Since April 2015 there has been no legal requirement in the UK to purchase an annuity with pension savings [1] while for those who reach state pension age on or after 6th April 2016 the UK Government changed the state pension deferral arrangements [2]. The latter refers to an arrangement whereby a pensioner can receive an enhanced state pension by deferring its uptake for an arbitrary number of years. These two changes raise certain questions for prospective pensioners which are worthy of some mathematical consideration.

An annuity is a guaranteed income for life in exchange for a certain sum of money: the pension pot. An alternative to the annuity since April 2015 is a ‘draw down scheme’ in which the pension pot can be used almost like an ordinary bank account and money periodically withdrawn. These two choices arise from ‘defined contribution’ pension arrangements. By contrast ‘defined benefit’ work-based (company) pensions allow no such choice and are not considered further here apart from the special case of the UK state pension. With an annuity a further option to consider, and one which predates the 2015 changes, is whether to take payments that are fixed or index-linked to inflation. Only the UK state pension offers a late retirement enhanced pension if its uptake is deferred.

In May 2014, soon after the MA Conference in Nottingham, and soon after the passing of Roger Wheeler, a staunch member of the MA, who had been my teacher at school, I had the idea that my presidential address in April 2016 might be entitled ‘Inspiring Teachers’. The concept was a talk that might trace my mathematical experiences from grammar school sixth form, through my development in retirement as a contributor to masterclasses for the UK Mathematics Trust and the Royal Institution, learning from the students and from the inspiring teachers at whose masterclasses I assist, to the small understanding of Key Stage 2 Mathematics that I am gradually acquiring through an hour a week with some Year 6 students and their remarkable teachers in a local primary school.

A month or so later, when the organising committee was giving shape to Conference 2016, my words were taken as the title of the conference itself. It is deliberately ambiguous and it was gratifying to me to find this last April that its ambiguity had struck melodious chords with other speakers. My presidential address, however, was conceived as a lecture. Like all my lectures it was designed to be an oral presentation. It was not designed to be written down and published as an article. Please bear that in mind gentle reader, and judge accordingly. If you find something of value here I shall be delighted; if not, I shall not be surprised.

Although high school textbooks from early in the 20th century show that spherical trigonometry was still widely taught then, today very few mathematicians have any familiarity with the subject. The first thing to understand is that all six parts of a spherical triangle are really angles — see Figure 1.

This shows a spherical triangle ABC on a sphere centred at O. The typical side is a = BC is a great circle arc from to that lies in the plane OBC; its length is the angle subtended at O. Similarly, the typical angle between the two sides AB and AC is the angle between the planes OAB and OAC.

The behaviour of the divisor function d (n) is rather tricky. For a prime p, we have d(p) = 2, but if n is the product of the first k primes then, by Chebyshev's estimate for the prime counting function [1, Theorem 414], we have so that

for such n then, d (n) is ‘unusually large’ — it can exceed any fixed power of log n, for example.

In [2] Jameson gives, amongst other things, a derivation of Dirichlet's theorem, which shows that the mean-value of the divisor function in an interval containing n is log n. However, the result is somewhat deceptive because, for most n, the value of d (n) is substantially smaller than log n.

I recently wrote a solution to a student problem. The answers were the probabilities for four possible outcomes. As a check on the calculations, I wanted to say ‘As expected, these probabilities add up to 1.’ However, they didn't! Because of rounding, the probabilities (which I was quoting to four decimal places) only added up to 0.9999. To rescue the situation I tried rounding to 3DP or 5DP instead, but these didn't add up correctly either.

In the literature we find several different ways of introducing elementary functions. For the exponential function, we mention the following ways of characterising the exponential function:

(a)

(b) , also for complex values of x;

(c) x → exp (x) is the unique solution to the initial value problem [4]

(d) x → exp (x) is the inverse of

(e)x → exp (x) is the unique continuous function satisfying the

functional equation f (x + y) = f (x) f (y) and f(0) = 1 [6]; the corresponding definition is done for the logarithm in [7];

(f) Define dr for rational r, and then use a continuity/density argument [8].

All of them have their advantages and disadvantages. We like (a) and (c), mostly because they have natural interpretations, (a) in the setting of compound interest and (c) being a simple model of many processes in physics and other sciences, but also because they are related to methods and ideas that are (usually) introduced rather early to the students.

In maths lessons in secondary school, on certain occasions my teacher entertained our class with the following game. Each player starts with an empty 2 × 5 grid, as shown in Figure 1(a). In each round of the game, a die is rolled, and each player has to choose one of the empty boxes in their grid and fill it with the number rolled. For example, after 3 rounds, a player's grid may look like the one in Figure 1(b). After 10 rounds everyone's grid is filled, forming two 5-digit numbers. A player's score is the sum of her/his two 5-digit numbers. Players with the largest sum win the game. We shall call this the ‘dice-and-numbers game’. It is easy to think of other variants. Any child who is comfortable with column addition and understands how place value affects the size of numbers will develop a reasonable strategy for the game.

There are many named quadrilaterals. In our hierarchical classification in [1, Figure 10] we included 18, and at least 10 more have been named, but the properties of the latter have only scarcely (or not at all) been studied. However, only a few of all these quadrilaterals are defined in terms of properties of the sides alone. Two well-known classes are the rhombi and the kites, defined to be quadrilaterals with four equal sides or two pairs of adjacent equal sides respectively. The orthodiagonal quadrilaterals are defined to have perpendicular diagonals, but an equivalent defining condition is quadrilaterals where the consecutive sides a, b, c, d satisfy a2 + c2 = b2 + d2. Then it is possible to prove that the diagonals are perpendicular and that no other quadrilaterals have perpendicular diagonals (see [2, pp. 13-14]). In the same way tangential quadrilaterals can be defined to be convex quadrilaterals where a + c = b + d. Starting from this equation, it is possible to prove that these and only these quadrilaterals have an incircle (since this equation is a characterisation of tangential quadrilaterals, see [3, pp. 65-67]).

Two friends, David and Hamish, were discussing on the telephone whether they should play a forthcoming croquet match at David's club or at Hamish's. Hamish said that he would toss a coin and David could call. David pointed out that this required a substantial degree of mutual trust, so Hamish suggested how they might use the published results of the following night's National Lottery draw. Hamish's proposal was, in fact, unfair and this article shows why and proposes a satisfactory alternative. There is no suggestion that the alternative proposed is a sensible way to solve David and Hamish's problem, but it does take us on a route that reinforces some important lessons. In particular it illustrates some of the advantages and disadvantages of the use of simulation, a technique widely used in more difficult problems. It also emphasises once more the importance in probability of not taking claims at face value.

Finding the roots of cubic equations has been the focus of research by many mathematicians. Omar Khayyam, the 11th century Iranian mathematician, astronomer, philosopher and poet, discovered a geometrical method for solving cubic equations by intersecting conic sections [1]. In more recent times, various methods have been presented to find the roots of cubic equations. Some methods require complex number calculations, a number of techniques use graphical methods to find the roots [e.g. 2, 3] and some other techniques use trigonometric functions [e.g. 4]. The method presented in this paper does not use graphical techniques as in [2] and [3], does not involve complex number calculations, and does not require using trigonometric functions. By using this fairly simple method, the roots of cubic equations can be found in a short time without using complicated formulas.

We consider the packing of rectangles of dimension m x (m + 1) — where m is a natural number — into a larger rectangle. More specifically, we consider the following problem: What is the smallest area of a rectangle into which rectangles of dimensions 1 x 2, 2 x 3, 3 x 4,…, n x (n + 1) will fit without overlap?

Unlike the corresponding problem for squares of areas 12, 22, 32, …, n2(see [1]), where there is no known non-trivial example of an exact fit into a rectangle, in many cases we can achieve an exact fit for our set of m x (m + 1) rectangles. Intuitively, this is because each m x (m + 1) rectangle has two possible orientations, which considerably increases the chances of an exact fit. As in [1], we make the (possibly unnecessary) assumption that the sides of each m x (m + 1) rectangle are parallel to the sides of the bounding rectangle, whose dimensions are integral. For any given n, we consider two solutions to our problem to be distinct only if the bounding rectangles have different dimensions (but equal area).

In a recent Note [1] Michael D. Hirschhorn presented high order algorithms for calculating numerically square roots and cube roots. In particular, he obtained the method

(1)

with , where the convergence is of tenth order:

We recall his idea in the case of an arbitrary square root with a > 0. Let p ⩾ 2 be a fixed integer. Our starting point is the relation

Choose

Here we present a simplification of one of the standard proofs that . We then look at extensions of the new approach, and add comments on the nature of the simplification (which relates to Step 1 below) and finally on the literature.

As in most proofs of the result, we shall actually prove that ; because

this is equivalent to the result sought.

The sums of powers of the first n positive integers Sp(n) = 1p + 2p + …+np, (p = 0, 1, 2, … )satisfy the fundamental identity

(1)

from which we can successively compute S0 (n), S1 (n), S2 (n), etc. Identity (1) can easily be proved by using the binomial theorem; see e.g. [1, 2]. Several variations of (1) are also well known [3, 4, 5].

In this note, we derive the following lesser-known recursive formula for Sp (n):

(2)

where denote the (unsigned) Stirling numbers of the first kind, also known as the Stirling cycle numbers (see e.g. [6, Chapter 6]). Table 1 shows the first few rows of the Stirling number triangle. Although the recursive formula (2) is by no means new, our purpose in dealing with recurrence (2) in this note is two-fold. On one hand, we aim to provide a new algebraic proof of (2) by making use of two related identities involving the harmonic numbers.

In 1683, the German mathematician Ehrenfried Walther von Tschirnhaus introduced a polynomial transformation which, he claimed, would eliminate all intermediate terms in a polynomial equation of any degree, thereby reducing it to a binomial form from which roots can easily be extracted [1]. As mathematicians at that time were struggling to solve quintic equations in radicals with no sign of any success, the Tschirnhaus transformation gave them some hope, and in 1786, Bring was able to reduce the general quintic to the form x5 + ax + b = 0, even though he didn't succeed in his primary mission of solving it. It seems Bring's work got lost in the archives of University of Lund. Unaware of Bring's work, Jerrard (1859) also arrived at the same form of the quintic using a quartic Tschirnhaus transformation [2]. From the works of Abel (1826) and Galois (1832) it is now clear that the general polynomial equation of degree higher than four cannot be solved in radicals.

August Möbius introduced the system of barycentric or areal coordinates in 1827 [1, 2]. The idea is that one may attach weights to points, and that a system of weights determines a centre of mass. Given a triangle ABC, one obtains a coordinate system for the plane by placing weights x, y and z at the vertices (with x + y + z = 1) to describe the point which is the centre of mass. The vertices have coordinates A = (1, 0, 0), B = (0, 1, 0) and C = (0, 0, 1). By scaling so that triangle ABC has area [ABC] = 1, we can take the coordinates of P to be ([PBC], [PCA], [PBA]), provided that we take area to be signed. Our convention is that anticlockwise triangles have positive area.

Points inside the triangle have strictly positive coordinates, and points outside the triangle must have at least one negative coordinate (we are allowed negative masses). The equation of a line looks like the equation of a plane in Cartesian coordinates, but note that the equation lx + ly + lz = 0 (with l ≠ 0) is not satisfied by any point (x, y, z) of the Euclidean plane. We use such equations to describe the line at infinity when doing projective geometry.

This article describes an investigation into Kiepert lines, and leads to some surprising and little-known relationships between the Fermat, Napoleon and Vecten points of a triangle.

If we draw similar isosceles triangles A'BC, B'CA and C'AB outwards on the sides of a given scalene triangle ABC as in Figure 1, Kiepert's theorem tells us that the lines A'A, B'B and C'C meet in a single point - a Kiepert point [1, Chapter 11]. Since its position depends on the common base angles θ of the isosceles triangles, I label it K(θ), taking θ as the parameter of this point.

We consider a simple extension of the familiar Tower of Hanoi puzzle. There are three vertical pegs lined up in a row and n discs. The discs have holes in their centres so that they can be threaded on to the pegs. Initially, all n discs are placed on the left-hand peg in non-increasing order of radius to form a tower, as in Figure 1. The object of the game is to transfer the entire tower to the right-hand peg by moving discs from peg to peg, one at a time according to the rules:

• (1) only a disc at the top of a tower may be moved;

• (2) a disc must never be placed on top of a smaller disc.

We live in a golden age regarding the opportunities to explore Euclidean geometry. The access to dynamic geometry computer programs for everyone has made it very easy to study complex configurations in a way that has never been possible before. This is especially apparent in the study of triangle geometry, where the flow of new problems, properties, and papers is probably the highest it has ever been in the history of mathematics. Even though it has increased a bit in recent years, the interest in quadrilateral geometry is significantly lower. Why are triangles so much more popular than quadrilaterals? In fact, we think it would be more logical if the situation were reversed, since there are so many classes of quadrilaterals to explore. This is the primary reason we think that quadrilaterals are a lot more interesting to study than triangles.