often, when a student is not solving but only eliminating, it is out of less-than-complete grasp of the question. And under those circumstances bad eliminating can occur.

also, I see correct answers that appear to be outliers.

I see guessing for most as a non-profitable exercise. Only a strong student can consistently eliminate accurately. Or, as on this year’s coin problem, quickly estimate that the answer should be near 0.2, and swiftly and accurately calculate the numeric value of each of the radical expressions, leaving two possibilities. But I also think that the student who could do that probably could have also solved the problem.

]]>We tried: https://blog.tanyakhovanova.com/?p=92

AMC is reasonably resistant to meta-solving.

]]>Could you expand on that thought? Even in my non-mathematical corner of the business universe, educated guessing is used on an almost daily basis, so something like this has value. I even remember using it on the english portion of my SATs…

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