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Θέματα Ρωσικων μαθηματικών διαγωνισμώνRatings: (0)|Views: 862|Likes: 4

Published by Γιαννης Δουβος

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https://www.scribd.com/doc/69098946/%CE%98%CE%AD%CE%BC%CE%B1%CF%84%CE%B1-%CE%A1%CF%89%CF%83%CE%B9%CE%BA%CF%89%CE%BD-%CE%BC%CE%B1%CE%B8%CE%B7%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CF%8E%CE%BD-%CE%B4%CE%B9%CE%B1%CE%B3%CF%89%CE%BD%CE%B9%CF%83%CE%BC%CF%8E%CE%BD

01/23/2013

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Jewish Problems

Tanya KhovanovaMassachusetts Institute of TechnologyCambridge, MA, USAAlexey RadulHamilton Institute at NUIMMaynooth, Co. Kildare, IrelandOctober 10, 2011

Abstract

This is a special collection of problems that were given to select appli-cants during oral entrance exams to the math department of Moscow StateUniversity. These problems were designed to prevent Jews and other un-desirables from getting a passing grade. Among problems that were usedby the department to blackball unwanted candidate students, these prob-lems are distinguished by having a simple solution that is diﬃcult to ﬁnd.Using problems with a simple solution protected the administration fromextra complaints and appeals. This collection therefore has mathematicalas well as historical value.

1 A personal story of Tanya Khovanova

In the summer of 1975, while I was in a Soviet math camp preparing to competein the International Math Olympiad on behalf of the Soviet Union, my fellowteam members and I were approached for help by Valera Senderov, a mathteacher in one of Moscow’s best special math schools.The Mathematics Department of Moscow State University, the most pres-tigious mathematics school in Russia, was at that time actively trying to keepJewish students (and other “undesirables”) from enrolling in the department.One of the methods they used for doing this was to give the unwanted students adiﬀerent set of problems on their oral exam. I was told that these problems werecarefully designed to have elementary solutions (so that the Department couldavoid scandals) that were nearly impossible to ﬁnd. Any student who failedto answer could easily be rejected, so this system was an eﬀective method of controlling admissions. These kinds of math problems were informally referredto as “Jewish” problems or “coﬃns”. “Coﬃns” is the literal translation fromRussian; they have also been called “killer” problems in English.1

a r X i v : 1 1 1 0 . 1 5 5 6 v 1 [ m a t h . H O ] 7 O c t 2 0 1 1

These problems and their solutions were, of course, kept secret, but ValeraSenderov and his friends had managed to collect a list. In 1975, they approachedus to solve these problems, so that they could train the Jewish and other studentsin these mathematical ideas. Our team of the best eight Soviet students, duringthe month we had the problems, solved only half of them. True, that we hadother priorities, but this fact speaks to the diﬃculty of these problems.Being young and impressionable, I was shaken by this whole situation. I hadhad no idea that such blatant discrimination had been going on. In additionto trying to solve them at the time, I kept these problems as my most valuablepossession—I still have that teal notebook.Later, I emigrated to the United States. When I started my own web page,one of the ﬁrst things I did was to post some of the problems. People sent memore problems, and solutions to the ones I had. It turned out that not all of the coﬃns even had elementary solutions: some were intentionally ambiguousquestions, some were just plain hard, some had impossible premises. This articleis a selection from my collection; we picked out some choice problems that docontain interesting tricks or ideas.Tanya Khovanova

2 Introduction

Discrimination against Jews at the entrance exams to the most prestigious uni-versities in the USSR is a documented fact, see A. Shen [1]and A. Vershik[4].
Alexander Shen in his article published 25 problems that were given to Jewishapplicants. Later Ilan Vardi wrote solutions to all those problems, see I. Vardi’shomepage[3]. These and other articles were published later in a book, “YouFailed Your Math Test, Comrade Einstein: Adventures and Misadventures of Young Mathematicians, Or Test Your Skills in Almost Recreational Mathemat-ics.”[2].In the present collection we have only one problem that overlaps with theproblems that Vardi solved, and we give an easier and more surprising solution.Now, after thirty years, these problems seem easier. Mostly, this is becausethe ideas of how to solve these problems have spread and are now a part of thestandard set of ideas. Thirty years ago these problems were harder to solve and,in addition, the students were given these problems one after another until theyfailed one of them, at which point they were given a failing mark.To give readers an opportunity to try and solve these problems we separatedproblems, key ideas, and solutions. Section3contains 21 problems. In thesubsequent Section4we give hints or main ideas for the solutions. Finally,Section5contains solutions.2

3 Problems

Problem 1

Solve the following inequality for positive

x

:

x

(8

√

1

−

x

+

√

1 +

x

)

≤

11

√

1 +

x

−

16

√

1

−

x.

(1)

Problem 2

Find all functions

F

(

x

) :

R

→

R

having the property that for any

x

1

and

x

2

thefollowing inequality holds:

F

(

x

1

)

−

F

(

x

2

)

≤

(

x

1

−

x

2

)

2

.

(2)

Problem 3

Given a triangle

ABC

, construct, using straightedge and compass, a point

K

on

AB

and a point

M

on

BC

, such that

AK

=

KM

=

MC.

(3)

Problem 4

Solve the following inequality for real

y

:2

3

2

y

−

1 =

y

3

+ 1

.

(4)

Problem 5

Solve the equationsin

7

x

+1sin

3

x

= cos

7

x

+1cos

3

x.

(5)

Problem 6

You are given a point

M

and an angle

C

in the plane. Using a ruler and acompass, draw a line through the point

M

which cuts oﬀ the angle

C

a triangleof a) a given perimeter

p

b) minimum perimeter.

Problem 7

There is a circle in the plane with a drawn diameter. Given a point, draw theperpendicular from the point to the diameter using only a straightedge. Assumethe point is neither on the circle nor on the diameter line.3

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