/sarcasm]

      Just needed to change the delimiter to get around the tag block

      --
      SJW: a person who perceives an injustice, and while correcting it, commits a greater injustice.
    81. Re: There is always an answer by Anonymous Coward · · Score: 0

      What planet do you live on ? There is only one right answer? LMAO.

    82. Re:There is always an answer by Obfuscant · · Score: 1

      Just needed to change the delimiter to get around the tag block

      <sarcasm>Really?</sarcasm>

    83. Re:There is always an answer by Anonymous Coward · · Score: 0

      It sounds like you like exams that don't measure anything useful, because you do well in them.

      That's why I like IQ exams because I can score a perfect 100.

    84. Re:There is always an answer by lsatenstein · · Score: 1

      How old is the teacher, Simple answer. Half as old as twice his age.

      --
      Leslie Satenstein Montreal Quebec Canada
    85. Re:There is always an answer by Anonymous Coward · · Score: 0

      I take great offense in your use of the word 'snowflake'.
      It triggers my feeling of discomfort and makes me feel unsafe at /..
      You should be banned from here for at least a month, if not eternity.

    86. Re:There is always an answer by Anonymous Coward · · Score: 0

      yes. But... if you don't use the tag it will be fake news.

    87. Re: There is always an answer by Anonymous Coward · · Score: 0

      "A pity I've run out of bullets"

    88. Re:There is always an answer by Anonymous Coward · · Score: 0

      Math is logic numbnuts. Anyone claiming they are two different things is an epic retard.

    89. Re:There is always an answer by Hognoxious · · Score: 1

      Whomever said "There is no such thing as a dumb question" was not very wise.

      Theirs allot have it a bout.

      --
      Confucius say, "Find worm in apple - bad. Find half a worm - worse."
    90. Re:There is always an answer by Waccoon · · Score: 1

      This is similar to an engineering exercise my dad told me about.

      A company trainer asked a room full of engineers to build a bridge for automobiles to pass over a small river, and provided little information other than some landscape properties. Almost everyone began sketching out basic designs and thinking on their own. One of the engineers asked for more information, and was provided with a full set of blueprints. The lesson was about communication, not engineering.

      It seems that asking for as much information as possible would be obvious, but in the real world it's remarkable how many people fail the test, either because they are too independent or write off the customer as being too stupid to know what they really want.

    91. Re:There is always an answer by Anonymous Coward · · Score: 0

      I had several math courses like that. There were 10 questions, but it wasn't a competition. Typically, if you completed 4 of them correctly that is 100%, which was a difficult feat. A lot of times the best strategy was to do at least half the problem on at least 7 of them.

      Not even the professor could do more than 6 in 45 minutes. They were quite challenging. The easier questions took almost a page to complete.

    92. Re:There is always an answer by Anonymous Coward · · Score: 0

      though fact is they were not testing taught mathematics

    93. Re: There is always an answer by Anonymous Coward · · Score: 0

      No, you can't tolerate getting tested on things that matter because you fail.

      numbnuts

  2. How was this question graded? by klingens · · Score: 4, Insightful

    If the question has no answer and is supposed to foster critical or creative thinking, how did the teachers grade the answers?
    What were the actual answers? As it stands, this is bullshit "news" cause the important part of the whole incident wasn't reported. Why am I not surprised that it's "news" from Jeff Bezos' Blog?

    Did the pupils get full credit when they pointed out how the question is unanswerable? Did they get credit for the lower bound of 18? Did they get no credit for things like the 42 answer which is simply a lame old joke?

    1. Re:How was this question graded? by del_diablo · · Score: 1

      But it do have a answer.
      If you know Chinese Law, you might know, to drive such a boat, with such a carge(more than X tons), you might require a special license, and that license requires some age to even certify for it. I think the answer is "Older than 26" or something.
      But there is further value in there: If used properly, you can study and see how kids react in panic, since very few will know or guess anywhere correctly. Its also a question of reading: Do you understand that only some facts are irrelevant, or do you flabbergast into math?

    2. Re:How was this question graded? by ShanghaiBill · · Score: 4, Insightful

      The correct answer is: Méiyou zúgòu de xìnxi. (There is not enough information).

      I used to live in Shanghai, and my (American) kids attended public schools there for several years. I was appalled at how much the math classes were based on drill, drill, drill with very little actual thinking. I am glad to see some "fuzzy" problems included.

      There are some good things about Chinese math. For instance, in America teachers say "Show your work". In China, the teachers say "Do the math in your head, and only write down the answer". The teacher will call on kids to solve a problem written on the whiteboard, and make them do it with their hands behind their back. My kids can easily add up a column of numbers in their head, so when we eat at a restaurant, I always ask them to check the bill.

    3. Re:How was this question graded? by crunchygranola · · Score: 4, Insightful

      For instance, in America teachers say "Show your work".

      This was my bane all the way through school, I like numbers and figured lots of mental tricks (natural to me) for solving things, and was familiar with lots of number patterns (like powers of two), and so much of time answers were obvious to me, but I was marked down for not "showing" the work I never did. They didn't want me to know how to find the answer, they wanted me to crank through a rote procedure. As a simple example, if you add stuff up in your head there is no work to show.

      This even showed up in calculus when one old instructor wanted me to show my use of the "three step rule" for differentiation. What "three step rule'?! It appears that at some earlier time basic transformations for differentiation, which to me was a simple one step procedure, were divided into three separate "steps" for pedagogic reasons, I guess, which were entirely unnecessary, and not found in any recent text - basically manufacturing unneeded work.

      --
      Second class citizen of the New Gilded Age
    4. Re:How was this question graded? by Ichijo · · Score: 1

      An essay has no answer. How do teachers grade essays?

      --
      Any sufficiently unpopular but cohesive argument is indistinguishable from trolling.
    5. Re:How was this question graded? by Sebby · · Score: 1

      For instance, in America teachers say "Show your work". In China, the teachers say "Do the math in your head, and only write down the answer".

      I hated that in grade school - I'd do additions by simply counting the numbers up in my head (much easier), then writing the answer down; of course, I wasn't "carrying the one's" so the teacher assumed I was using a calculator while doing my homework, so I had to start doing it "the stupid" way, with the little carries'n'crap so I wouldn't get marked down. Doing it this way was basically "drilled into" my head and took me a while to get it back out of my head.

      --

      AC comments get piped to /dev/null
    6. Re:How was this question graded? by Anonymous Coward · · Score: 4, Insightful

      "Show your work" is shorthand for "prove you didn't cheat".
      Just dropping down an answer means that as far as they can tell you copied it off a friend, looked it up online, etc.

    7. Re:How was this question graded? by beelsebob · · Score: 4, Insightful

      The problem is that so many of those "intuitive" tricks that we build up in our heads are not actually true. We have no concrete proof that they're valid steps in the simplification of the problem. By demanding that you right down the steps you take, the teacher can point out when you take a step that doesn't actually hold up.

    8. Re:How was this question graded? by Wrath0fb0b · · Score: 5, Insightful

      I'm sorry to hear that. As an instructor, I always encouraged my students to show their work for an entirely different reason.

      As I would explain: if you do the problem correctly, you will get full credit. If you get the problem wrong, I will go through the work you've shown and try to give you as much partial credit as I can justify. If you don't show much work, I can't give you any partial credit and so you'll get zero points on the question.

      This is the only fair way to do it. Students that get 90% of a problem right should get 9/10 possible points. But to do that, you really do have to encourage them to show their work in sufficient granularity for the instructor to grade it.

    9. Re:How was this question graded? by sound+vision · · Score: 1

      Perhaps it wasn't graded at all, just used to prompt a classroom discussion, like it's now prompting a Slashdot discussion.
      If it *was* graded, that would be done subjectively, like a literary analysis. Not objectively like a math problem.

    10. Re:How was this question graded? by Anonymous Coward · · Score: 4, Insightful

      The correct answer is: Méiyou zúgòu de xìnxi. (There is not enough information)

      No, the correct answer is today's date minus the captains date of birth.

    11. Re:How was this question graded? by magarity · · Score: 1

      If the question has no answer and is supposed to foster critical or creative thinking, how did the teachers grade the answers?
      What were the actual answers?

      The kid who reasoned the captain must be at least 18 gets full points and the kid who said he couldn't answer it gets one point for honesty.

    12. Re:How was this question graded? by virtualXTC · · Score: 1

      The correct answer is: Méiyou zúgòu de xìnxi. (There is not enough information)

      No, the correct answer is today's date minus the captains date of birth.

      Wish I had mod points for this....

    13. Re:How was this question graded? by Martin+Blank · · Score: 2

      That depends on the methods. Most people do large numbers on paper from right to left, but I can do it in my head in a sort of left to right blocking method. Take 56 * 27. I break that into the following steps:

      (56 * 20) + (56 * 7)
      1120 + (56 * 10) - (56 * 3)
      1120 + (560 - 56 - 56 - 56)
      1120 + (504 - 112)
      1120 + 392
      1512

      In practice, it's not really different from the left to right method, except the numbers are easier for me to track in my head. YMMV, though.

      --
      You can never go home again... but I guess you can shop there.
    14. Re:How was this question graded? by Anonymous Coward · · Score: 0

      They just give them a D- by default because they're Latino.

    15. Re:How was this question graded? by lewiscr · · Score: 5, Insightful

      I don't know what mental shortcuts you use, but I can prove that mine are valid.

      Why would I write down 162 + 199 and add it up, when I can just mentally add 161 + 200?
      Why would I do long multiplication of 50*49, when I can do (50*50)-50 in my head?

      I once watched a class mate add zero to a number on his calculator. Can we accept that there are some mental shortcuts that are valid?

    16. Re:How was this question graded? by Pseudonym · · Score: 5, Insightful

      "Show your work" is shorthand for "prove you didn't cheat".

      That's part of it. "Show your work" also gives you partial marks if you had the correct reasoning but made a mistake somewhere along the way. It also reveals to the teacher if a large proportion of the class doesn't understand the same thing, so the teacher can concentrate on this.

      But most of all, "show your work" is what real mathematicians do for a living. If you write a paper which says "the Goldbach conjecture is true, and I know because I proved it in my head", it will not get published because you need to show your work.

      --
      sub f{($f)=@_;print"$f(q{$f});";}f(q{sub f{($f)=@_;print"$f(q{$f});";}f});
    17. Re:How was this question graded? by Anonymous Coward · · Score: 0

      The answer is bounded. [1-135]

    18. Re:How was this question graded? by ShanghaiBill · · Score: 0

      This is the only fair way to do it.

      No it isn't. You give 10 problems, and then give partial credit for carefully writing down every carry and borrow. Meanwhile, the Chinese kids can do 100 problems in the same amount of time, and they don't need any stinkin' partial credit because each problem is only worth 1% of the test score.

      "Trying hard" is no excuse for wrong answers.

      Teachers like you are why America is falling behind.

    19. Re:How was this question graded? by Anonymous Coward · · Score: 0

      Students that get 90% of a problem right should get 9/10 possible points.

      No, they should get 0 points. But you should circle the last step they were right at, so they can review their work and hopefully not make the same mistake again. The point, after all, is to strive for the right answer, double check your work, and know your own liable faults to avoid doing them again. Giving partial credit only encourages the idea that partially correct is good enough, when often it simply isn't.

    20. Re:How was this question graded? by ShanghaiBill · · Score: 3, Insightful

      "Show your work" also gives you partial marks if you had the correct reasoning but made a mistake somewhere along the way.

      NO!!! This is NOT what happens in America's schools. If this was all that happened, that would be fine. The problem is that that if a kid gets the correct answer, points are TAKEN AWAY for not "showing your work".

      If a kid is confident in his ability, and doesn't want to fall back on the crutch of "partial credit", there should be no requirement to "show work". That is just punishing smart kids by forcing them to do it "the stupid way". Schools should not be in the business of making kids dumber.

    21. Re:How was this question graded? by HiThere · · Score: 1

      American teachers say "show your work" so they know you can do it. In high school algebra I was told not to show my work unless I felt like it, to discourage people copying from me. (Guess how popular I was. But that didn't really change anything.) At that point I could usually factor cubic equations in my head, but I never had any luck with quartic, except for a few special cases.

      --

      I think we've pushed this "anyone can grow up to be president" thing too far.
    22. Re:How was this question graded? by Pseudonym · · Score: 3, Interesting

      The problem is that that if a kid gets the correct answer, points are TAKEN AWAY for not "showing your work".

      Be sure to tell your reviewers that next time you submit a paper to an academic journal which is just a conclusion with no evidence for it. Maybe you'll get the lesson in the scientific method that your American school didn't give you.

      BTW, you may have missed the word "also" in the sentence that you replied to.

      --
      sub f{($f)=@_;print"$f(q{$f});";}f(q{sub f{($f)=@_;print"$f(q{$f});";}f});
    23. Re:How was this question graded? by I'm+New+Around+Here · · Score: 1

      And the teacher could put a problem on the board and have the student solve it in their head. I was one of those too that didn't show my work. One teacher tried to fail me for it. But I didn't show work on the exams either, and still aced them.

      --
      If you think I voted for Trump because of this post, you're wrong. I voted for Dr. Jill Stein of the Green Party. Again.
    24. Re:How was this question graded? by Anonymous Coward · · Score: 0

      mei ban fa

    25. Re:How was this question graded? by Obfuscant · · Score: 3, Interesting

      "Trying hard" is no excuse for wrong answers.

      He didn't say it was. The issue is, why was the answer wrong?

      Teachers like you are why America is falling behind.

      Teachers like him are trying to teach the concepts and measure the success of the student based on concepts and not trivial errors.

      Which is more important? Knowing the equations behind equilibrium concentrations and the concept that an equilibrium exists, or the ability to poke numbers into a calculator and get a number that is close enough to be right?

      As a TA in college, I graded lots of papers. If a student just wrote down a number and it was wrong, maybe because he made a mistake entering something in his calculator, I had to mark the problem completely wrong. No credit. He demonstrated neither an understanding of the problem nor the solution. He might have been an Einstein in chemistry, but without showing the work his wrong answer didn't show his mastery.

      But, if the student showed his work, I could see that he did understand the problem. Maybe his solution was incorrect because he entered the exponent incorrectly and got the wrong number. Maybe he understood half the problem but not the other half. He could get credit for what he did know.

      I used chemical equilibria as an example on purpose. Solving concentrations in a weak acid or base solution requires solving a quadratic equation for the full, complete answer. But there is a shortcut that gives "close enough"* answers when the numbers meet a certain criterion (low enough disassociation constant that the concentration of unionized chemical does not change significantly). If a student uses the shortcut when it does not apply, gets the wrong answer, but shows his work, I can properly critique and evaluate his answer, giving him partial credit. If he just has a number, it gets marked wrong.

      I learned this the hard way, personal experience. I was taking the class I later TA'd and solved one problem using the full method. I decided it was easy enough to always use the full method so I did. I didn't show my work. The TA marked the answer wrong. What!? At the next discussion session I asked why it was wrong, and showed him step by step why it was right. Woopsies. He had created the answer key using the shortcut and it did not apply for that problem. His mistake. Had I shown my work, it would have saved his embarassment and everyone's time because he could have seen why his answer was wrong and corrected his key before anyone knew he made a mistake.

      Is it better to grade "all or nothing" on a problem, or allow for human error in pressing buttons on a calculator and grant credit for what was shown?

      * by "close enough" I mean "within the precision of the problem as stated", or "based on the number of significant digits". If you have a starting concentration that is valid to three digits, then an answer that is off in the fourth digit is "close enough".

    26. Re:How was this question graded? by Anonymous Coward · · Score: 0

      I don't learn things for credit. I learn things so that I know them.

    27. Re:How was this question graded? by lucasnate1 · · Score: 1

      And why is it good to teach your kid something that can easily be done by a machine? (I can do it too btw, it's nice but not that useful)

    28. Re:How was this question graded? by Anonymous Coward · · Score: 0

      Here's an example why "showing your work" is a means of enforcing groupthink and keeping a toxic atmosphere of boot-licking present in the classroom at all times.

      They teach addition using digital addition of single digit numbers (min: 0, max: 18), with a temporary-tens-digit carry operation. Repeating this process across all digit positions yields a repeatable result.

      28 + 45 -> 8+5=13, 3 carry 1 -> 1+2+4=7, result 73.

      Instead of doing that, mentally, I accumulate largest-to-smallest. I add the digit positions as before, but then re-add the results in a later operation without "carrying". It's also a repeatable and correct algorithm.

      28 + 45 -> 20+40=60, 8+5=13, 60+13=73.

      Which way should I show? Guaranteed, the underpaid teacher is going to mark my mental model as "incorrect", simply because it doesn't follow the algorithm being taught in the class. Did I get the answer? Unless there's a reasonable suspicion for cheating, how I did it is nunya. Get bent.

    29. Re: How was this question graded? by Brockmire · · Score: 1

      I don't get it. So if all questions are right but no work shown, will he have a negative grade since you said it takes away points, not adds partial points. In Canada, we'd have the partial credit and a fucking "show your work!" in red ink.

    30. Re:How was this question graded? by Anonymous Coward · · Score: 0

      Why would I write down 162 + 199 and add it up, when I can just mentally add 161 + 200?
      Why would I do long multiplication of 50*49, when I can do (50*50)-50 in my head?

      Shortcuts like that work because of known properties of mathematics, so it's possible to include a step-by-step transforming the original problem into an easier one when you "show your work", but doing so invalidates the point of using the shortcuts at all, because it basically forces you to write a proof, invalidating all efficiency.

      The problem I had was that "show your work" meant something different to every teacher. For some, it meant you had to solve the problem precisely how they expected it to be solved, because anything that didn't match their answer sheet was a wrong answer. Others would accept shortcuts and alternate ways of thinking, as long as you could show how you reached the answer and it could be verified to be reproducible rather than a fluke. Still others would require you show work for one or two problems, and then after that the rest could have as many shortcuts as you wanted. That meant with some of them, the mental shortcuts and cool number tricks were kosher as long as they could verify you were getting the correct answer for the right reasons, but it was impossible to know in advance what kind of teacher it was going to be that year. And, unfortunately, some teachers would put you on their shit-list pretty quickly when trying to get a feel for it.

      Kind of going off-topic, but as an example of getting on someone's shit-list over it, I remember one teacher in high school giving me constant grief for not showing work, despite her having a written policy that it was optional for anybody maintaining a certain test average that I exceeded. Her written policy meant she couldn't outright stop me, so she tried to apply other kinds of pressure. The entire time I was in her class I got accused of cheating on tests over it, and every day I got called to write homework solutions out on the board. I was the only student in a class of around 30 that had a 100% called-to-board rate on homework, and every time I just kept bringing the book up and working it out on-the-fly. I think her lesson was supposed to be "stop being clever and get in line with everybody else, obey my authority" but what I really learned was how to solve problems under pressure and tight time constraints.

    31. Re:How was this question graded? by angel'o'sphere · · Score: 3, Informative

      Both happens in Germany.

      Correct answer but not showing the way of calculation: only half the points. (Depending on school even 0 points)
      Wrong answer, but correct calculation with some mistakes: 75% of the points.

      Knowing HOW to do it is much more important than knowing the WHAT is the answer.

      "That is just punishing smart kids by forcing them to do it "the stupid way". No it is not.
      Every medical operation follows a standard, there is no "short cut".

      The only "show me your work" where I agree is unnecessary is adding up some numbers.
      But even then you can write:
            sum of those is 120. s = 120.

      And in further calculation write:
            s * s is 14400

      And so on.

      Just writing 1,600,123 as result is as dumb and showing no sign of smartness as writing down a wrong way of calculating it.

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    32. Re:How was this question graded? by angel'o'sphere · · Score: 1

      "intuitive" tricks that we build up in our heads are not actually true.
      That is nonsense. But it is interesting that you have in america a liege of school teachers and text book companies that are trying to ban books with such "intuitive tricks".

      https://www.thoughtco.com/math...

      There are thousands of those "tricks" ... and people that build processors e.g. know lots of them.

      You obviously don't and are scared about people who know more "intuitively" than you ;D

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    33. Re:How was this question graded? by angel'o'sphere · · Score: 1

      But why do you call it "left to right", when it is not?

      It is just the same trick we learned when you multiply lets say 44 * 55 ... (40+4) * (50+5) = 40*50 + 40*5 + 4*50 + 55*5. Or when you square big numbers: 55^2 = (50 + 5) * (50 + 5) = 50^2 + 2(50*5) + 5^5.

      Interesting that you figured that yourself ... we learn that in 7th or 8th grade in school, or is it more early ... don't remember.

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    34. Re:How was this question graded? by angel'o'sphere · · Score: 4, Insightful

      And why would you not write:
      162 + 199 = 161 + 200 = 361? Takes no time.
      And then you write: 50*49 = (50*50) -50 = 2450, takes no time either.

      If you can do stuff in your mind, you can as well write down what you did in your mind, or not?
      That is how I did it in school and no one complained.

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    35. Re:How was this question graded? by angel'o'sphere · · Score: 1

      Because there are thousands of (life threatening) situations thinkable where such a machine is not available.

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    36. Re:How was this question graded? by angel'o'sphere · · Score: 1

      No, it dies not deserve full points. Only about 80%.
      The better answer is: the captain is at least 18 + the time he spent in "captain school" + the time he needed to gain enough experience to be promoted to captain on that ship.
      You don't find an 18 year old captain on a vessel that is considered to be a ship, and usually not even on a "boat".

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    37. Re:How was this question graded? by Anonymous Coward · · Score: 0

      On how well your support your view with evidence and valid reasoning.

    38. Re:How was this question graded? by ShanghaiBill · · Score: 1

      Teachers like him are trying to teach the concepts

      No they aren't. They are trying to force everyone into a "standard" dumbed down method of arithmetic, because it is easier to teach. People that can rapidly (and correctly) do arithmetic in their head are not adding up columns of digits and then carrying to the next column. That is stupid and slow ... but easy to teach.

      If the teachers are too lazy to teach faster methods, they certainly shouldn't be punishing the kids that figure it out on their own.

      No wonder the jobs are going overseas.

    39. Re:How was this question graded? by ShanghaiBill · · Score: 1

      And why is it good to teach your kid something that can easily be done by a machine?

      1. The machine isn't always available.
      2. The machine is not faster if you include the time to type in the numbers.

      A machine can easily do 2+2. Do you think that shouldn't be taught?

    40. Re: How was this question graded? by guruevi · · Score: 1

      Read a real scientific paper, there are plenty of papers that, especially in math that gloss over A LOT of the rote "show work" you are required to do in schools.

      Eg if you have a matrix operation or trigonometric function, they won't or rarely include a step that shows eg the multiplication of each number or deriving the cos/sin/tan rules; they expect at least a modicum of "you should know the results of this operation or plug them in a calculator to verify".

      --
      Custom electronics and digital signage for your business: www.evcircuits.com
    41. Re:How was this question graded? by Anonymous Coward · · Score: 0

      So include the shortcuts in the "show your work". Yes I know you don't feel like it. Maybe Teach doesn't feel like giving you an A.

    42. Re:How was this question graded? by Anonymous Coward · · Score: 0

      You don't realize that this story has been passed around ALL the media outlets, including your favorite, Fox News, because you have no intellectual curiosity. So it's not surprising in the least that you'd post a knee-jerk criticism of the Washington Post.

    43. Re:How was this question graded? by Anonymous Coward · · Score: 0

      That's a very American philosophy. It doesn't matter if you get the answer right. What matters is if you convince someone you know what you're doing. This is why so many of us idolize guys like Elon Musk and Donald Trump. This is the way the business world really works.

      It's also why despite training record numbers of scientists and engineers who are producing record numbers of research papers, the economic and social impact of science and engineering in America is decreasing.

    44. Re:How was this question graded? by Anonymous Coward · · Score: 0

      They didn't want me to know how to find the answer, they wanted me to crank through a rote procedure.

      That's not necessarily so. I used to do the opposite of what you did: I dumped my entire thought process on paper during tests. Years after I finished school I met my old physics teacher at a party and he told me he had developed the habit of correcting my work first and then use it as a reference for correcting the others. He would have had no use for that it was about rote procedures. This was about alternative ways to solve problems he hadn't thought of himself and about recognising that line of thought if other students had used it as well. An answer wasn't simplly right or wrong, by the way. You could earn part of the points by using a good approach but arrive at the wrong answer because you didn't get every detail right.

    45. Re: How was this question graded? by Anonymous Coward · · Score: 0

      Had issues with the american degree programs calculus where I had to show work for dx and all that letters.

      If I can't memorize the formula I could still get the answer via non approved methods but my work netted me no marks for creative indirect calculation to arrive at the correct answer.

    46. Re:How was this question graded? by TheRaven64 · · Score: 2, Insightful

      If you write down 42 as an answer, the marker doesn't know if you guessed, if you just copied the answer out of the mark book, or if you actually worked it out. If you show the calculations then it's easier to tell these apart.

      When you're teaching maths, you're not teaching people to get the right answer to a problem, you're teaching them to be able to get the right answer to all problems in a category. Seeing the answer lets the marker know if they've succeeded in the first objective, showing the working lets them know they've succeeded in the second.

      --
      I am TheRaven on Soylent News
    47. Re:How was this question graded? by TheRaven64 · · Score: 1

      When I'm hiring people, I don't want to know if they can solve a problem, I want to know if they can solve a category of problems. Showing your working demonstrates that you can apply a technique. If you make a small error, then it tells me that you might need a bit more practice, but can learn to apply the technique. Getting the right answer with no working tells me that you might know a general technique, or you might have made a lucky guess, or you might have a very fast mental optimisation that happens to work in that case but is wrong in the general case, or that you made two errors that happened to cancel each other out, or...

      --
      I am TheRaven on Soylent News
    48. Re:How was this question graded? by TheRaven64 · · Score: 1

      2. The machine is not faster if you include the time to type in the numbers.

      This makes several assumptions. The first is that the numbers are not already in the computer. The second is that you're solving the problem precisely once, not 10,000 or more times with different data. Neither of these are true for the vast majority of problems that I've encountered in my working life (sure, being able to add up things in my head when I'm shopping is a useful life skill, but it's not something that most employers care about).

      A machine can easily do 2+2. Do you think that shouldn't be taught?

      A modern machine can add any two 64-bit integers just as easily as it can do 2+2 and it can add a very long column of arbitrary-precision integers in less time than than it takes me to say 'two plus two is four' in my head. You rapidly hit diminishing returns with such things.

      At school, we started learning to solve differential equations by gradually applying simple rules. After a lot of practice, I was probably an order of magnitude faster than at the start. I was still several orders of magnitude slower than a computer solving the same problem and that distance has only increased as numerical computing systems have been optimised and processors have become faster. At the same time, I learned how to translate real-world problems into differential equations. One of these skills has been useful, the other has not, yet at school we spent far more time on the other.

      --
      I am TheRaven on Soylent News
    49. Re:How was this question graded? by Anonymous Coward · · Score: 0

      I had the same issue with advanced math in France. I could usually solve calculus in one third of what the teacher required and be correct, yet would fail because I would not show all the steps. I do remember that I had a technique to solve a pretty complex equation in chemistry that was 10 times shorter than the 'official' way, maybe I should try to dig out my 20y old notes next time I visit home to see if I actually 'invented' something.

    50. Re:How was this question graded? by Anonymous Coward · · Score: 0

      one answer was related to the approximate weight of the animals which led to a creative answer relating to requiring a specific licence which takes so many years to earn, meaning it was impossible for the captain to legally be less than 28. I expect that student got an A for example

    51. Re:How was this question graded? by Anonymous Coward · · Score: 0

      The correct answer is: Méiyou zúgòu de xìnxi. (There is not enough information).

      I used to live in Shanghai, and my (American) kids attended public schools there for several years. I was appalled at how much the math classes were based on drill, drill, drill with very little actual thinking. I am glad to see some "fuzzy" problems included.

      There are some good things about Chinese math. For instance, in America teachers say "Show your work". In China, the teachers say "Do the math in your head, and only write down the answer". The teacher will call on kids to solve a problem written on the whiteboard, and make them do it with their hands behind their back. My kids can easily add up a column of numbers in their head, so when we eat at a restaurant, I always ask them to check the bill.

      you are wrong. There are specific rules for mass of cargo ships and specific training and qualifications to be able to captain ships over that weight limit. So there is at least enough information to indicate a minimum age of the captain (which I think was 28 by the student who used this answer). So "older than 28" is a valid and well reasoned answer which can be obtained from the information in the question, even though I suspect the intent of the question was more to see which people just pussied out because "how can they know we didnt get spoon fed this" and which put the effort into thinking "OK, lets figure out a way to use the facts I have in a creative way". Many students just said "21" for the age you finish your degree and training to be able to captain a ship, I suspect they also got decent marks. I would have failed all the wankers who wrote "bleat.... impossible to know, no fair"

    52. Re:How was this question graded? by Anonymous Coward · · Score: 0

      50 * 49
      = (50 * 50) - 50
      = (5 * 5 * 10 * 10) - 50
      = (25 * 100) - 50
      = 2500 - 50
      = 2450

      There, I wrote down your answer for you, in a way that makes clear the working you used "in your head". I'd give you full credit for answering 50*49 that way, but I'd then ask you to multiply 5237 * 6967, because if you're teaching long multiplication, the questions should be designed so there is no quicker way to solve them.

    53. Re:How was this question graded? by lucasnate1 · · Score: 1

      How many of these require doing math in the head, in comparison to say... martial arts, or people skills.

    54. Re:How was this question graded? by lucasnate1 · · Score: 1

      2+2? I am not sure. Let's say this, I know an excellent mathematician, with many academic achievements, who does not remember the 1-10 multiplication table by heart. I dont think it is important to know 2+2 by heart, it is important to know what + means and what 2 means.

    55. Re:How was this question graded? by Anonymous Coward · · Score: 0

      So i could get an A on your exam even though I get every answer wrong? This is what you call fair?

    56. Re:How was this question graded? by Wrath0fb0b · · Score: 1

      Dude, if you do it the fast way and get the right answer, you'll get 100% credit in my book.

      But if you do it the fast way and make a tiny mistake and write nothing down but the wrong answer, how can I give you any more than 0%?

    57. Re:How was this question graded? by thegarbz · · Score: 1

      You wouldn't. The point is to write every step where it isn't immediately obvious how you get from one stage to the next.

      162+199 = 361 is verifiable as typing those two numbers into a calculator would result in the 3rd. There's a very easy progression. More importantly is the scope for error and the scope for identifying where the error occurred. Did you miss-add? Or did you not understand the concept.

      Show your work means to show you understand the concept. It is important when re-arranging formulas using the technique taught to you during the semester. It is completely irrelevant for something you can type into a calculator and spit out the answer (unless the topic of the semester was how to add two numbers).

    58. Re:How was this question graded? by beelsebob · · Score: 1

      If you can prove that they're valid, then write them down, and everything's good! That's the point - if you can formally verify them, then you can also write them down, so write them down, so that we can check your formal verifications.

    59. Re:How was this question graded? by beelsebob · · Score: 1

      You should show whichever one you use. If you get marked down for correct reasoning written down, then you should complain about the marking. That's the point - don't complain about having to show your work - having to show your work is good. Complain about teachers who are too incompetent to see correct, and valid work that doesn't match their expected sequence to solve the problem.

    60. Re:How was this question graded? by Anonymous Coward · · Score: 0

      This is one of a few comments confusing "show your work" with a formal proof. These aren't students at college, the work they're showing is problems that consist of definitions. What's 5+50? 55. There's no need to prove that. It's by definition. Having to show your work on homework isn't to prove that you're right, it's to prove that you didn't cheat. Real scientific papers omit the kind of mind-numbing detail that your high school algebra teacher wanted. For example, here's one well known paper that simply states a theorem and counter example, with the assumption anyone reading it will be capable of filling in the details:http://www.openculture.com/2015/04/shortest-known-paper-in-a-serious-math-journal.html.

    61. Re:How was this question graded? by Wrath0fb0b · · Score: 2

      Hi Mr Internet Troll,

      First, you don't know me. So maybe insults aren't the way to go.

      Second, we did have a large part of tests that were rapid-fire multiple choice. I don't recall exactly, but it was something like 60-90s per question. We also had a part that was long-form questions where you should show your work.

      The idea was to assess the students on both types of questions.

      Lastly, this was mostly applicable to homework, the purpose of which is to be a learning exercise not a high-stakes test. We had high-stakes tests as well of course.

    62. Re:How was this question graded? by Wrath0fb0b · · Score: 2

      So the student that studies and knows the relevant formulas but makes a mathematical error somewhere gets the same amount of points as the student that showed up to class stoned and doesn't know a single thing?

      Partially correct is good enough for partial credit.

    63. Re:How was this question graded? by angel'o'sphere · · Score: 1

      The situations I think about are about math ...
      E.g. judging from the amount of fuel you still have and where you are (another math problem) if it is better to continue to your destination or turn around. Or if it even makes sense to stop and only drive at might or what ever.

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    64. Re:How was this question graded? by Anonymous Coward · · Score: 0

      There are some good things about Chinese math. For instance, in America teachers say "Show your work". In China, the teachers say "Do the math in your head, and only write down the answer". The teacher will call on kids to solve a problem written on the whiteboard, and make them do it with their hands behind their back.

      That is good for non-complex maths only (addition, subtraction, multiplication, and division). It is a good way to teach kids to be able to see those numbers in their mind which in turn forces them to understand the math. It is a short cut which should be used AFTER they learned proper calculation methods.

      The way I was taught to calculate in my mind is to start from writing down the calculation (show the work). Then move on to either calculate in my mind or use fingers. Then the last step is to use nothing but the mind (if not already). Jumping the process to calculate in the mind first could easily fail for many students.

      However, there is a good reason why they want you to show their work in an exam. In my home country, you need to write down the work from start to end (get the answer) in detail because students are likely to cheat (just copied answers from a better student). Yes, I sometimes did give answers (but not the work detail) to my friends because I usually got an A from a math exam. Another test type I had back then was to write down only answer, but I could write any calculation in a separated paper. Then I had to submit both the answer sheet and the calculated paper. This way, it could be used as evidence when there is any cheating going on.

    65. Re:How was this question graded? by Wulf2k · · Score: 1

      Copying from the first trick on that page:

      Multiplying by 6

      If you multiply 6 by an even number, the answer will end with the same digit. The number in the tens place will be half of the number in the ones place.

      6 * 10 = ??

    66. Re:How was this question graded? by Wulf2k · · Score: 1

      Do you only have a single question on the test?

      If McSmarty gets every question on the test wrong, then yeah, he should probably fail.

    67. Re: How was this question graded? by Anonymous Coward · · Score: 1

      Read a real scientific paper, there are plenty of papers that, especially in math that gloss over A LOT of the rote "show work" you are required to do in schools.

      Eg if you have a matrix operation or trigonometric function, they won't or rarely include a step that shows eg the multiplication of each number or deriving the cos/sin/tan rules; they expect at least a modicum of "you should know the results of this operation or plug them in a calculator to verify".

      In that kind of education level, you don't need to show your work "in detail" but rather at each mile stone. In other words, if you are going to derive from something, you better show the result of each step which is used a different technique and/or theorem to derive it. You don't need to show the detail within each technique and/or theorem because one should understand it already.

      It seems that the meaning of "show your work" is different for different level of education. In the lowest level of education, "Show your work" is necessary for kids to prove that they understand. In low level of education, this may not be necessary. And then In higher level of education, it is not necessary for the portion of details but still need to show it in each mile stone. Think of each mile stone as a turn in a driving route from start to end. You don't need to show how you drive between a turn (it is a straight line), but you need to mark down each of where to turn. That's what should be included in the paper/research.

    68. Re:How was this question graded? by angel'o'sphere · · Score: 1

      Obviously even numbers meant even digits.
      Thanx for nitpicking.

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    69. Re:How was this question graded? by Anonymous Coward · · Score: 0

      That depends on the methods. Most people do large numbers on paper from right to left, but I can do it in my head in a sort of left to right blocking method. Take 56 * 27. I break that into the following steps:

      (56 * 20) + (56 * 7) 1120 + (56 * 10) - (56 * 3) 1120 + (560 - 56 - 56 - 56) 1120 + (504 - 112) 1120 + 392 1512

      In practice, it's not really different from the left to right method, except the numbers are easier for me to track in my head. YMMV, though.

      I don't know where you get the idea of right to left. It is really backward. From your example, I was taught to do...

      = (56 * 20) + (56 * 7)
      = 56 * (20+7)
      = 56 * 27
      = 1512

      As you can see that all steps can be calculated in the head. Even though you could add another step before the last line ((56*30) - (56*3)), it still doesn't really matter because that is depended on how you want to multiply. However, before getting to calculate in the head, one must know all steps first (which meant the person must have learned how to show the work before).

    70. Re:How was this question graded? by mevanchik1695 · · Score: 1

      technically, you are right it does. but not enough information. my answer is at minimum 1 millisecond old( yes somebody on the "ship" can grand a newborn ) , a captain at birth as for the maximum , who is the captain, is it human? everyone is assuming this is a regular ship. what about space ship? What about space and time? good luck

    71. Re:How was this question graded? by jedidiah · · Score: 1

      > social impact of science and engineering in America is decreasing.

      As a beneficiary of this, I think you're just full of shit. I think you're just peddling an anti-America narrative that's part of a broader agenda to expand the role of government.

      --
      A Pirate and a Puritan look the same on a balance sheet.
    72. Re:How was this question graded? by jedidiah · · Score: 1

      Being an innumerate git leads you open to being mislead by people that want to do you harm. It's not so much about being a human adding machine as it is having an intuitive grasp of numbers and mathematical concepts.

      Also, simple calculations can be done in your head quicker than you can find your machine to use as a crutch.

      Plus you should always be able to judge the accuracy of your machines. You should be able to recognize a really wrong answer.

      --
      A Pirate and a Puritan look the same on a balance sheet.
    73. Re:How was this question graded? by jedidiah · · Score: 1

      > How many of these require doing math in the head, in comparison to say... martial arts, or people skills.

      Why actively avoid being a well rounded person.

      Your attitude seems like the perfect argument to be good at BOTH so that you can be king of the world.

      --
      A Pirate and a Puritan look the same on a balance sheet.
    74. Re:How was this question graded? by jedidiah · · Score: 1

      > you are wrong. There are specific rules for mass of cargo ships

      The scenario reminded me of a kid on a tractor. It was a tiny number of animals. It was the amount you would normally associate with a sub-urban agricultural tax exemption. So it wouldn't require any sort of formal licensing really.

      It sounds like the contents of a small barge or large canoe floating down the Mekong.

      What's the Chinese translation for Tom or Huckleberry?

      --
      A Pirate and a Puritan look the same on a balance sheet.
    75. Re:How was this question graded? by geoscodin · · Score: 1

      My son did the work in his head all the time and got all the answers correct, but would fail the assignment because of the number of points removed for not showing his work. It was frustrating because as much as we explained that he had to follow instructions, he knew the answers and felt that showing the work was a waste of time. It was also frustrating that a teacher would give him an F for all correct answers. If she asked him the questions he could still answer them verbally so he clearly knew how to do it. Penalize him maybe, but failing the assignment seemed extreme.

    76. Re:How was this question graded? by Martin+Blank · · Score: 1

      I've been doing it that way since some time in elementary school, maybe around 4th or 5th grade when we learned multiplying large numbers. I call it left to right because I'm multiplying the left-most column first, then move right. Most people would multiply it this way on paper:

          1
          4
          56
        x27
      ----
        1
        392
      112
      ----
      1512

      This is the common way taught in schools, or at least US schools (and I presume at least some foreign schools, as I've seen some people educated in other countries do it the same way.) The single digits represent carries. Operations move from right to left. (The formatting is messed up a bit, but I tried it with the code tags and it was worse in preview. Should still be recognizable.)

      --
      You can never go home again... but I guess you can shop there.
    77. Re:How was this question graded? by apoc.famine · · Score: 1

      Here's the very short reason your anger is entirely misplaced: What you think is being taught is not what's being taught. When a kid gets the "correct" answer, but uses the wrong method, you view this as some major travesty, because you think that what's being assessed is the ability to find the answer.

      That's not what's being assessed.

      What's being assessed is the understanding of the method.

      I don't understand why this is such a difficult concept for so many people. Maybe it's because they only ever learned one way to do things, and think it's the best way? I just don't get it.

      Schools should not be in the business of making kids dumber.

      In general, they are not. However, when blowhards like yourself don't understand what they're doing, it looks that way. What you don't get is that that's much more of a reflection on your intelligence than what's happening in schools.

      --
      Velociraptor = Distiraptor / Timeraptor
    78. Re:How was this question graded? by Anonymous Coward · · Score: 0

      But most of all, "show your work" is what real mathematicians do for a living. If you write a paper which says "the Goldbach conjecture is true, and I know because I proved it in my head", it will not get published because you need to show your work.

      I have discovered an elegant proof of the Goldbach conjecture, but it will not fit in the margin of this comment.

    79. Re:How was this question graded? by magarity · · Score: 1

      You're answering it as an adult. Grade it as given to Chinese 5th graders.

    80. Re:How was this question graded? by Anonymous Coward · · Score: 0

      Or in my case, in one college statics class... right answer with right calculations (showed all work) with mis-copied initial conditions: ZERO credit.

      Bastard.

      (To be fair, in the "real world", the answer would still have been wrong, which could have consequences in engineering.)

    81. Re:How was this question graded? by Anonymous Coward · · Score: 0

      Kid who sat next to me used to read my answers, and would only write that down.
      Teacher would mark his answers wrong for not showing his work, so he started making a kinda half assed attempt at writing down what he saw on my page, and the correct answer.
      For a while the teacher was giving him points, as she saw the answer was right and didn't look deeper.
      And then I was out sick during a big test, and he didn't get a single thing right.
      I got moved to the other side of the room, and he failed that year.

    82. Re:How was this question graded? by Headw1nd · · Score: 1

      Well, he's not following the directions, so he should get points docked. If it's so easy he should be able to write down the corresponding steps without too much trouble. If they are teaching a method he doesn't like, he should learn it anyway. If he wants to write the steps of his own, allegedly superior, method down also for comparison I imagine he would be free to do so.

    83. Re:How was this question graded? by Anonymous Coward · · Score: 0

      It may be what the do now, but I'm pretty sure Fermat got away with it. I would cite a reference, but the space here is insufficient.

    84. Re: How was this question graded? by Anonymous Coward · · Score: 0

      If you know hpw you got the answer, you can write down the process. Even if you use unconventional methods or timesaving tricks, describing how you got the answer shows you didn't cheat and enables the teacher to help you when you make mistakes, either simple ones or systematic errors. If you don't show the work, it doesn't matter how "confident" you are. If you get the answer right the teacher still doesn't know if you understand the method, or if you cheated. If you get the answer wrong, he has no way to help you without wasting his time asking for what you already refused to give. People who don't show their work because they feel it shouldn't be necessary are people who think their time os more valuable than the teacher's. They are about as wrong as they could possibly be, about the educational process and about life in general.

      In 5th grade I was ahead of the other students in math and the teacher suggesed I work ahead independently. All was rosy until I started turning in wrong answers, he found out I had taught myself a method that worked on a certain class of problems but didn't work in the general case. So I had to unlearn it. What a fantastic teacher Mr. Ballinger was! And how much extra time he was willing to put in that year, at recess and science field trips and...countless things! What kind of idiot student does it take to think they have any right to waste a teacher's time?

    85. Re:How was this question graded? by Anonymous Coward · · Score: 0

      I got put in the wrong math class in 9th grade and no one noticed till it was too late to switch. In order to catch-up, I had to double-up in my junior year. I had the fortunate experience of two very different math teachers.

        One emphasized that she didn't care how I got an answer as long as it was consistently correct. She encouraged us to find new ways to do things. The downside was that wrong is wrong no matter how you get there. Zero points. The space ship to mars doesn't care that you were 90% right. One careless mistake kills the crew.

      The other teacher was a hard-ass on proper methods. Do it step-by-step. He didn't care if the answer was right or not. Mistakes happen, they can be corrected. What matters is whether you know how to get there.

      Needless to say, these two teachers didn't get along at all.

      I learned that two completely opposite and seemingly incompatible points of view can both be right at the same time. I didn't just learn it, I *lived* it. Those two simultaneous math classes were the best thing to happen in my entire education.

    86. Re:How was this question graded? by Chelloveck · · Score: 1

      This was my bane all the way through school, I like numbers and figured lots of mental tricks (natural to me) for solving things, and was familiar with lots of number patterns (like powers of two), and so much of time answers were obvious to me, but I was marked down for not "showing" the work I never did. They didn't want me to know how to find the answer, they wanted me to crank through a rote procedure. As a simple example, if you add stuff up in your head there is no work to show.

      You're thinking about it wrong. They're not just trying to teach you how to get the answer, they're trying to teach you how to explain to someone else how you got the answer. There's no answer key for the real world. It's not enough to just get the answer, you often have to prove to someone else that the answer is correct. You have to explain to others how you got there and why your methods and results are valid. If someone disagrees you have to be able to reconcile the differences. You can't do that if you don't show your work.

      To counter your simple example, say I go to the grocery store. The cashier tells me that I owe $123.45. Wait, how did you get that? "I just added stuff up in my head, there's no work to show." Bullshit. At the very least I want a list of all the prices. If I bought 3 items marked "4 for $1" I want to see "3 @ $0.25ea" or something similar. If tax is added I want to see " * " listed. Prove to me that I owe what you say I do. There's always *something* to show, even if it's just the list that you added in your head.

      --
      Chelloveck
      I give up on debugging. From now on, SIGSEGV is a feature.
    87. Re:How was this question graded? by Wulf2k · · Score: 1

      Any time.

      I suppose my main point was "who needs tricks for single digit multiplication"?

      Were any of those useful tricks, or they just resulted in cool number patterns?

    88. Re: How was this question graded? by Obfuscant · · Score: 1

      Eg if you have a matrix operation or trigonometric function, they won't or rarely include a step that shows eg the multiplication of each number or deriving the cos/sin/tan rules;

      That's because the paper is not about proving the cos etc. rules or how to do matrix multiplication, it is about something else. On a algebra test where you are demonstrating an understanding of how matrix multiplication works, you show those steps. On a test in a quantum chemistry class where you are using matrix multiplication to get some other result, you don't have to show the multiplication steps. You DO show that "this intermediate result comes from multiplying this matrix by this one".

    89. Re:How was this question graded? by Anonymous Coward · · Score: 0

      There r tw kinds o pepl in t world:
        -those who can correctly extrapolate from incomplete information

    90. Re:How was this question graded? by angel'o'sphere · · Score: 1

      Just google for 'math tricks'.
      There are thousands ...

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    91. Re:How was this question graded? by Obfuscant · · Score: 1

      No they aren't. They are trying to force everyone into a "standard" dumbed down method of arithmetic,

      You think every test is an arithmetic test and every "show your work" means putting the numbers in a column and putting the carry digits up at the top. They aren't. They're tests like the one I wrote about. Tests where nobody cares HOW you add the numbers or HOW you multiply the numbers, just that you understand where the numbers come from and what you need to do to them to get the answer. Things like how you solve a quadratic equation, which requires no columns of numbers or demonstration of long division, only writing the equation, substituting the correct values, and then showing the numerical answer.

      I could not care one fuck whether someone did a square root in his head or with a Cray supercomputer, what I cared about is that he knew that the equation for finding the answer included a square root. If he showed that as part of his work, then even if he got the wrong answer in the end I could see he had partial understanding, and thus give partial credit.

      I once had a student who had to calculate the hydrogen ion concentration in a weak acid solution. His final answer was "1.00000". But, lucky for him, he showed his work. I knew what his mistake was immediately. He had borrowed my HP calculator because he had forgotten his TI. He had gotten to the final step and pressed "number enter number enter divide" instead of simply "number enter number divide". Everything up to that point was perfect. I gave him partial credit because he showed he understood the material I had taught but not how to run my calculator. I did, however, dock him for producing an absolutely insane answer.

      Even so, when the test is about doing sums (like in fourth grade), teaching one way of doing something as a standard is not forcing anyone to do that for the rest of his life. All it is doing is teaching him a way that is commonly used, so if he needs to teach someone else how to do it (like help his child with his homework) he knows how to. It doesn't kill anyone to learn how to do things another way and demonstrate that you learned how to do it that way.

      No wonder the jobs are going overseas.

      Yeah, because in the US we've gotten to where teaching students to give correct answers on a test is more important than teaching them the concepts and ideas that are behind getting those answers. If all you evaluate is the correct answer, then that's what you are saying. If, OTH, you evaluate the process the student goes through to get that answer, no matter what it is, you can identify areas he's learned, things he hasn't, and maybe even be a better teacher because you know what you need to emphasize. If all you know is that 64% of your class got the answer to problem 2 wrong, you don't know why or how to teach it better. If you can see that 88% of the wrong answers were because they forgot one step in the solution, you can emphasize that step in the next class.

      And I'll point out, seeing the process the students use to solve the problem is EXACTLY the reason why the "Chinese Math" question was asked. It wasn't supposed to see who could get the right answer. There is no right answer. But there is a process of thinking about the problem. Lots of people have demonstrated it in this discussion. "Well, to get a master's license in China ...", but the problem didn't say he had a license or was in China. Some people are adding up average weights of animals to get a cargo weight, and then adding "to master a boat with cargoes that heavy". Fascinating lines of thought, even if they never get to a correct answer. But you have to care about how people think and the process behind it, and clearly you don't. The only thing to test is did they get the right answer.

    92. Re:How was this question graded? by Obfuscant · · Score: 1

      Dude, if you do it the fast way and get the right answer, you'll get 100% credit in my book.

      Of course. Getting the right answer implies that the assumption necessary for doing the fast way holds. But he got the wrong answer using the fast way, and I got the right one. The two answers were significantly different, like a factor of five.

    93. Re: How was this question graded? by Obfuscant · · Score: 1

      It seems that the meaning of "show your work" is different for different level of education. In the lowest level of education, "Show your work" is necessary for kids to prove that they understand. In low level of education, this may not be necessary.

      No, it's the same. The difference is what you are showing an understanding of. In a class about transcendental series, "show your work" means you write down the first few elements of the Taylor expansion to show that you understand the concept of that series. In a class about math that includes rotation matrices, you write down "sin(x)" in the correct place for the rotation matrix that solves your problem, but not the entire Taylor series expansion, to show you understand rotation matrices.

      "Show your work" is a short way of saying "show me you understand the concepts I taught you and can use them in the right way in the problem that requires them." "The concepts" is dependent on the context of the class.

    94. Re:How was this question graded? by Obfuscant · · Score: 1

      And why is it good to teach your kid something that can easily be done by a machine?

      The machine can be wrong.

      Knowing how something works is a good piece of knowledge to have so you can build upon it to create new things.

      You may be using the machine incorrectly. Cf. the example I gave earlier of the concentration of hydrogen ion being 1.000.

      The machine may be programmed using assumptions that are not valid for the problem you are trying to solve. I cannot count the number of programs I've seen that make assumptions about things that aren't always true, and thus fail miserably. Sometimes its just the wrong answer. Sometimes it is a crash and burn.

      I have one wonderful experience with a very complicated bit of FORTRAN code that assumed that every line in the input parameter file contained a colon as a parameter:value separator. No tests were done to validate this assumption, the lines were processed and the program crashed and burned when a line without a colon was introduced.

    95. Re:How was this question graded? by Anonymous Coward · · Score: 0

      They count the pages.

    96. Re:How was this question graded? by Obfuscant · · Score: 1
      There are many more skills that are "easily done by a machine" than just math.

      How about CPR? Do you refuse to teach your children how to perform CPR because an AED will solve the problem better? Or a heart-lung machine will do it all. Don't have a heart-lung machine handy, or it's broken? I guess the person whose life you could have saved with CPR is shit out of luck. No skin off your nose, though. Your child hasn't wasted its precious time and energy learning how to do something that is easily done by a machine.

      How about something as simple as "open a can of food?" You're golden until the machine that can do it better (an electric can opener) breaks, or you're on a picnic and forgot to bring the can opener or a long enough extension cord to power it.

      Changing a tire? The 'easier machine' is the AAA tow truck and driver. Why learn how to change a tire when AAA is just a phone call away. Crap, no cell service! What do you do?

      Autopilots can fly a plane more precisely than a person. Why should a pilot learn how to do something that is easily done by a machine? Crap, the AP is going full up trim and we're headed for a stall/spin/death. Too bad I didn't learn how to fly!

      Personally, I'm going to laugh my ass off when stories start showing up in the media of people being stranded in the middle of nowhere because their AV had some trivial failure that caused it to pull over and stop, and they have never bothered to learn how to change a tire, or even drive, and they're too far away from cell coverage to call for someone to come do it for them.

      I suppose it shows my age, but I remember one night about 2AM on the way home from a friend's house when the clutch cable broke. There were no cell phones then. I didn't have AAA to call even if there were. What to do? What to do?

      Well, knowing how to drive a car without a functioning clutch is a valuable skill in such situations, and that is what I did. I knew how to do something manually that a machine could do easily. Drove home, went to the auto parts store the next day, bought and installed a new clutch cable, and none the worse for wear. Well. the clutch was a little worse but not much. It lasted longer than the rest of the car. Perhaps this is lost knowledge, but the only time you really need a clutch is when you want to stop the car without shutting the engine off, or start moving without putting a huge strain on the starter motor. With appropriate use of the gas you can change gears without clutching. (E.g., when upshifting while accelerating, back off the gas just enough to remove the load on the gears and shift out of gear. Back off more until the RPM of the engine matches the RPM of the next higher gear. Rinse, lather, repeat.

      There are lots of things that we have machines doing for us "easily", and lots of examples of when the machine fails us and those who know how to do live longer than those who don't.

    97. Re:How was this question graded? by Anonymous Coward · · Score: 0

      Bullshit. Writing 'tweener stuff allows tracing/identifying analysis failures modes when a false solution is obtained. Truth may overcome provability, but not error.

    98. Re:How was this question graded? by Anonymous Coward · · Score: 0

      He failed because you have a snowflake child that can't understand and follow instructions.

      snowflakes need to be failed early and often.

      numbnuts

    99. Re:How was this question graded? by Anonymous Coward · · Score: 0

      He did learn to follow instructions. He never whined or cried about it. he just didn't understand why it was necessary, It just took some time to convince him that it was a requirement for the assignment and not a waste of time. And as I said, I agreed he should be penalized for not following instructions.

      You may post as AC, but at least you have the guts to sign your nickname.

    100. Re:How was this question graded? by Pseudonym · · Score: 1

      The only "show me your work" where I agree is unnecessary is adding up some numbers.

      And then, maybe not. If you are a grade 5 student learning long addition, then showing your work is the answer. If you are a grade 7 student learning algebra, then you do not need to show the work in adding up a bunch of integers.

      The level of detail required gets smaller as you progress in mathematics, up to the point of a professional mathematician publishing proofs, where the level of detail required is enough for another fellow professional mathematician to be able to follow along.

      --
      sub f{($f)=@_;print"$f(q{$f});";}f(q{sub f{($f)=@_;print"$f(q{$f});";}f});
    101. Re:How was this question graded? by angel'o'sphere · · Score: 1

      Perhaps you have a different idea what 'show me your work' means than I have.

      Sorry, but if you simply write a number as an answer to a complex formula, I assume you have spied it from your neighbour.

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    102. Re:How was this question graded? by Anonymous Coward · · Score: 0

      I did and your stupid ass needs to do the same. No wonder your kid is a dipshit sperg.

      numbnuts

    103. Re:How was this question graded? by angel'o'sphere · · Score: 1

      Ah, I misunderstood, I assumed you would add up in your mind.

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
  3. And 2 + 2 is 5 for large values of 2... by bobbied · · Score: 0

    Don't believe me?

    If 2.4 rounds down to 2 then What's 2.4 + 2.4? Why it's 2.8, which clearly rounds up to 3....

    How about that kind of math question?

    --
    "File to fit, pound to insert, paint to match" - Aircraft Maintenance 101
    1. Re:And 2 + 2 is 5 for large values of 2... by Obfuscant · · Score: 1

      If 2.4 rounds down to 2 then What's 2.4 + 2.4? Why it's 2.8, which clearly rounds up to 3....

      Is this another example of Chinese Math? It's not a demonstration of the misunderstanding/misapplication of significant digits, I know that, although I think that's where you wanted to go.

      Wouldn't Chinese math be something like "what is the sum of a character that looks like a garden gate over a triangular squiggle and a character that looks like a horse kind of with two small squares over it"? Does it round up or down?

    2. Re:And 2 + 2 is 5 for large values of 2... by tomxor · · Score: 1

      And 2 + 2 is 5 for large values of 2... Don't believe me?

      If 2.4 rounds down to 2 then What's 2.4 + 2.4? Why it's 2.8, which clearly rounds up to 3....

      How about that kind of math question?

      That's just interval math, and actually the correct answer is between 4 and 6: (2 = a 3) + (2 = b 3) = (4 = x 6)

    3. Re:And 2 + 2 is 5 for large values of 2... by Anonymous Coward · · Score: 1

      Methinks you need to check your math, because 2.4 + 2.4 in my math is clearly 22.44.

    4. Re:And 2 + 2 is 5 for large values of 2... by tomxor · · Score: 1

      Oh yay slashdot ate my comparators... that was originally: (2 a < 3) + (2 a < 3) = (4 a < 6)

    5. Re:And 2 + 2 is 5 for large values of 2... by Anonymous Coward · · Score: 0

      If 2.4 rounds down to 2 then What's 2.4 + 2.4? Why it's 2.8, which clearly rounds up to 3...

      The math is not strong with this one.

    6. Re:And 2 + 2 is 5 for large values of 2... by tomxor · · Score: 2, Funny

      Oh yay slashdot ate my fucking html entities... are you kidding. (2 LESS-THAN-OR-EQUAL-TO a LESS-THAN 3) + (2 LESS-THAN-OR-EQUAL-TO a LESS-THAN 3) = (4 LESS-THAN-OR-EQUAL-TO a LESS-THAN 6)

      Math is fucking hard on slashdot... they should make kids do it... ya know, in case of a post apocalypse where only ASCII chars are allowed.

    7. Re:And 2 + 2 is 5 for large values of 2... by tomxor · · Score: 3, Funny

      what is the sum of a character that looks like a garden gate over a triangular squiggle and a character that looks like a horse kind of with two small squares over it?

      Pah! easy: Steeplechase

      Does it round up or down?

      Depends on the bookie

    8. Re:And 2 + 2 is 5 for large values of 2... by david_thornley · · Score: 2

      Easier to write 2 .LE. a .LT. 3. Fortunately, everyone understands FORTRAN.

      --
      "When you have eliminated the unacceptable, whatever is left, however improbable, must be the truthiness" - Holmes
    9. Re:And 2 + 2 is 5 for large values of 2... by Quirkz · · Score: 1

      I'm pretty sure I've experienced something like this with Python's default rounding mechanisms, before I learned to explicitly require a specific type of variable.

    10. Re:And 2 + 2 is 5 for large values of 2... by blindseer · · Score: 2

      For some reason memories of Fortran programming projects from college just came flooding back to me. Be thankful you at least have upper and lower case characters to choose from.

      --
      I am armed because I am free. I am free because I am armed.
    11. Re:And 2 + 2 is 5 for large values of 2... by Fly+Swatter · · Score: 1

      You aren't by chance an assembly line quality control 'specialist'?

      The question does not specify a precision or tolerance, anything else is fudging the numbers - the argument is poor.

    12. Re: And 2 + 2 is 5 for large values of 2... by Anonymous Coward · · Score: 0

      Don't believe me?

      If 2.4 rounds down to 2 then What's 2.4 + 2.4? Why it's 2.8, which clearly rounds up to 3....

      You might want to check your math.

      2.4 + 2.4 != 2.8.

    13. Re:And 2 + 2 is 5 for large values of 2... by Anonymous Coward · · Score: 0

      Except isn't 2 anything between 1.5 and 2.5? Meaning 2+2 = anywhere from 3 to 5?

    14. Re:And 2 + 2 is 5 for large values of 2... by TheRaven64 · · Score: 1

      2 is anything greater than or equal to 1.5 or less than 2.5. 2.5 rounds to 3 (in classical mathematics. IEEE floating-point rounding modes are an entirely different category of crazy). So the limit of 2x2 is greater than or equal to 3, less than 5.

      --
      I am TheRaven on Soylent News
  4. Someone needs to turn this on the educators. by Narcocide · · Score: 3, Funny

    Fun fact: only some of the students will learn critical thinking skills from this exercise. All of them will completely lose any respect for authority or education though. Some of them will suffer permanent mental scarring because of it.

    1. Re:Someone needs to turn this on the educators. by Anonymous Coward · · Score: 1

      Some of them will suffer permanent mental scarring because of it.

      From being asked a stupid question? Boy are they going to have a tough time in life if they get mental scars from being asked stupid questions that have no realistic answer.

    2. Re:Someone needs to turn this on the educators. by Narcocide · · Score: 1

      Yea, they will. It will set them down a really dark path. And that's not even the worst part of it, either. The mental scarring will be directly proportional to the value of the societal and technological contributions of which they might otherwise have been capable.

    3. Re:Someone needs to turn this on the educators. by Anonymous Coward · · Score: 0

      Fun fact: only some of the students will learn critical thinking skills from this exercise. All of them will completely lose any respect for authority or education though. Some of them will suffer permanent mental scarring because of it.

      I'm sorry about your childhood.

      I once ask a potential new hire a problem with multiple "correct" answers. I wanted to hear, something along the lines of "it depends on what you want" aka "I need more information." The ideal person would have listed multiple answers and explained which one was best for what. What I got was a crazy rant about how unfair the question was. I learned a lot from that response. That and the fact he sued his previous employer. At work I'm often asked to do the impossible. My job is to take it calmly and explain what can and can't be done. Or sometimes just explain the risks of trying to shoot the moon before a unmovable deadline.

    4. Re:Someone needs to turn this on the educators. by Cajun+Hell · · Score: 1

      Maybe we should think of it as a sorting problem.

      --
      "Believe me!" -- Donald Trump
  5. Brittle much? by AlanObject · · Score: 0

    Sounds to me like a lot of people get angry when challenged.

  6. the old LA one was more relevant by Joe_Dragon · · Score: 5, Funny

    1. Johnny has an AK-47 with an 80-round clip. If he misses 6 out of 10 shots and shoots 13 times at each drive-by shooting, how many drive-by shootings can he attempt before he has to reload?

    2. Jose has 2 ounces of cocaine and he sells an 8-ball to Jackson for $320 and 2 grams to Billy for $85 per gram. What is the street value of the balance of the cocaine if he doesn't cut it?

    3. Rufus is pimping for three girls. If the price is $65 for each trick, how many tricks will each girl have to turn so Rufus can pay for his $800-per-day crack habit?

    4. Jarone want to cut his 1/2 pound of heroin to make 20% more profit. How many ounces of cut will he need?

    5. Willie gets $200 for stealing a BMW, $50 for a Chevy, and $100 for a 4X4. If he has stolen 2 BMWs, 3 4X4s, how many Chevies will he have to steal to make $800?

    6. Raoul is in prison for 6 years for murder. He got $10,000 for the hit. If his common law wife is spending $100 per month, how much money will be left when he gets out of prison and how many years will he get for killing the bitch that spent his money?

    7. If the average spray can covers 22 square feet and the average letter is 3 square feet, how many letters can a tagger spray with 3 cans of paint?

    8. Hector knocked up 6 girls in his gang. There are 27 girls in the gang. What percentage of the girls in the gang has Hector knocked up?

    9. Thelma can cook dinner for her 16 children for $7.50 per night. She gets $234 a month welfare for each child. If her $325 per month rent goes up 15%, how many more children should she have to keep up with her expenses?

    10. Salvador was arrested for dealing crack and his bail was set at $25,000. If he pays a bail bondsman 12% and returns to Mexico, how much money will he lose by jumping bail?

    1. Re:the old LA one was more relevant by Joe_Dragon · · Score: 4, Funny

      11. Bernie is a lookout for the gang. Bernie has a Boa Constrictor that eats 3 small rats per week at a cost of $5 per rat. If Bernie makes $700 a week as a lookout, how many weeks can he feed the Boa on one week's income?
      12. Billy steals Joe's skateboard. As Billy skates away at 35 mph, Joe loads his .357 Magnum. If it takes Joe 20 seconds to load his magnum, how far away will Billy be when he gets whacked?

    2. Re:the old LA one was more relevant by RightwingNutjob · · Score: 1

      Jarone? Come on now. All your other names were at least real. And I was expecting the 'Bernie' one to be about something something Venezuelan socialism.

      Overall grade: Low pass.

    3. Re:the old LA one was more relevant by Anonymous Coward · · Score: 0

      Donald and Ivanka offer middle class families a rare opportunity to purchase a condominium in an oceanside resort to be built in Baja California. If the introductory price for a two bedroom unit is $600,000, how much will it actually be worth after the construction has finished?

    4. Re:the old LA one was more relevant by networkBoy · · Score: 1

      I was thinking "Madoff"

      --
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    5. Re:the old LA one was more relevant by Anonymous Coward · · Score: 0

      13. Billy steals Joe's skateboard. As Billy skates away at 35 mph, Joe loads his .357 Magnum and shoots a full magazine. Bullets are evenly distributed over a solid angle of 2 degrees. How much time can Joe take at most to load the gun in order to have a 50% chance of a head shot. (For this question assume that Billy's head has a circular cross section with a diameter of 10 inches and that Joe has perfect aim.)

    6. Re:the old LA one was more relevant by mark-t · · Score: 1

      For question 12, it is impossible to know precisely how far without knowing the mass of the bullets that were used and their type (a 357 can take about half a dozen different types of bullets, each moving at a different speed). Or are you only wanting to know how far Billy is at the time the trigger is pulled?

    7. Re:the old LA one was more relevant by Anonymous Coward · · Score: 0

      Trick question, Billy will be well outside the effective range of a .357 by the time Joe finishes loading.

    8. Re:the old LA one was more relevant by Anonymous Coward · · Score: 0

      Damn 12 is hard to do.

      Make it 35km/h instead and the answer is 35 / 3600 * 20 meters.

      This is why the American education system fails, they idiots still won't switch to metric.

    9. Re:the old LA one was more relevant by I'm+New+Around+Here · · Score: 1

      Let's see:
      35 / 3600 = 0.0097222

      Next step:
      0.0097 * 20 = 0.1944222

      So you claim Billy is 0.194 meters away.

      --
      If you think I voted for Trump because of this post, you're wrong. I voted for Dr. Jill Stein of the Green Party. Again.
    10. Re:the old LA one was more relevant by nasch · · Score: 1

      That's only 51 feet per second (a ridiculously high speed for a skateboard btw), so it would be a very small difference. Interesting math question though, I feel like there's a simple trick to it that isn't obvious. He'll be 1020 feet away when the bullet is fired, but by the time the bullet has traveled 1020 feet, he will have gone another x feet, and so on. It looks like a calculus problem but it seems like there would be an easier way to solve it. That is assuming the bullet travels at a constant speed. The slowing of the bullet would add even more complication.

    11. Re:the old LA one was more relevant by nasch · · Score: 1

      There has to be someone named Jarone somewhere. Just watch the starting lineup section of an NFL game and that won't even be the third strangest name.

    12. Re:the old LA one was more relevant by angel'o'sphere · · Score: 1

      Number 1) was easy, but can I get the rest in metric numbers please? How many ounces does a pound have again?

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    13. Re:the old LA one was more relevant by angel'o'sphere · · Score: 1

      That is easy, someone solved that about 2500 years ago.
      Lucky we can look that up in the internet .... if we only knew for what to search...

      http://platonicrealms.com/ency...

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    14. Re:the old LA one was more relevant by mark-t · · Score: 1

      There is an easier way to solve it, assuming the bullet speed remains constant. No calculus involved at all.

      Let v1 = velocity of skateboard
      Let v2 = velocity of bullet
      Let t = total time after stealing the skateboard until Billy is hit
      Distance traveled can be described either as v1 * t or as v2 * (t-20)

      Since the two equations for distance traveled must be equal, set up an equation with them on either side. This is a simple linear equation, so solving for t is simple. The distance traveled can be calculated by using either of the above two formulas for distance.

      Adding air drag effects on the bullet, it is going to be more complicated, and might require calculus. There may also be an easier way to express it, but I don't see it offhand.

    15. Re:the old LA one was more relevant by Anonymous Coward · · Score: 0

      1. Johnny has an AK-47 with an 80-round clip. If he misses 6 out of 10 shots and shoots 13 times at each drive-by shooting, how many drive-by shootings can he attempt before he has to reload?

      Trick question. An AK-47 has a magazine, not a clip. If all he has is a clip, then reloading is impossible.

    16. Re:the old LA one was more relevant by nasch · · Score: 1

      There you go, I knew there had to be a simple solution. Thanks.

    17. Re:the old LA one was more relevant by Wulf2k · · Score: 1

      Obviously the bullet will never reach him.

      Damn Greeks.

    18. Re:the old LA one was more relevant by nasch · · Score: 1

      Well if it's a Greek bullet, that changes everything.

    19. Re:the old LA one was more relevant by Anonymous Coward · · Score: 0

      Question 1. It is a magazine not a clip and they don't make 80 round Magazines.

    20. Re:the old LA one was more relevant by mark-t · · Score: 1

      Assuming constant bullet speed, the question is simply a creatively worded variation of the standard "train A leaves a station at X miles per hour...." kind of question.

    21. Re:the old LA one was more relevant by segwonk · · Score: 1

      "1. Johnny has an AK-47 with an 80-round clip....."

      That takes me right back to 1992 when I first saw it in a editing room in Los Angeles.

      But I have a question: The photocopy-of-a-photocopy I saw only had the first 7 questions on it (albeit word-for-word with your version). Did you make up 8, 9 and 10? Or was the version I saw incomplete?

      Thanks for that walk down memory lane.

      --
      - ------ Go 'til ya know.
  7. At least 28 years old by Anonymous Coward · · Score: 5, Interesting

    The Washington Post article links to a BBC article containing the following:

    And of course, there's always that one person that has all the answers.

    The total weight of 26 sheep and 10 goat is 7,700kg, based on the average weight of each animal," said one Weibo commenter.

    In China, if you're driving a ship that has more than 5,000kg of cargo you need to have possessed a boat license for five years. The minimum age for getting a boat's license is 23, so he's at least 28.

    1. Re:At least 28 years old by MrLint · · Score: 1

      I'm not sure that problem solving is really equivalent to Sherlock Holmes level ability to memorize obscure reference material.

    2. Re:At least 28 years old by techno-vampire · · Score: 1

      In China, if you're driving a ship that has more than 5,000kg of cargo...

      Irrelevant. The captain doesn't "drive" the ship, the helmsman does. (Strictly speaking of course, the helmsman steers the ship and the captain tells the helmsman what course to steer and how sharp to make any turns.) How old you have to be to have a proper helmsman's license has nothing to do with the captain's age.

      --
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    3. Re:At least 28 years old by Anonymous Coward · · Score: 2, Insightful

      You don't need to memorize the material, but it is an extremely important lesson to learn that such material exists, and it's even relevant to advanced mathematics.

      I don't remember most of my calculus days, but I do remember that most of my work consisted of trying random arbitrary approaches, and seeing which one advanced the problem toward the solution. Whether L'Hopital's rule, integration by parts, or other tactics I no longer remember, it's not always obvious how to proceed. Developing the skill to match a problem to a solution approach is vital.

      In the real world, the same skill is necessary for a lot of everyday analysis, perhaps best demonstrated by Randall Munroe's "What if?" series. The questions posed are often absurd, but the approach to answering them typically relies on making connections to apparently-unrelated (but similar) phenomena, allowing for some rough estimation of the original problem. More practically, these kinds of questions appear every day, in less obvious forms such as "How much more will it cost if we double the scale of this whole project?" or "If we add a Widget to the Wotsit, will the Frobozz still function?", usually accompanied by an impatient boss with very little technical skill...

      Getting back to the subject at hand, I expect the purpose of the question was not to seek any particular answer, but to gauge whether the students are able to consider non-obvious paths to a solution. Knowing the rules for boating licenses is one viable route. Random guessing is another. Giving up and complaining that the teacher didn't spoon-feed you enough information is not.

    4. Re:At least 28 years old by Anonymous Coward · · Score: 0

      How many people in China actually OBEY THE LAW?

    5. Re:At least 28 years old by Anonymous Coward · · Score: 0

      And how do you know that's the same in China?

    6. Re:At least 28 years old by magarity · · Score: 1

      If you have both a captain and a helmsman for a ship that size, you're charging too much.

    7. Re:At least 28 years old by techno-vampire · · Score: 1

      Wrong. The ship's captain has too much to do to spend all of his time at the helm. In fact, you probably have at least three helmsmen so that you can keep the ship in motion 24 hours a day.

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    8. Re:At least 28 years old by I'm+New+Around+Here · · Score: 1

      Damn, how far are you sending those 26 sheep?

      --
      If you think I voted for Trump because of this post, you're wrong. I voted for Dr. Jill Stein of the Green Party. Again.
    9. Re:At least 28 years old by cnaumann · · Score: 1

      7700/(26+10) =214kg per animal or 472 pounds. Those are some big ass sheep.

    10. Re:At least 28 years old by angel'o'sphere · · Score: 1

      Facepalm ... How old you have to be to have a proper helmsman's license has nothing to do with the captain's age.
      Of course it has. To be a captain you at least need to have a helmsman license ... plus plenty more. (and on small boats the helmsman does not need a license, only the captain does).

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    11. Re:At least 28 years old by techno-vampire · · Score: 1

      For all I know they're being sent up or down a river, but unless the ship ties up every night, you need enough people to keep the ship on course 24/7, meaning at least three people qualified to handle the helm.

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    12. Re:At least 28 years old by Anonymous Coward · · Score: 0

      36 animals totaling 7700 kg means average over 200kg each, but Wikipedia says most breeds of sheep and goats top out at 140-160kg and most being closer to 100kg. So anonymous Weibo commenter made up some numbers to show off, and their BS is passed around as "the answer".

    13. Re:At least 28 years old by techno-vampire · · Score: 1

      I wouldn't think so; knowing how to steer a ship takes specific training, that most officers don't have. Back when I was in the Navy, I spent some time on bridge watches and never saw an officer at the helm. I also spent time in After Steering, in a compartment directly over the rudder, that's used if the lines between the helm and the rudder go down. Every now and then, they'd switch over to After Steering to give us some practice, and I can assure you that steering strictly by compass is very counter-intuitive. On occasion, we'd have an officer try to steer by moving a pointer on the bridge and having us follow it, and none of them were ever any good at it.

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    14. Re:At least 28 years old by Anonymous Coward · · Score: 0

      That gives an average weight of 210 kg / animal (or about 470 lbs). What kind of goats are they raising in China?

    15. Re:At least 28 years old by angel'o'sphere · · Score: 1

      I don't know about your Navy, but on commercial ocean going vessels the list of captains have to know how to steer the ship. The captains and the helmsmen get a special training for every ship, as they greatly differ in maneuverability, especially at slow speeds and in ports (in air planes that is called 'a rating', I guess on ships it is the same)

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    16. Re:At least 28 years old by Anonymous Coward · · Score: 0

      Other Navies quite likely have quite different requirements. Do a search for officers who embedded into foreign navies for some interesting differences.

    17. Re:At least 28 years old by Anonymous Coward · · Score: 0

      Damn, how far are you sending those 26 sheep?

      To Scotland

  8. Only one proper answer by Anonymous Coward · · Score: 1

    Not enough information.

    Y = 26S + 10G, solve for X.

    Any other response would require a lengthy list of assumptions, the omission of which would make the answer automatically wrong. The captain needs to be at least 18 to operate a ship? That assumes that the captain is operating the ship legally, is operating the ship in an area where being an adult is required, is operating a type of ship that requires legally recognized captains, is a human ship operator and not a human, animal, or inanimate object bestowed with the title of captain in an honorary capacity, exists, etc. Even with all necessary assumptions, any single answer would be incomplete at best. Maybe a correct answer can be given by mapping out all of the possibilities and all of the assumptions associated with each, but the only certainly correct answer is that the problem cannot be solved with the information provided.

  9. Common Core has the answer... by Alypius · · Score: 2, Funny

    Purple, because aliens don't wear hats.

    1. Re:Common Core has the answer... by RightwingNutjob · · Score: 2

      Unpatriotic lies! Of course you can buy tennis shoes on a Sunday in Oklahoma City.

    2. Re:Common Core has the answer... by Hussman32 · · Score: 1

      That is funny, but as I've spent the last four years working with my daughters on their common core math homework, I have to state that the methods they are teaching are far better than the methods I learned as a kid, and unlearned as an engineering graduate student studying number theory on the side.

      The common core curriculum focuses on spatial relationships, grouping, arrays, and other number theory topics that will greatly help the math talents of the next generation. I find that most people who are against common core don't understand what it really is.

      --
      "Who are you?" "No one of consequence." "I must know." "Get used to disappointment."
  10. Back when I... by thejahn · · Score: 0

    When I was in grade school, teachers would often make questions like these and often as the last on exams. This is not outrageous. This questions clearly helps the student asking them to examine the clues. If a plane crashes on the border of two countries, where are the survivors buried?

    1. Re:Back when I... by Hugh+Jorgen · · Score: 0

      Hopefully alive and straddling the International border...

    2. Re:Back when I... by simplu · · Score: 1

      In a cemetery?

      --
      L.
    3. Re:Back when I... by Anonymous Coward · · Score: 0

      Personally I wouldn't be burying the survivors at all.

    4. Re:Back when I... by Golddess · · Score: 1

      Not enough information. How fast was the plane going? At what angle to the border did it crash? Into what kind of terrain did it crash? It's possible that the crash did not cause the plane to get lodged underground, meaning the survivors aren't buried at all. ;)

      --
      "I'm not sure I like the fugnutish tone you used in your post!" -RogL (608926)-
    5. Re:Back when I... by david_thornley · · Score: 1

      C'mon. If the impact was hard enough, not all of them are going to be moving too fast to be buried.

      --
      "When you have eliminated the unacceptable, whatever is left, however improbable, must be the truthiness" - Holmes
    6. Re:Back when I... by Powercntrl · · Score: 1

      If a plane crashes on the border of two countries, where are the survivors buried?

      The typical "you don't bury survivors" answer is technically incorrect: everybody eventually dies. The correct answer is "the same places they were going to be buried, upon their respective deaths."

      --

      ---
      DRM is like antifreeze, to the MPAA/RIAA it's sweet, to the consumers it's poison.
    7. Re:Back when I... by I'm+New+Around+Here · · Score: 1

      If a plane crashes on the border of two countries, where are the survivors buried?

      It depends on how racist the first responder is.

      --
      If you think I voted for Trump because of this post, you're wrong. I voted for Dr. Jill Stein of the Green Party. Again.
    8. Re:Back when I... by Anonymous Coward · · Score: 0

      Under the debris

    9. Re:Back when I... by Hussman32 · · Score: 1

      In a cemetery where they died after they lived their life.

      --
      "Who are you?" "No one of consequence." "I must know." "Get used to disappointment."
    10. Re:Back when I... by simplu · · Score: 1

      Yes, you can burn them and spread ashes into ocean. I take this as an axiom which I don't need to prove: everybody dies eventually, even those that survived a plane crash.

      --
      L.
    11. Re:Back when I... by Anonymous Coward · · Score: 0

      The first question that came to my mind was, "how long ago was this plane crash?" :)

  11. purple aliens ... by Hugh+Jorgen · · Score: 0

    I thought common core was asinine...

  12. The captain is 53. by Anonymous Coward · · Score: 0

    I know the guy. Still owes me 10 bucks.

  13. Fred Brooks interview question by RightwingNutjob · · Score: 4, Interesting
    if it's really as intended. But it's probably a typo that didn't get caught. They happen. Feynman has a story in one of his books about finding a math problem like

    Johnny observes three stars through his telescope. The stars' temperatures are X, Y, and Z kelvin. What is the total temperature observed?

    when he was asked to evaluate science textbooks for the school board in Pasadena.

    1. Re:Fred Brooks interview question by Anonymous Coward · · Score: 1

      That story is mentioned in http://www.textbookleague.org/103feyn.htm, but the gist of it is that the textbook authors don't fully understand what they are talking about.

      "In 1964 the eminent physicist Richard Feynman served on the State of California's Curriculum Commission and saw how the Commission chose math textbooks for use in California's public schools."

      It's an interesting read.

    2. Re:Fred Brooks interview question by Zontar_Thing_From_Ve · · Score: 4, Insightful

      if it's really as intended. But it's probably a typo that didn't get caught. They happen. Feynman has a story in one of his books about finding a math problem like

      Johnny observes three stars through his telescope. The stars' temperatures are X, Y, and Z kelvin. What is the total temperature observed?

      when he was asked to evaluate science textbooks for the school board in Pasadena.

      I looked at the original article which Feynman wrote and your summary, while extremely condensed and accurate enough for here, just assumes that the reader will get the point of Feynman's dislike of the question. I bet most here will miss it. The reason that Feynman objected to the question in the textbook is that in real life there is no reason at all to add the temperatures of stars, not that the question had a horrible mistake in it. That's very different from the question in the parent article, which is to test critical thinking.

    3. Re:Fred Brooks interview question by RightwingNutjob · · Score: 1

      Fair enough. I guess I wasn't clear. My point was that individually sane thoughts like "add these numbers" and "Johnny did X" can get pasted together without filling in the necessary details in between, and that slips through the editing process. Here, for example, the missing information can be something like "In order to operate a boat with X amount of cargo, you need Y years experience; a goat weights Z kilos, a sheep weighs fifty percent more than a goat" that would have turned it into a real math problem, but the middle might have been lost in between.

    4. Re:Fred Brooks interview question by Comrade+Ogilvy · · Score: 2

      Your point is mostly correct, but Feynman's reasoning was driven by an underlying scientific truth: temperature is not additive. Trying to add temperatures is actually mis-teaching about science.

      Let me give you an example:

      The average family income in America is $50,000. For a Dutch family it is $42,000. For a Chinese family it is $9000. What is the total income? (Answer: $101,000)

      And it would be one thing to see such silliness in a math textbook, but would it be acceptable in an economics textbook?

    5. Re:Fred Brooks interview question by Anonymous Coward · · Score: 0

      The reason that Feynman objected to the question in the textbook is that in real life there is no reason at all to add the temperatures of stars, not that the question had a horrible mistake in it.

      Feynman was right to be critical, but if you want to compute the average temperature or the standard deviation of the temperatures of a group of stars, it is perfectly correct to begin by summing their temperatures.

    6. Re:Fred Brooks interview question by aberglas · · Score: 1

      Nonsense.

      If you want the average temperature, you first need to add them up.

      (No need to point out the flaw in that.)

    7. Re:Fred Brooks interview question by istartedi · · Score: 1
      --
      For all intensive purposes, "whom" is no longer a word. That begs the question, "who cares"?
    8. Re:Fred Brooks interview question by Anonymous Coward · · Score: 0

      That's valid in both math and economics. Income is a definite quantity. You can make assumptions that are reasonable. All figures are using the same inflation adjusted dollars.

      Temperature is a bulk property. You can't do anything with that number without knowing some other bulk properties. It's like asking what is the numerical value of red plus blue-white plus blue?

  14. This question first appeared in 1841... by DrTJ · · Score: 5, Informative

    ... and is known as the 'age of the captain' problem, introduced by Gustave Flaubert, a french writer.

    It's been used to study how children in elementary school react to word problems. It has notthing to do with maths.

    See e.g. https://www.jstor.org/stable/3...

    1. Re:This question first appeared in 1841... by MobyDisk · · Score: 2

      Mod up please. This is exactly the kind of quality information that makes me read the comments before the article. The entire discussion makes no sense without knowing this. Shame on The Washington Post for publishing making this sound like some controversial idiotic thing, without providing the basic background!

    2. Re:This question first appeared in 1841... by geekmux · · Score: 5, Insightful

      Mod up please. This is exactly the kind of quality information that makes me read the comments before the article. The entire discussion makes no sense without knowing this. Shame on The Washington Post for publishing making this sound like some controversial idiotic thing, without providing the basic background!

      Perhaps I could help explain with a math problem. Seems fitting.

      Since hype and bullshit are proven revenue streams, how many clicks and likes does it take to dismiss journalistic integrity and relevant information?

    3. Re:This question first appeared in 1841... by Anonymous Coward · · Score: 0

      ... and is known as the 'age of the captain' problem [...] It's been used to study how children in elementary school react to word problems. It has notthing to do with maths.

      FYI anything regarding logic involves math...and plenty of it.

      A word problem is, literally, a problem you are presented with, via words, that is designed to illicit a solution that required some algorithm to arrive at - hell - the problem involves math to such a degree that the word 'mathematics' is in the very first sentence of the link you provided.

      It's a trick question - yes - but it's still, as you said, a word problem. Don't believe me? Google 'the age of the captian' and you'll find out its "a nonsensical mathematical word problem."

      Quote from your linked article, for even more emphasis:

      Part 1 documents and probes the phenomenon of sense making. [...] The findings point out that students of perceived word problems as artificial, puzzle-like tasks, which have to be solved algorithmically by selecting the obviously required operation with the numbers given without taking into account the conditions of the problem context

      I haven't even read the article, but after reading the summary and some of these comments - like yours - I don't know if I have enough patience for slashdot today.

    4. Re:This question first appeared in 1841... by Xylantiel · · Score: 1

      I think the parent post linked article also eludes to trouble in mentioning that answers may be an "artifact of the experimental setting". If a student were presented with this question in a context in which every other problem has been soluble, the more logical assumption is that the problem just has an error in it and one should guess what the error is and try to answer anyway.

    5. Re:This question first appeared in 1841... by angel'o'sphere · · Score: 1

      Well, when I was in 3rd or 4th grade I learned this joke:

      Girl comes home with a bad math grade and complains to her daddy.
      He says: "come on sweet heart, that is not that hard! What is 5 potatoes plus 4 potatoes?"

      And she cries out: "I don't know dad!! In school we always use apples!"

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    6. Re:This question first appeared in 1841... by MisterBuggie · · Score: 1

      In France, in the 90s at least (not sure about today) this was a standard question in all maths textbooks. A lot of kids would just add the numbers together because they couldn't believe that there wasn't an answer. The entire point was to teach us to stop and think about what we're doing and to make sure the data actually pertains to the question.
      I can't believe this made headlines as something weird and chinese when it's standard education in France... And the exact same question.

    7. Re:This question first appeared in 1841... by Anonymous Coward · · Score: 0

      As with the question of how many licks does it take to get to the Tootsie roll center of a Tootsie roll pop the correct answer as provided by the owl is 3

  15. It's all about enunciation by VeritasRoss · · Score: 2

    If a ship had 26 sheep...

    Shouldn't that be "20 sick sheep"?

    --
    If my post were a car, this sig would be its bumper-sticker.
    1. Re:It's all about enunciation by TheRaven64 · · Score: 1

      They're sheep, sick is their natural state and stating it explicitly would be redundant.

      --
      I am TheRaven on Soylent News
  16. What is the actual test question? by Anonymous Coward · · Score: 0

    Notice none of these reports, which are all sourced from a single fluff article from China, give the actual translation of the test question. Apparently not a single journalist reads Chinese? The wording is very important because if the original question started off with "You are the captain", then it is a trick/joke question with a correct answer. Instead, every article paraphrases the test question which completely distorts the story.

    1. Re:What is the actual test question? by Quirkz · · Score: 1

      Heh. Yes, I was reminded of an old joke that starts, "You are the bus driver." It then continues through a series of people getting on and off the bus at each stop, to get the listener adding and subtracting. And then at the end, "How old is the bus driver?"

    2. Re: What is the actual test question? by Anonymous Coward · · Score: 0

      I have a copy of a test:

      "Question 1: What is your name?"

      "The Answer to Question 1 is Ponder Stibbons, which is what my name is".

  17. Imperial Examination by Anonymous Coward · · Score: 0

    If it's one thing Chinese love, it's memorization based exams. They've been doing them for over a millennia.

  18. Sometimes weird problems DO have solutions by djlemma · · Score: 1

    This reminds me of the married couple handshake problem-

    "My wife and I recently attended a party at which there were four other married couples. Various handshakes took place. No one shook hands with oneself, nor with one's spouse, and no one shook hands with the same person more than once. After all the handshakes were over, I asked each person, including my wife, how many hands he (or she) had shaken. To my surprise each gave a different answer. How many hands did my wife shake?"

    There is a nice elegant solution to this one but it SEEMS like it shouldn't be possible to answer./P

    1. Re:Sometimes weird problems DO have solutions by Moof123 · · Score: 1

      And still a pointless excercise.

    2. Re:Sometimes weird problems DO have solutions by Anonymous Coward · · Score: 0

      None

      (Hint: Those weren't hands she was shaking)

    3. Re:Sometimes weird problems DO have solutions by djlemma · · Score: 1

      It's a good logic puzzle actually! I had fun figuring it out, when it was first presented to me.

    4. Re:Sometimes weird problems DO have solutions by Comrade+Ogilvy · · Score: 1

      Except the solution provided is incorrect. It SEEMS correct, but it is not.

    5. Re:Sometimes weird problems DO have solutions by djlemma · · Score: 1

      Explain what is incorrect about the provided solution.

    6. Re:Sometimes weird problems DO have solutions by Comrade+Ogilvy · · Score: 1

      It constructs a possible answer. But it asserts that 8 MUST be paired with 0. That is forgetting that my wife is a special case that breaks that logic. 8-0, 7-1, 6-2, 5-3, 4-me is indeed a legal answer (the one provided). So is 4-0, 7-1, 6-2, 5-3, 8-me.

    7. Re:Sometimes weird problems DO have solutions by djlemma · · Score: 1

      You're saying that your wife is able to shake hands with 8 people, but somebody else in the group has to have shaken 0 hands. The only way to shake 8 hands is to shake hands with everybody except yourself and your spouse, so there would be no way for anybody else in the room to have shaken 0.

      Unless I am misunderstanding your solution?

    8. Re:Sometimes weird problems DO have solutions by Comrade+Ogilvy · · Score: 1

      I shook hands with 0 people, of course. That is implied in the provided solution. Only I do not bother to ask myself so it does not seem relevant. But it is.

      And that is probably the easier way to look at it. The provided solution is 8-0, 7-1, 6-2, 5-3, 4-0(me).

      I am saying that this is also legal: 4-0, 7-1, 6-2, 5-3, 8-0(me). I do not ask me, of course, thus preserving "each gave a different answer".

    9. Re:Sometimes weird problems DO have solutions by Comrade+Ogilvy · · Score: 1

      Hmmm...now I am seeing your objection. Let me consider.

    10. Re:Sometimes weird problems DO have solutions by Comrade+Ogilvy · · Score: 1

      How about this one: 8-0, 4-1, 6-2, 5-3, 7-0(me).

    11. Re:Sometimes weird problems DO have solutions by Obfuscant · · Score: 1
      This leaves the question "how many hands did 'me' shake?"

      "Me" asked each person (which would include "me" as "me" is also a person) for a number and each person answered with a different number. If all numbers from 0 through 8 are used by other people, and it is impossible to have shaken fewer than 0 or more than 8, how many hands did "me" shake? His answer must have been the same as someone else's.

      So is 4-0, 7-1, 6-2, 5-3, 8-me.

      Actually, no. For your wife to have shaken 8 hands, she would have had to shaken the hand of every other person present. She cannot shake your hand. But if someone else shook 0 hands, then your wife could not have shaken 8 hands. The only answer possible matches 8 with 0 because that is the only way one person can shake 8 other hands and there still be someone with 0.

    12. Re:Sometimes weird problems DO have solutions by Obfuscant · · Score: 1

      I do not ask me, of course,

      Of course you do. The problem says you did. If you "of course" did not ask "me", either you are not a person, in which case you cannot be married to your wife, or you did not ask each person, which contradicts the problem statement. The problem says "asked each person". Had it said "I asked every other person ..." then "me" did not ask himself. As written, he had to.

    13. Re:Sometimes weird problems DO have solutions by Comrade+Ogilvy · · Score: 1

      I will have to think about this more. I am not satisfied with the solution.

    14. Re:Sometimes weird problems DO have solutions by djlemma · · Score: 1

      Please keep me posted!

      I've loved this problem for some time, I would be pretty excited if you came up with some logic I had never considered!!

      This is why I think it's a fascinating question to pose.

    15. Re:Sometimes weird problems DO have solutions by crunchygranola · · Score: 2

      Here is the analysis/answer given:

      Among the five married couples no one shook more than eight hands. Therefore, if nine people each shake a different number of hands, the numbers must be 0, 1, 2, ..., and 8. The person who shook 8 hands has to be married to the person who shook 0 hands (otherwise that person could have shaken only seven hands.) Similarly, the person who shook seven hands is bound to be married to the person who shook 1 hand. So that the married couples shook hands in pairs 8/0, 7/1, 6/2, 5/3. The only person left who shook hands with 4 is my wife.

      Except that there are two people at the party who shook no hands, apparently the question poser shook none also. So the actual pairings are 8/0, 7/1, 6/2, 5/3 and 4/0. His wife could be either the 4 hand shaker, or the 8 hand shaker, either way the answers satisfy the problem statement.

      This logic puzzle requires unstated assumptions to derive the answer - which no logic puzzle should have. The question poser does not state that he is entirely excluded from the handshaking ritual for some reason. So it seems impossible because it is, in the form stated.

      --
      Second class citizen of the New Gilded Age
    16. Re:Sometimes weird problems DO have solutions by Actually,+I+do+RTFA · · Score: 1

      So the actual pairings are 8/0, 7/1, 6/2, 5/3 and 4/0

      Except, the actual pairings are 8/0, 7/1, 6/2, 5/3, 4/4. Therefore we know the wife (and the husband telling the story) each shook four hands, because only the husband didn't count as a duplicate.

      --
      Your ad here. Ask me how!
    17. Re: Sometimes weird problems DO have solutions by Anonymous Coward · · Score: 1

      That is not a logic puzzle. It is a vaguely defined set. Relying in tricks like "one's" to mean a specific person's wife is just stupid. It also invites other stupid solutions involving polygamy, divorce and simply not shaking EVERY potential set match.

      It's not clever or cute. It's pablum.

    18. Re:Sometimes weird problems DO have solutions by jrumney · · Score: 1

      I shook hands with 0 people, of course. That is implied in the provided solution.

      The provided solution requires you to have shaken hands with 4 people. The question is whether you can swap your wife with one of the other people by adjusting the number of people you shook hands with without upsetting the others, since the number of people you shake hands with does not matter for the problem constraints.

    19. Re: Sometimes weird problems DO have solutions by djlemma · · Score: 1

      There is not an unstated assumption. Itâ(TM)s stated that the husband asked everyone else (including his wife) how many hands they shook, and all of them gave a different answer. He didnâ(TM)t ask HIMSELF.

      Since one cannot shake hands with oneself, and it is stated that nobody shook hands with their own spouse, the maximum number of handshakes is 8. The minimum is obviously 0, meaning that there are 9 possible handshake amounts, but 10 people. So the husband must have had the same number of handshakes as at least somebody in the room.

      If you map it out youâ(TM)ll find only one stable configuration where 9 people all have different numbers of handshakes, and in that configuration there is one couple where both members have the same number. That couple must include the husband who posed the question...

    20. Re:Sometimes weird problems DO have solutions by Anonymous Coward · · Score: 0

      I find this puzzle highly insulting. Not everyone has two hands and conjoined twins can be considered two separate people even if they share a same hand. Cut-the-knot is a highly discriminatory website and needs to be shutdown.

    21. Re: Sometimes weird problems DO have solutions by Obfuscant · · Score: 1

      It's stated that the husband asked everyone else (including his wife) how many hands they shook, and all of them gave a different answer. He didnt ask HIMSELF.

      No, the problem as presented here says he "asked each person, including his wife". He is a person, he was present, so according to the problem he did ask himself. It did not say he asked "everyone else".

      The answer where "me" shook zero hands is wrong, because for there to be someone who shook 8 hands then that person must have shaken me's hand. Thus "me" cannot be a 0. There are only eight other people besides the person who shook 8 and his wife (who he can't shake hands with). And since the person who shook 8 hands had to shake the hand of every other person except his wife, his wife can be the only 0.

    22. Re: Sometimes weird problems DO have solutions by Anonymous Coward · · Score: 0

      What ? That is obtuse. If you ask someone to ask everyone in a room their name they will almost certainly not ask themselves.

    23. Re:Sometimes weird problems DO have solutions by angel'o'sphere · · Score: 1

      For me the solution makes no sense at all.
      Obviously everyone shook the same amount of hands.

      I guess "shaking hands" has a side meaning we don't have in German?

      E.g. if "you" shake my hand, do i shake your hand same time, or not? If the solution would be correct it would imply you are shaking my hand, but I'm not shaking yours. Which makes no sense in German culture.

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    24. Re:Sometimes weird problems DO have solutions by angel'o'sphere · · Score: 1

      your solution makes no sense either ...
      How can there be a 4 - 0 pairing?
      How can the right side shake 0 hands when the left side shakes 4? Either both are 0 or both are 4.
      This does not look like a math problem at all but a playing with words and english understanding ... and I fail :D

      --
      Cost free eBook I read (by iBook/Kobo/Amazon/ObookO/Gutenberg etc.): "The Green Odyssey" by Philip Jose Farmer.
    25. Re:Sometimes weird problems DO have solutions by Comrade+Ogilvy · · Score: 1

      Right. You are correct. I still do not accept the solution provided.

      To be clear, it is obvious to me that the provided scenario is an acceptable solution. I am not seeing how we can know there are no other acceptable solutions.

      The key reasoning in buried in this comment:

      The person who shook 8 hands has to be married to the person who shook 0 hands (otherwise that person could have shaken only seven hands.)

      "Has to" means what? We have not established that someone who shook 8 hands cannot be married to someone who shook 7 hands. The suggests to me that the original version of this problem had someone other restriction, one that did not appear in this formulation of the puzzle, e.g. "spouses do not shake hands with the same person". A new restriction will force the pairing. But that would be a different puzzle.

      So even if the scenario is correct, I would still grade this solution as wrong, because the hardest part of the logic is just handwaved away.

    26. Re: Sometimes weird problems DO have solutions by Godwin+O'Hitler · · Score: 1

      If he asked each person including himself, then either he, or his wife, or indeed any combination of people that includes him and/or his wife lied about the number of hands they'd shaken.

      --
      No, your children are not the special ones. Nor are your pets.
    27. Re:Sometimes weird problems DO have solutions by jrumney · · Score: 1

      Someone must shake every hand except their partner to be the person on 8. All the people who shook their hand are already on 1, so the only candidate for 0 is their partner. This process then repeats with a base of 1 - to get up to 7, someone needs to shake hands with everyone remaining except their partner (8 and 0 are already out as all their handshakes are accounted for), and the only person left that can remain on 1 is their partner. Repeating this process with a base of 2 and 3 leaves two people both on a base of 4 with noone left to shake hands with. Since the requirement is no duplicates, but you didn't ask yourself, these last two must be you and your partner.

    28. Re:Sometimes weird problems DO have solutions by jrumney · · Score: 1

      There are of course other solutions to the way the problem is given, which involve people losing count or lying about the number of people they shook hands with...

    29. Re: Sometimes weird problems DO have solutions by Anonymous Coward · · Score: 0

      It isn't normal to ask oneself a question unless one is schizophrenic.

      If you assume he did ask himself, there isn't a possible answer, unless you also assume at least one of them is lying.

      There are 10 people present, but only 8 potential people to shake hands with within the constraints of the question, therefore (including zero) only 9 possible answers to the question "how many people did you shake hands with?" For all the answers to be different, then by necessity, only 9 people could have been asked the question.

      Whilst it is arguable that the question poser not asking himself is an unstated assumption, it is reasonable to infer this assumption is true otherwise there would be no correct answer.

  19. A laden, or an unladen captain? by Anonymous Coward · · Score: 1

    Teacher: I... I dont knoAAARRRRRGGH

  20. It's the wildcard. by Destoo · · Score: 1

    The answer to life, the universe and everything is the ascii value of the asterisk.

    And Douglas Adams knew that.

    The ASCII code for * is 42. Everything is the answer to Everything.

    --
    Nouvelles de jeux et technologies en français. TC
    1. Re:It's the wildcard. by Anonymous Coward · · Score: 0

      Nonsense!!

        It's "B", code 0x42

  21. Better question by Anonymous Coward · · Score: 0

    "There are 60 sheeps and ducks in total on the ship. Each sheep has 4 legs and each duck has 2 legs. How many sheeps are on the ship?"

    I think this question is better, because it is not as obvious that the problem is unsolvable (I have to try this on real kids). A bonus point is that while the exact answer is impossible to calculate, you can calculate min and max values for the sheep count, e.g. "There are 0 - 15 sheep on board", which is often enough in work life, at least we do rough estimates all the time in my work.

    1. Re:Better question by Anonymous Coward · · Score: 0

      How many sheeps are on the ship?

      There are ZERO sheeps on the ship, since "sheeps". do not exist.

    2. Re:Better question by Fly+Swatter · · Score: 1

      Pretty sure you worded the question wrong. Looking at your min-max answer, did mean to say 60 legs?

    3. Re: Better question by Anonymous Coward · · Score: 0

      You are correct.

  22. Project requirements by Moof123 · · Score: 4, Funny

    The question sounds like the quality of requirements documents I've been handed. Life is full of self-important people telling you to do the impossible with inadequate information, tools, time, and money. Sounds like the kids got an early insight into the "Joy of work."

    1. Re:Project requirements by Anonymous Coward · · Score: 0

      Whoever modded this funny must not work with requirements docs. Maybe +5 tragic, but anyway, this is exactly why the question is useful

  23. Similar one that stumps people: by Anonymous Coward · · Score: 0

    Imagine your driving a bus with 20 people on it.

    5 get on, 3 get off
    1 gets on, 6 get off
    4 get on, 2 get off
    12 get on, 7 get off
    2 get on, 5 get off.

    How old is the bus driver?

  24. The principal is around 50 by glitch! · · Score: 1

    "If a school had 26 teachers, 10 of which weren't thinking, how old is the principal?"

    I think his or her age will be around 50. A young principal would have got rid of the non-thinkers, but this one has been around enough years that there is some kind of loyalty/blackmail thing going on with those 10 teachers. If he were closer to retirement, he would not be as worried about blackmail; he could push back for a short while until he got his retirement locked in.

    So he or she has been there a long time, but still not too close to retirement, so I'll guess 50.

    --
    A dingo ate my sig...
    1. Re:The principal is around 50 by Obfuscant · · Score: 1

      A young principal would have got rid of the non-thinkers, but this one has been around enough years that there is some kind of loyalty/blackmail thing going on with those 10 teachers.

      It's called "union" and "tenure". A young principal would not realize how time consuming it would be to get rid of a useless teacher and would thus try -- potentially succeeding by accident. A more experienced principal would simply transfer them to empty classrooms until they either resign, retire, or die. Or he does, in which case it isn't his problem anymore.

  25. The answer is by mr.mctibbs · · Score: 4, Funny

    Whoooooosh

    1. Re:The answer is by Anonymous Coward · · Score: 0

      In all fairness, it whooshed me too. Well played OP

  26. Hasek's The Good Soldier Svejk by CSMoran · · Score: 1

    Take a three-storied house, with eight windows on each floor. On the roof there are two dormer windows and two chimneys. On every floor there are two tenants. And now, tell me, gentlemen, in what year the valet's grandmother died.

    --
    Every end has half a stick.
  27. Critical thinking? Only with very strong guidance. by Anonymous Coward · · Score: 0

    It isn't clear to me that this is a reasonable question for 5th graders, however if you are a little older and have a sense of how laws and meritorious promotion work you can start to create bounds for the problem. Min age for training for ships service, length of training, time to train and rise to rank of Captain. This involves looking at the class of ship, since we know it is transporting livestock we and start to focus on the training and parameters of that. There may be a maximum age as well, or an age where captains no longer captain but may be forced to take land based positions or act as harbor masters. There are a huge number of unknowns but you can build critical thinking skills and narrow the range of answers. Provided of course that there is some upfront knowledge in the field. You have to know that there are classes of ship, types and duration of training, periods spent in lower ranks. I don't know that this is a question for 5th graders unless they have close family that are very closely aligned with the field, or some relatively closely aligned field. Promotion to Captain may be akin to promotion in Military rank. Critical thinking? Perhaps, with a strong guiding hand. We don't know what the rest of the educational system is like. I would not expect a reasonable conversation out of the average 10 year old in a group setting.

  28. It's like sort of like Idiocracy by TomR+teh+Pirate · · Score: 1

    If you have 1 bucket with 2 gallons and 1 bucket with 4 gallons, how many buckets you got?

    1. Re:It's like sort of like Idiocracy by Fly+Swatter · · Score: 1

      Only one, the other is now on your head.

  29. rigged call in quiz show bus question by Joe_Dragon · · Score: 1

    rigged call in quiz show bus question

    https://mikebattista.com/2009/...

      The Cats on a Bus puzzle has the hallmarks of a Moon Logic Puzzle: "4 girls are travelling on a bus. Each of them have 3 baskets, in each basket there are 4 cats. Each cat has 3 little kittens. How many legs are in the bus?" note "222": The kittens were not on the bus, and the count included the driver's legs, and the legs of the seats as well
    Here's another one: "4 girls are travelling on a bus. In each hand they hold 4 baskets, in each basket there are 4 cats. Each cat has 3 little kittens. One cat gets away. How many legs are on the bus?" note "1359": you begin to wonder what type of fuzzy math led to that

    1. Re:rigged call in quiz show bus question by david_thornley · · Score: 1

      Or, to be traditional:

      As I was going to St. Ives,
      I met a man with seven wives.
      Each wife had seven sacks,
      Each sack had seven cats,
      Each cat had seven kittens
      Kits, cats, sacks, and wifes,
      How many were going to St. Ives?

      --
      "When you have eliminated the unacceptable, whatever is left, however improbable, must be the truthiness" - Holmes
    2. Re:rigged call in quiz show bus question by sexconker · · Score: 1

      Or, to be traditional:

      As I was going to St. Ives,

      I met a man with seven wives.

      Each wife had seven sacks,

      Each sack had seven cats,

      Each cat had seven kittens

      Kits, cats, sacks, and wifes,

      How many were going to St. Ives?

      No one knows. We have a claim that one person was, but we don't know if we can trust that claim. We also don't know how many others were going to St. Ives. Further, using the past continuous tense ("were going") necessitates using a reference point in time to evaluate the answer. You have not specified a time, so your question is invalid and u r dum.

    3. Re:rigged call in quiz show bus question by sexconker · · Score: 1

      I reckon all those legs were IN the bus, not on it!

    4. Re:rigged call in quiz show bus question by TheRaven64 · · Score: 1

      This one bugs me, because the group that he met is almost certainly going to be going slower than him (one person can walk faster than eight people with a load of cats and kittens), but there will also be other people in front of him moving at his speed or faster and behind him moving at his speed or slower (or, in both cases, simply not fast / slow enough that they'll meet before reaching St. Ives), so you have no information about how many people are going to St. Ives other than at least one.

      --
      I am TheRaven on Soylent News
    5. Re:rigged call in quiz show bus question by Anonymous Coward · · Score: 0

      Seriously though, what kind of Mama cat leaves it's kittens behind to go riding the bus?

    6. Re:rigged call in quiz show bus question by Hognoxious · · Score: 1

      The trick is that the people you met are going away from St Ives, is it not?

      You could argue that overtaking and passing are also meeting. You could equally argue that there are specific words for those, and if that's what the protagonist means he should have used them.

      --
      Confucius say, "Find worm in apple - bad. Find half a worm - worse."
    7. Re:rigged call in quiz show bus question by TheRaven64 · · Score: 1

      If I walk slightly faster than you, but then when I reach you I walk along with you for a bit before passing you, then I'd say that I met you. The first thing I remember noticing about this rhyme as a child was that he met the man, but he didn't specify that the man was travelling with his wives and their associates, so there might just have been the two of them meeting on the path to St. Ives and walking there. Or there might have been 100 people on the path that didn't get quite close enough to talk, so he only met on man. Basically, it's a stupid riddle and it annoyed me from about the age when I could read.

      --
      I am TheRaven on Soylent News
  30. Isaac Asimov's response by fibonacci8 · · Score: 1

    "THERE IS AS YET INSUFFICIENT DATA FOR A MEANINGFUL ANSWER." - The Last Question
    And adding unrelated lower case letters because the filter is wrong. The capitals are correct in the quotation.

    --
    Inheritance is the sincerest form of nepotism.
  31. Over the last 10000 years... by Anonymous Coward · · Score: 0

    have there been more total solar eclipses during a waxing moon or during a waning moon?

    1. Re:Over the last 10000 years... by Godwin+O'Hitler · · Score: 1

      What I like best is when Venus is perfectly aligned with a crescent moon and you see it nestling between the horns.

      --
      No, your children are not the special ones. Nor are your pets.
  32. ...and a time to search for that answer by Roger+W+Moore · · Score: 1

    Asking questions for which there is insufficient data to determine the unique correct answer is confusing and a waste of time, because they will never see such questions in real life.

    The difference is that in real life you usually have some data relevant to answering the question. If you don't then you go out and get something and infer the age of the captain from that. If you want to test critical thinking a better question would have included some details related to the age of the captain e.g. was s/he married, did s/he have kids and if so what were their ages, how big was the ship?, how many years had they been a captain etc. However then you would have need to provide data on the average age of ship captains, the average number of years captains have served, the average age people have children at etc.

    That's how real life works. If you don't have any data relevant to answering the question then you either work on getting some related data or you put the question aside until some relevant data is available.

    1. Re:...and a time to search for that answer by Anonymous Coward · · Score: 0

      If you want to test critical thinking a better question would have included some details related to the age of the captain e.g. was s/he married, did s/he have kids and if so what were their ages, how big was the ship?

      No, the question doesn't need to be formed better. If the question is to test critical thinking, then a qualified answer could be simply as "There is no answer due to insufficient information related to the captain's age." That is already an answer with a reason why. It would be qualified for critical thinking.

    2. Re:...and a time to search for that answer by Roger+W+Moore · · Score: 1

      Yes, but an equally valid response would be to not provide any answer because you think the question was a mistake. The amount of critical thinking involved is extremely minimal: just about everyone quickly recognises that the question is stupid. The problem is the myriad ways in which a student might try to deal with that realization in an exam mean that the responses of students who realize the question is stupid are probably very similar to those students who just think the question is really hard. Hence, as a question, it utterly fails to demonstrate the student's knowledge of anything!

  33. Comment removed by account_deleted · · Score: 0

    Comment removed based on user account deletion

  34. Unsuitable question by mysidia · · Score: 1

    There is not enough information to resolve the question --- if you found something you say is an answer, then it was a mere guess or it wasn't through reasoning. This does not encourage Critical thinking; it encourages guesstaking and making unverifiable questionable assumptions and coming up with creative answers.

    "The captain is at least 18 because he has to be an adult to drive the ship."

    See, the question didn't provide any context to make that a reasonable proposition.
    Who says the laws are being observed? Perhaps the captain is operating in a country where 15 year olds can drive ships.
    What kind of ship is it --- maybe this is a toy boat with toy goats and toy sheep in a bathtub? Who says the captain is driving this ship, anyways?

    Critical thinking would be present an argument, or present a proposition question or claim or paper with information that contains flawwed reasoning and ask the students to analyze the paragraph and say whether they agree or not, and if there are any problems in what was written.

  35. Chinese language full of Similes and Metaphors. by wolfheart111 · · Score: 1

    I would assume that this to be the case... Sheeps and goats.. Mothers and children maybe. Thats what they mean by critical thinking... outside the box

    --
    [($)]
  36. Word problems as a test of understanding by steveha · · Score: 4, Interesting

    In one of Richard Feynman's books, he told about his experiences at a university in Brazil. He was horrified to realize that the students were ritually memorizing the course material with very little actual understanding.

    When he asked questions in a way that echoed the textbook, students were able to recite an answer straight out of the book. But when he made up a "word problem" they were totally unable to answer.

    A student was quizzed on physics, asked to compute what happens when light passes through a diamagnetic substance, and he recited the answer correctly and then calculated the correct result given the index and thickness of the substance. Immediately afterward, Feynman talked to that same student; Feynman held up a book and asked what would happen if the book was made of glass and he looked at something through the book. The student didn't realize that glass is a diamagnetic substance, and gave a very incorrect answer.

    Richard Feynman on education in Brazil

    In the domain of math questions, I saw an example: if a person has 4 boards of length 2.5 metres each, and cuts them with a saw, how many 1-metre boards can that person make? Obviously the correct answer is 8 (two per board, with 4 left-over pieces of length 0.5 metres minus the width of two saw cuts). If you were just playing with the numbers abstractly you might think that since 4 * 2.5 == 10 that you could produce ten 1-metre board segments. You can't actually glue together 4 boards to make a single board, and you can't actually make zero-width cuts.

    I can't speak for others, but I enjoy word problems more than abstract problems. (Good ones, anyway... you can take a simple problem and write an annoying and confusing word problem, and nobody likes those.)

    --
    lf(1): it's like ls(1) but sorts filenames by extension, tersely
    1. Re:Word problems as a test of understanding by Anonymous Coward · · Score: 1

      You can actually glue 4 boards together to make a single board, it happens all the time actually. wood glue is often as strong or even stronger than the wood it is glueing.

      Guitars bodies for example are often made of three blocks of wood glued together. I had an ikea table made from small 3cm x 3cm x 15cm pieces of wood glued together to form a full surface, it was actually pretty and very sturdy.

    2. Re:Word problems as a test of understanding by pz · · Score: 1

      This, below, is the utter antithesis to Feynman's observations, and each time I watch the video, I am given serious pause as to how to raise my children:

      https://www.npr.org/templates/...

      https://www.youtube.com/watch?...

      "In an irritated voice they said, 'you've given us a machine that works only in English, so we had to each ourselves English in order to use it.'"

      "Well apart from the fact that improper replication of the DNA molecule causes disease, we haven't understood anything else."

      G'AWWWWN!

      --

      Put my fist through my alarm clock with its ding-dong death inside my ear. - The Blackjacks.
    3. Re:Word problems as a test of understanding by larryjoe · · Score: 1

      In the domain of math questions, I saw an example: if a person has 4 boards of length 2.5 metres each, and cuts them with a saw, how many 1-metre boards can that person make? Obviously the correct answer is 8 (two per board, with 4 left-over pieces of length 0.5 metres minus the width of two saw cuts). If you were just playing with the numbers abstractly you might think that since 4 * 2.5 == 10 that you could produce ten 1-metre board segments. You can't actually glue together 4 boards to make a single board, and you can't actually make zero-width cuts.

      I can't speak for others, but I enjoy word problems more than abstract problems. (Good ones, anyway... you can take a simple problem and write an annoying and confusing word problem, and nobody likes those.)

      This is one of the problems with open-ended word problems that are intended to probe critical thinking. Usually the author of the problem has a specific trick in mind to be tested. Looking at the problem above, my immediate answer was infinite because I didn't understand the author's unspoken constraints. Instead I thought about cutting the boards in one of the non-length dimensions. This is also why puzzle questions for interviews aren't that useful.

    4. Re:Word problems as a test of understanding by sexconker · · Score: 1

      Rotate the boards 90 degrees. Cut away. No one specified how wide they had to be.
      Rotate them again. No one said how thick they had to be. ...
      Grind them into pulp and make 1 meter strips of paper.

      Further, even with realistic limits, you can glue boards together. Most wood products are made from multiple cuts, glue, and pressure. This results in a stronger product. Hell, plywood is one of the strongest materials per weight you can get.

    5. Re:Word problems as a test of understanding by dargndorp · · Score: 1

      That was a beautiful read. Thank you!

  37. Re:Goats? The better question is by Anonymous Coward · · Score: 0

    When you fuck the neighbors' goats, do you line them up assembly line style or just jump the first goat that flick its tail in your direction?

  38. If global sea temperatures have been... by cordovaCon83 · · Score: 1

    ...steadily rising for the past decade then how much does Donald Trump actually weight? Extra credit - given the average salinity of ocean water, will The Donald float? *duck and cover*

  39. A botched joke by Anonymous Coward · · Score: 0

    The original joke was: You are a captain of a ship. The ship has 26 sheep and 10 goats on board. How old is the captain?

  40. NaN by cyn1c77 · · Score: 4, Insightful

    This problem is not sufficiently bounded to solve from a mathematical perspective.

    (That's the actual answer... You don't need to be over 18 if you are piloting the boat illegally and there may not even be a captain.)

    1. Re:NaN by Anonymous Coward · · Score: 0

      The answer is bounded though.

  41. The Captain is long dead by idji · · Score: 1

    Because this cargo is typical for the early 19th century, but not the 20th.

    1. Re:The Captain is long dead by sexconker · · Score: 1

      idji is long dead because his last post was typical for the 20th century, not the 21st.

  42. I hosted some educators from China three years ago by Anonymous Coward · · Score: 1

    Following a robotics competition. They were interested in the differences between the approaches, every Chinese robot team had the same bot, and basically competed with tweaking the code optimizing speed. Efficient but not innovative. Our kids had bots that were not fast, but were playing out a half dozen HW/SW combinations, original construction, etc. Innovative but not efficient. They were intrigued. They attended our whole-school meeting, then on to the first session with a mixed grades 1-2 class. First up, show and tell. Student holding forth at one end of the room with his curated stuff, kids on carpet squares, teacher sitting on the table behind the kids. The visitors had a dozen questions about this. They would not have been more intrigued had the whole thing taken place on the ceiling. Later touring, they were interested in our 3D printers. They did not have these in their classrooms. I pointed out the irony that nearly every piece of these printers was made in China. They do have 3D printers now, IIRC they spec'd the same one for every school. We are now halfway through an exchange program, their kids came to learn with us this year, we'll go there next year. Sharing is good. Learning is good. The specific means should always be evolving.

  43. How is a raven like a writing desk? by Anonymous Coward · · Score: 0

    Lewis Carroll famously posed this as an example of an unanswerable question, but people being unable to resist a challenge, some excellent answers have been given: "Poe wrote on both"; "They have inky quills"; etc. It's not about critical thinking; it's about creativity.

  44. The sound of... by martinX · · Score: 1

    From the country that brought you "The sound of one hand clapping" comes a twist on the "there is no spoon" meme.

    --
    When they came for the communists, I said "He's next door. Take him away. Goddam commies."
  45. Its all in the wording by BrookSmith · · Score: 1

    Having no correct answer also implies there is no wrong answer, so everyone who answers the question gets it right.

    1. Re:Its all in the wording by sexconker · · Score: 1

      Negative, imaginary, or infinite values for age would obviously be incorrect.

  46. Nothing new - similar questions been asked before by Anonymous Coward · · Score: 0

    "Would you know how to calculate the diameter of the globe?"
    "No, I'm afraid I wouldn't," answered Schweik , "but I'd like to ask you a riddle myself, gentlemen. Take a three-storied house, with eight windows on each floor. On the roof there are two dormer windows and two chimneys. On every floor there are two tenants. And now, tell me, gentlemen, in what year the valet's grandmother died?"

  47. The Answer by sexconker · · Score: 1

    The answer is your age, with an explanation of "I am the captain now.".

  48. "We should have more questions like this" by Anonymous Coward · · Score: 0

    This person should be ignored in all decisions that have any importance.

    Children should not be tested with questions that cannot be answered with the information available. If students in China are expected to know that you must have to have a boat license for 5 years to haul a certain amount of weight, and the average weights of those animals, then it's still an unanswerable question other than to say "greater than or equal to 28 years old". If these students are not expected to know that information, then this is beyond dumb and people thinking that it allows for "creative thinking" are non-critically thinking about the wrong subject.

    Math does not need creative thinking. Math needs logic and structure. If you literally have to make up an answer, then it has nothing to do with Math.

  49. Feynman, Logic, and Algebra by Anonymous Coward · · Score: 0

    The total temperature of the stars is (X + Y + Z) kelvin in an Algebra class. Feynman should know that's a valid answer.

    Physicists more than any other science have to balance partial information. Both "Dark Matter" and "Dark Energy" are proposed solutions to balance out observed measurements.

    1. Re:Feynman, Logic, and Algebra by toddestan · · Score: 1

      It's interesting in the sense that it's a question that is more likely to trip you up the more you know. If you don't really think about it and just add the numbers together you'll get it correct. But if you know something about astronomy adding the temperatures makes no sense as that's a meaningless number so there's no reason to ever do that. Which will lead you down the path of "maybe they actually mean something else" which would be not be the answer they are looking for.

  50. Essay Grading by aberglas · · Score: 2

    On how much the essay aligns with the teacher's views.

  51. This is an ancient jest. by Anonymous Coward · · Score: 0

    My mother the valedictorian would be 105 now if she were still with us. She studied Math way back when 14" naval rifles were the ultimate weapon.

    "If a battleship proceeding SE at 15 knots is 40,000 yds NNE of an enemy cruiser proceeding W at 14 knots, what is their distance of closest approach?" to which she would add "and what was the captain's name?".

    1. Re:This is an ancient jest. by Anonymous Coward · · Score: 0

      I took my calculus book and then plotted your problem, the answer is 40,000 yards. But that was a trick question where the answer was already given in your post.
      The correct question should be, how many hours until they collide? With that question, you will require the circumference of the Earth and assume both ship wont hit an island or an iceberg at the atlantic.

  52. Unrealistic by Anonymous Coward · · Score: 2, Interesting

    I dislike teachers like you. Why? I show my work. You can see the lines on my face, the callouses on my hands, and the holes in my boots. But when I gave the landlord 9/10 of the rent, he still threw me out.

    1. Re:Unrealistic by Obfuscant · · Score: 1

      I dislike teachers like you. Why?

      I think you answer this later.

      I show my work. You can see the lines on my face, the callouses on my hands, and the holes in my boots.

      No, actually, I can't. When I'm grading your papers I'm sitting in a room, usually alone so I'm not distracted, maybe with some music to drown out outside noise. I can't see the lines on your face or anything else specific to you. And when you took the quiz in a room of 100 students, I'm not seeing the lines on your face or the holes in your boots, either. I probably don't even remember what you look like based on that limited contact.

      But when I gave the landlord 9/10 of the rent, he still threw me out.

      Ahh. You hate a teacher that will give other people 9/10ths credit for something because your landlord wouldn't give you 9/10ths credit on the money you owed him. Your landlord is an ass.

    2. Re:Unrealistic by Wrath0fb0b · · Score: 1

      If students had to get 10/10 on each question in order to pass the class (by analogy with your rent payment) then there would be no distinction between passing (10/10) and excellence (also 10/10).

    3. Re:Unrealistic by stdarg · · Score: 1

      No, actually, I can't. When I'm grading your papers I'm sitting in a room, usually alone so I'm not distracted, maybe with some music to drown out outside noise. I can't see the lines on your face or anything else specific to you.

      GP's analogy was beautifully stated. He's questioning the validity of partial credit, not saying that you should be able to see the work of a math problem on a person's face, or remember it when you're grading. His point is that even if you show your work, ie write down the steps you take to solve the problem, if it's wrong in the end then it isn't acceptable.

      Ahh. You hate a teacher that will give other people 9/10ths credit for something because your landlord wouldn't give you 9/10ths credit on the money you owed him. Your landlord is an ass.

      That just shows that you don't have landlord experience yourself or secondhand from a friend or family member. A landlord who gives rent credit for hard stories isn't going to be a landlord for long, unless he's independently wealthy and running his business as a charity. People lie. I don't think it applies as much to education as GP wants to believe, because I agree with you that there is value in partially correct answers when it comes to assessing what someone has learned. But you can't argue the analogy, GP is dead right.

    4. Re:Unrealistic by jedidiah · · Score: 1

      It's an assinine comparison.

      It doesn't cost a teacher anything to give partial credit.

      If you aren't paying your land lord, then you're getting something for free and the land lord is paying for it. He might not have it to give.

      Your teacher doesn't have to worry about his own house getting foreclosed on. He can give you "free grades" all day long without consequences.

      --
      A Pirate and a Puritan look the same on a balance sheet.
    5. Re:Unrealistic by Obfuscant · · Score: 1

      His point is that even if you show your work, ie write down the steps you take to solve the problem, if it's wrong in the end then it isn't acceptable.

      It isn't the correct answer. But if you show all the correct steps to get to the correct answer and just flub a calculation at the end, then you've shown you have learned the important part -- how to solve the problem. That merits at least partial credit, if not full.

      Why do you not consider it acceptable to get credit for showing your instructor that you understand the concepts and methods that he was trying to teach? What is the purpose of the test question? Is it for the instructor to see if you can poke the buttons on your calculator correctly and get the right answer to something like sqrt(3.2)? Or is it so he can identify that you understand what it requires to solve the problem and that you understand that taking the square root of some quantity is part of the process?

      That just shows that you don't have landlord experience yourself or secondhand from a friend or family member.

      No, it shows that I understand that sometimes people can be short a few dollars at the end of the month and it will cost me a LOT more as a landlord to evict someone over 10% of their rent being late than to let them pay it in a week or two.

      A landlord who gives rent credit for hard stories isn't going to be a landlord for long,

      And a landlord who gets a rep as an ass who evicts people the first time they are a few dollars short will not get many good tenants. He'll get the left-overs.

      But you can't argue the analogy, GP is dead right.

      I don't need to "argue the analogy" because the initial premise is wrong. I cannot "see his work" if it isn't on the test paper I am grading. Now explain why holes in his boots and calluses on his fingers would show me that he knows how to calculate ionic concentrations in a weak acid solution, even if I could see them as part of "his work".

  53. The answer is... by fatp · · Score: 1

    bad copy&paste and no QC

  54. The turn of the century wants its joke back. by rednip · · Score: 2

    Hillary has lived in NY State for some 18 years now, which is longer than I've had this account.

    --
    The force that blew the Big Bang continues to accelerate.
    1. Re:The turn of the century wants its joke back. by iamhassi · · Score: 2

      Hillary has lived in NY State for some 18 years now, which is longer than I've had this account.

      You sure about that? Because I am positive I've had my account over 18 years and I'm almost 500,000 above you.

      --
      my karma will be here long after I'm gone
    2. Re:The turn of the century wants its joke back. by I'm+New+Around+Here · · Score: 1

      My first account was in 2001 or 2002 and was in the 400,000 block. Does that help narrow it down?

      --
      If you think I voted for Trump because of this post, you're wrong. I voted for Dr. Jill Stein of the Green Party. Again.
    3. Re:The turn of the century wants its joke back. by rednip · · Score: 2

      I first started to visit Slashdot in 1998 at my first IT job where the Lead Linux System Admin made it the home page for every box. A little research shows that accounts started in the summer of 1998, not sure why I waited as long as I did to create an account, but my other active account is about 20% lower in 'rank'. Trying to figure out the date of registration for either was a lost cause as Slashdot doesn't seem to display a CREATE_DATE and no longer allows one to go back more more than a couple of pages of comment history. When writing the comment earlier in this thread, I was thinking it was about 2000 before finally added the accounts, but now I suspect it was sometime in 1999. It would be interesting if someone could chart the website's UID growth by month.

      However, Hillary and Bill officially 'moved' (well bought a home and claimed it as primary residence) in November of 1999, so she's been a NY State resident for I'm guessing nearly as long at least.

      --
      The force that blew the Big Bang continues to accelerate.
    4. Re:The turn of the century wants its joke back. by Richard_at_work · · Score: 1

      I opened my account mid-2001, I can date it via the job I had when I opened it (I was introduced to Slashdot by a colleague) so I know I haven't got it wrong.

    5. Re: The turn of the century wants its joke back. by Millennium · · Score: 1

      Using UID length as a proxy for other length measurements makes the baby Jesus cry.

    6. Re:The turn of the century wants its joke back. by apoc.famine · · Score: 1

      We're almost twins! I know it was late 2001 or early 2002 due to the job I had where I was introduced to /. by a coworker. I know I was reading and commenting on stuff daily in late 2001, but I think I didn't make my account until sometime in 2002.

      --
      Velociraptor = Distiraptor / Timeraptor
  55. The merits of the Chinese education system? by Anonymous Coward · · Score: 0

    "sparked a debate over the merits of the Chinese education system and the value it places on the memorization of information over the importance of developing critical thinking skills" - I would hope that would spark a debate over the merits of the US education system which does exactly the same damn thing.

  56. Has more information than algebra question by Anonymous Coward · · Score: 0

    Y+X=

  57. That isn't a math problem. by Anonymous Coward · · Score: 0

    This isn't worth talking about

  58. 604, Toxteth O'Grady, USA by nerdonamotorcycle · · Score: 1

    n/t

  59. He's whatever the retirement age is in China by Anonymous Coward · · Score: 0

    Since farm animals are well established on every continent, there's generally no need to ship them this way. That implies that the captain is somehow just a bit crazy. This is not likely to be a profitable business, so he's doing it at a loss. Most likely he saved his money for some other purpose, but then was insane by the time he retired. Perhaps a year after retirement, he made all the arrangements to set sail on a ship full of farm animals for no good reason.

  60. Obviously the captain is a ... by SluttyButt · · Score: 1

    ... Jimmy Saville groupie - OAP

  61. Please do the captain the needful by mveloso · · Score: 1

    Will someone please do the needful for the captain so he can leave with his sheep and goats?

  62. Did no one else have these too? by Anonymous Coward · · Score: 0

    Growing up I remember 5th grade math class had an entire chapter dedicated to questions like this you had to identify if there was too little information to solve the question.

    They also had ones with frivolous information that you had to learn to filter out to answer the question correctly.

    Questions like that were peppered in throughout my grade school curriculum. This was 80s and 90s in the US.

  63. Old Joke by edika · · Score: 1

    They missed the point of a very old joke question that starts with "Imagine you being the captain of a boat..."

  64. mod me up by Anonymous Coward · · Score: 0

    If the captain is as old as the answer, then he is infinitely old (and the cargo is dead).

  65. Re:Goats? The better question is by Anonymous Coward · · Score: 0

    I use the creimer approach, I fill a bucket with lard and walk into the woods.

    The goat that follows me, I marry it.

    You thought I'd have premarital sex?

  66. Thinking for yourself, self reliance, Zen, Dao by Anonymous Coward · · Score: 0

    2 people are inside a closed room. There is nothing in the room except two black chairs and a white board. On the board is a big colored dot. Person A says the dot is green. Person B says the dot is blue. What color is the dot?

    1. Re:Thinking for yourself, self reliance, Zen, Dao by Anonymous Coward · · Score: 0

      The color of the dot is surely blue-green.

  67. Clearly the answer is: by Anonymous Coward · · Score: 0

    Sìshí'èr

  68. modification by e**(i+pi)-1 · · Score: 1

    the age of the captain problem has some modifications and variations which actually can be answered and also tests word problem understanding: one is: you are the captain of a boat in which 25 sheep and 10 goats are. How old is the captain? the captain problem is great the first time you see it. But again, once you have seen it, then it is still a template (and it is a 150n year old template). Solving it does not require any creativity any more. So, the pedagogical benefits are minimal. Except of course that if such a problem appears in an exam, it pisses off the majority of students.

  69. The ship's Captain is 25 years old by Centurix · · Score: 1

    If you don't give me enough data, I make my own shit up. Passive aggressive maths!

    --
    Task Mangler
  70. Age by Anonymous Coward · · Score: 0

    We approximately the same question in a math class. We could not solve it. We eventually asked for the solution and was told that he was 27. After thinking a little more we asked how the teacher infered that. "I know the captain" was the explanation.

  71. It's not so much the question as the scoring by mathew7 · · Score: 1

    The article does not mention how the question was posted: in a written test, oral examination or debate.
    If the student cannot get information from the questioner (written and oral exam), then the question is absurd, especially since it will be scored however subjectively. Also, 5th graders should not be concerned with valid ages for commanding ships. Here I can support the fight agains memorization (I always struggle with remembering unrelated/non-interesting things).
    If it was in a debate, then I can accept it as a way to force the child to ask questions (you know, like IRL). This kind of curiosity can help memorize things (although with this question in particular I argue it's usefullness like in the point before).
    Either way, scoring this question seems to be extremely subjective (a good student fails and a lucky one passes, or the teacher gives move information to some students than others).
    If a school prioritizes teaching than scoring, then questions like these make sense (again, in a debate environment). However, the standardized teaching, which I assume occurs in most countries, needs a quantization of quality, thus it's results are based on scoring. A good example for this is all the IQ tests that ask me (from EU) US geographical or political questions. Intelligence is not memorization. Sure, more information may help intelligence, but more time should be spent processing than memorizing.

  72. Someone forget how to ask this type of question by rahulkaitian · · Score: 1

    Actually I am from India and some time this type of lame, same or good question were asked by seniors, elders or teachers. The question start like this "Suppose you are the principal of the school and If a school had 26 teachers, 10 of which weren't thinking, how old is the principal?" This may be further added by other garbage information so that the child in question forgets that initially supposed to be the principal. So the answer is the "age of the person to whom we are asking the question." The purpose of such questions are how carefully you are listening and deducing the information further. This need not to be headline.

  73. when any answer will do by Anonymous Coward · · Score: 0

    you end up with a shitty leader.
    source: am american.

    if your answer isn't insightful, doesn't advance thinking on the subject, or doesn't better society, it just isn't worth much.

  74. It's a Math question, not philosophy! by Anonymous Coward · · Score: 0

    Although I understand the purpose of the question, it is a math problem, so it should have a logical answer and a concrete result, otherwise call it is philosophy not math!

    1. Re:It's a Math question, not philosophy! by Anonymous Coward · · Score: 0

      It does have an answer.

      No Solution

  75. Of course there is a simple answer by Anonymous Coward · · Score: 0

    The captain is as old as his tongue and slightly older than his teeth.

    (credits to Kris Kringle)

  76. An example answer by Anonymous Coward · · Score: 0

    This is an example as to how to solve the problem.

    We start with 26 sheep and 10 goats. When you're 16 years old, you're allowed by law to carry 5 sheep and 2 goats aboard. That leaves 21 sheep and 8 goats. You can carry an additional sheep every three years because they're taxed higher and that's the law. That makes seven years to carry that number of sheep. You can carry an additional goat per year, so that makes eight years. Everyone knows you'd carry the maximum, so it's 16 years old plus 8 years, making the captain 24 years old.

    It's possible the math problem was created during a point when this was common knowledge in a village. Such a question would have been fair and not at all out of place. If it survived to this day, perhaps it did so in the context of a broader question, testing one's historical knowledge of that time period. It goes without saying that the question should be discarded if the context in which it could be solved is no longer valid.

  77. Abusive & clownish by Anonymous Coward · · Score: 0

    A real teacher would focus on really useful skills.

    This type of trick question is masterbastion by teachers who think they're smart while missing the point.

    A teacher's obligation is to prepare kids for the real world, not to show them up with trick questions.

    Seriously, that's childish.

  78. Year of the goat? by Anonymous Coward · · Score: 0

    My assumption was this was a play on the zodiac and we were supposed to give the range of ages the captain could be if they were born in the year of the goat.

  79. Schizophrenia is teachable by Anonymous Coward · · Score: 0

    Ergo sheep and goats

  80. He as at LEAST... by Stubbyfingers · · Score: 1

    Old enough to get a commercial ship's master's license

  81. What is the question trying to teach? by Chelloveck · · Score: 1

    Open-ended questions are great, but in order to answer you should have some idea of the domain of the desired answer. Am I meant to give the purely mathematical response, "There is not enough information"? Or to say "a non-negative number" because we know a living person's age must be a positive value? Should I specify more closely as "a non-negative real number" because I know an age can have fractional units and has no imaginary component? Am I meant to use my knowledge of the world to give a possible range -- "I know that you need to be 18 to be licensed as a ship's captain and the mandatory retirement age is 65, so the answer is bounded by those two values"? Is a probability wanted -- "Assuming a gaussian distribution of ages between 18 and 65..."? Or if it's a creativity exercise should we go a different direction and write a backstory for the captain, giving his age and motivations for captaining a ship full of livestock?

    Hopefully the students had some guidelines regarding the sort of answer the exam was looking for.

    --
    Chelloveck
    I give up on debugging. From now on, SIGSEGV is a feature.
  82. Both answers are very easy by Anonymous Coward · · Score: 0

    Itâ(TM)s easy to answer both these correctly without any more information. Itâ(TM)s the same as âoehow long is a piece of string?â

    Simple answer is the captain is twice as old as half his age.

  83. The dog was on fire by Hognoxious · · Score: 1

    Critical thinking involves realizing that you may not be given all the relevant data and may need to find additional information to get a good answer.

    This isn't like that because there is no relevant data. If it was "how many footballs can you fit in a swimming pool" there is relevant data, even if you don't have it to hand. You could even state it as something like ( L x W x H ) / D^3, and go on from there to discuss different forms of packing, whether you actually are packing them like atoms in a crystal or just chucking them in randomly, whether they're actual round footballs that you use with your feet, whether the water's been emptied out etc etc.

    This is more like "What's the difference between a duck". Fucking rubbish.

    --
    Confucius say, "Find worm in apple - bad. Find half a worm - worse."
  84. Classic question format by EricTheO · · Score: 0

    This is a type of question often used in job interviews.

    --
    -Eric