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Higher Education Academy Subject Centres to Close
Media release 16 November 2010 For immediate release Higher Education Academy Subject Centres to Close The Council for the Mathematical Sciences (CMS) and the Heads of Departments of Mathematical Sciences (HoDoMS) note with regret the decision, recently announced by the Chief Executive of the Higher Education Academy (HEA) Craig Mahoney, to close the HEA's 24 Subject Centres, and in particular the Subject Centre for Mathematics, Statistics and Operational Research (MSOR). During its existence the MSOR Subject Centre has been and continues to be recognised by the university mathematics, statistics and operational research community as an extremely valuable contributor to improving teaching and the student experience. Widely appreciated initiatives have included the new lecturer course, postgraduate tutor training days and dissemination of good practice through the periodical MSOR Connections, and an annual conference. The CMS and HoDoMS support the HEA's commitment to maintaining its subject and discipline level work and would welcome the opportunity to work with the HEA to shape its subject level services in its new structure. The CMS and HoDoMS also hope that the HEA will use senior figures from within the mathematical sciences community to help it deliver its future agenda in MSOR. Dr Neil Challis, Chair of the MSOR Advisory Panel, commented, “We are sad to hear of the loss of the MSOR Subject Centre, and very anxious to understand what discipline focused support can be saved”. Professor Frank Kelly FRS, Chair of the Council for the Mathematical Sciences, added that, “The Council for the Mathematical Sciences, representing the main UK mathematical societies, regrets the loss of the Subject Centre for Mathematics, Statistics and Operational Research, which had been responsible for widely appreciated initiatives such as the new lecturer course. -
Public Recognition and Media Coverage of Mathematical Achievements
Journal of Humanistic Mathematics Volume 9 | Issue 2 July 2019 Public Recognition and Media Coverage of Mathematical Achievements Juan Matías Sepulcre University of Alicante Follow this and additional works at: https://scholarship.claremont.edu/jhm Part of the Arts and Humanities Commons, and the Mathematics Commons Recommended Citation Sepulcre, J. "Public Recognition and Media Coverage of Mathematical Achievements," Journal of Humanistic Mathematics, Volume 9 Issue 2 (July 2019), pages 93-129. DOI: 10.5642/ jhummath.201902.08 . Available at: https://scholarship.claremont.edu/jhm/vol9/iss2/8 ©2019 by the authors. This work is licensed under a Creative Commons License. JHM is an open access bi-annual journal sponsored by the Claremont Center for the Mathematical Sciences and published by the Claremont Colleges Library | ISSN 2159-8118 | http://scholarship.claremont.edu/jhm/ The editorial staff of JHM works hard to make sure the scholarship disseminated in JHM is accurate and upholds professional ethical guidelines. However the views and opinions expressed in each published manuscript belong exclusively to the individual contributor(s). The publisher and the editors do not endorse or accept responsibility for them. See https://scholarship.claremont.edu/jhm/policies.html for more information. Public Recognition and Media Coverage of Mathematical Achievements Juan Matías Sepulcre Department of Mathematics, University of Alicante, Alicante, SPAIN [email protected] Synopsis This report aims to convince readers that there are clear indications that society is increasingly taking a greater interest in science and particularly in mathemat- ics, and thus society in general has come to recognise, through different awards, privileges, and distinctions, the work of many mathematicians. -
Mathematics: Shaping Australia Proceedings of the Eighteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc
Proceedings of the Eighteenth Biennial Conference of The Australian Association of Mathematics Teachers Inc. 15–19 January 2001 Australian National University, Canberra ACT Mathematics: Shaping Australia Proceedings of the Eighteenth Biennial Conference of The Australian Association of Mathematics Teachers Inc. © The Australian Association of Mathematics Teachers Inc. 2001 ISBN 1 875900 47 0 Published by The Australian Association of Mathematics Teachers Inc. GPO Box 1729 Adelaide South Australia 5001 Telephone (08) 8363 0288 Facsimile (08) 8362 9288 Email [email protected] Internet http://www.aamt.edu.au All papers in these proceedings were subject to a blind review process. Mathematics: Shaping Australia Contents PAPERS No More (Red-Pen) Marking!............................................................................................ 8 Tony Allan Learning about Learning in Mathematics ...................................................................... 15 Anna Austin Mathematics Education in Thailand: From Kindergarten to Graphics Calculators .................................................................. 29 Nittayaporn Bunyasiri and Peter Jones Unsolved Problems and the Mathematics Challenge for Young Australians............. 38 John Dowsey and Mike Newman I Can Do Maths Too — Count Me In! ............................................................................. 45 Rhonda Faragher Reading the World with Math: Goals for a Criticalmathematical Literacy Curriculum....................................................................................................................... -
2009Catalog.Pdf
ANNUAL CATALOG 2009 New . 1 Brain Fitness and Mathematics Classic Monographs . 10 In recent months, I have seen public television programs devoted to brain fitness. They Business Mathematics . 11 point out the great benefits of continuing to learn as we age, in particular the benefits Transition to Advanced Mathematics/ of keeping our brains healthy. Many of the exercises in brain fitness programs that I have seen have a strong mathematical component, with considerable emphasis on Analysis . 12 pattern recognition. These programs are expensive, often running between $300-$400. Analysis/Applied Mathematics/ As a mathematician, you are good at pattern recognition and related habits of mind, Calculus . 13 and as you age it’s important that you continue to exercise your brain by learning more Calculus . 14 mathematics, your favorite subject. You can do that through research, reading, and solving problems. Books and journals of the MAA can assist in building brain fitness by Careers/Combinatorics/Cryptology . 15 providing stimulating mathematical reading and problems. Moreover, for considerably Game Theory/Geometry . 16 less than $400, you can purchase more than ten exemplary books from the MAA that Geometry/Topology . 17 will contribute to keeping your brain fit and expanding your knowledge of mathematics at the same time. It’s a really a no-brainer if given the choice between purchasing a General Education/Quantitative brain fitness program and MAA books. For starters, reading an MAA book is more Literacy/History. 19 enjoyable than using a brain fitness program. A Celebration of the Life and Work of All of us want to keep our most important possession–our brains–healthy, and the Leonhard Euler . -
Public Recognition and Media Coverage of Mathematical Achievements Juan Matías Sepulcre University of Alicante
Journal of Humanistic Mathematics Volume 9 | Issue 2 July 2019 Public Recognition and Media Coverage of Mathematical Achievements Juan Matías Sepulcre University of Alicante Follow this and additional works at: https://scholarship.claremont.edu/jhm Part of the Arts and Humanities Commons, and the Mathematics Commons Recommended Citation Sepulcre, J. "Public Recognition and Media Coverage of Mathematical Achievements," Journal of Humanistic Mathematics, Volume 9 Issue 2 (July 2019), pages 93-129. DOI: 10.5642/jhummath.201902.08 . Available at: https://scholarship.claremont.edu/jhm/vol9/ iss2/8 ©2019 by the authors. This work is licensed under a Creative Commons License. JHM is an open access bi-annual journal sponsored by the Claremont Center for the Mathematical Sciences and published by the Claremont Colleges Library | ISSN 2159-8118 | http://scholarship.claremont.edu/jhm/ The de itorial staff of JHM works hard to make sure the scholarship disseminated in JHM is accurate and upholds professional ethical guidelines. However the views and opinions expressed in each published manuscript belong exclusively to the individual contributor(s). The publisher and the editors do not endorse or accept responsibility for them. See https://scholarship.claremont.edu/jhm/policies.html for more information. Public Recognition and Media Coverage of Mathematical Achievements Juan Matías Sepulcre Department of Mathematics, University of Alicante, Alicante, SPAIN [email protected] Synopsis This report aims to convince readers that there are clear indications that society is increasingly taking a greater interest in science and particularly in mathemat- ics, and thus society in general has come to recognise, through different awards, privileges, and distinctions, the work of many mathematicians. -
LMS Annual Review 2012-2013
LONDON MATHEMATICAL SOCIETY ADVANCING MATHEMATICS ANNUAL REVIEW 2012-2013 WELCOME FROM THE PRESIDENT Over the past year the Society has developed the foundations of its future strategy as well as continuing to engage with government, industry, academia, and the wider STEM community. We are committed to meeting the demands both of our members and of the mathematical sciences as a whole, and to do About the LMS this as well as possible we have been working to formulate strategic priorities to guide us as we The London Mathematical Society undertake our various activities: communicating (LMS), founded in 1865, is the UK’s and advancing mathematical knowledge, learned society for mathematics. promoting research in all areas of mathematics, The Society has as its purpose publicising its benefits, and at the same time the advancement, dissemination ensuring the long-term sustainability of the and promotion of mathematical mathematical research community. knowledge in the UK and worldwide. We have a vital role as an influential independent The Society’s main activities voice in issues concerning both research and include publishing journals and education, with a new landscape for higher education and the development books, providing grants to support of a new National Curriculum dominating the agenda. Contributing the mathematics and organising scientific expertise of our members in these areas will always enhance the Society’s meetings and lectures. The Society reputation. The Deloitte report on the economic benefits of research in the also engages with government mathematical sciences, published jointly by the Council for the Mathematical Sciences (CMS) and EPSRC, is a seminal document that has been well and other national policy makers received by government, industry, academia and the wider mathematical on mathematics education and sciences community. -
NEWSLETTER Issue: 483 - July 2019
i “NLMS_483” — 2019/6/21 — 14:12 — page 1 — #1 i i i NEWSLETTER Issue: 483 - July 2019 50 YEARS OF MATHEMATICS EXACT AND THERMODYNAMIC AND MINE APPROXIMATE FORMALISM DETECTION COMPUTATIONS i i i i i “NLMS_483” — 2019/6/21 — 14:12 — page 2 — #2 i i i EDITOR-IN-CHIEF COPYRIGHT NOTICE Iain Moatt (Royal Holloway, University of London) News items and notices in the Newsletter may [email protected] be freely used elsewhere unless otherwise stated, although attribution is requested when reproducing whole articles. Contributions to EDITORIAL BOARD the Newsletter are made under a non-exclusive June Barrow-Green (Open University) licence; please contact the author or photog- Tomasz Brzezinski (Swansea University) rapher for the rights to reproduce. The LMS Lucia Di Vizio (CNRS) cannot accept responsibility for the accuracy of Jonathan Fraser (University of St Andrews) information in the Newsletter. Views expressed Jelena Grbic´ (University of Southampton) do not necessarily represent the views or policy Thomas Hudson (University of Warwick) of the Editorial Team or London Mathematical Stephen Huggett (University of Plymouth) Society. Adam Johansen (University of Warwick) Bill Lionheart (University of Manchester) ISSN: 2516-3841 (Print) Mark McCartney (Ulster University) ISSN: 2516-385X (Online) Kitty Meeks (University of Glasgow) DOI: 10.1112/NLMS Vicky Neale (University of Oxford) Susan Oakes (London Mathematical Society) Andrew Wade (Durham University) NEWSLETTER WEBSITE Early Career Content Editor: Vicky Neale The Newsletter is freely available electronically News Editor: Susan Oakes at lms.ac.uk/publications/lms-newsletter. Reviews Editor: Mark McCartney MEMBERSHIP CORRESPONDENTS AND STAFF Joining the LMS is a straightforward process. -
Some Successful Strategies for Promoting Mathematics in England
some successful strategies for promoting mathematics in England Professor Celia Hoyles OBE London Knowledge Lab, Institute of Education, University of London, U.K & Director of the National Centre for Excellence in the Teaching of Mathematics Goals of Government 1. to raise standards In mathematics: • internal performance tables from tests at 7, 11, (14)& 16 • TIMSS, PISA, and adult numeracy AND more recently 2. to increase participation in mathematics post-16 to achieve BOTH need • more success in mathematics and • positive attitude to mathematics & appreciation of the point of mathematics • for itself • as a tool in other subjects • for its ‘exchange value’ for individual future careers and for the country target for 2014 set in 2005/6 A level entries (specialist mathematics examination, 18years) Prov Some history: giving mathematics a policy voice ACME The Advisory Committee on Mathematics Education (ACME) was established in 2002 to act as a single voice for the mathematical community, seeking to improve the quality of education in schools and colleges Set up by the Joint Mathematical Council of the UK and the Royal Society (RS), with the explicit support of all major mathematics organisations ACME advises Government on issues such as the curriculum, assessment and the supply and training of mathematics teacher 4 7 members including teachers: part time Chair, Fellow of RS Some interventions: promoting Active Learning post-16 Numbers with more digits are The square of a number is greater in value. greater than the number. incorporating discussion & When you cut a piece off a In a group of ten learners, the the need to shape, you reduce its area and probability of two learners perimeter. -
Mathematical Challenges for Able Pupils
Mathematical challenges for able pupils in Key Stages 1 and 2 Department for Education and Employment Sanctuary Buildings Great Smith Street Westminster London SW1P 3BT © Crown copyright 2000 Extracts from this document may be reproduced for non-commercial educational or training purposes on condition that the source is acknowledged ISBN 0 19 312342 8 Illustrations by Graham Round Contents Introduction 4 Some questions answered 5 How should we organise within the school? 5 How can I adapt my termly planning? 5 How can I use the ‘extra’ week each term? 8 How can I use the three-part lesson? 8 Where can I find enrichment activities to develop pupils’ thinking skills? 9 Which National Numeracy Strategy materials support the teaching of able pupils? 10 Where else can I get help? 11 Activity examples 12 Palindromic numbers (Year 4) 12 Alternative multiplication (Year 6) 14 Puzzles and problems for Years 1 and 2 15 Puzzles and problems for Years 3 and 4 41 Puzzles and problems for Years 5 and 6 69 Solutions 101 Introduction This book supplements the National Literacy and Numeracy Strategies: guidance on teaching able children, published in January 2000. Its purpose is to help primary teachers cater for pupils who are more able in mathematics and likely to exceed the expected standards for their year group. Mathematically able pupils are in every school and among all ethnic and socio-economic groups. They typically: ◆ grasp new material quickly; ◆ are prepared to approach problems from different directions and persist in finding solutions; ◆ generalise patterns and relationships; ◆ use mathematical symbols confidently; ◆ develop concise logical arguments. -
National Literacy and Numeracy Strategies: Guidance on Teaching Able Children
Guidance Curriculum & Standards Headteachers & National Literacy and Teachers Numeracy Strategies: Status: Information only Date of issue: January 2000 Guidance on Teaching Reference number: LNGT Related documents: Able Children National Literacy Strategy Framework for Teachers (www.standards.dfee.gov.uk/literacy); Framework for Teaching Executive summary Mathematics from reception to year six Overview: This guidance is intended to advise primary headteachers (www.standards.dfee.gov.uk/numeracy) and teachers on how best to provide for able pupils within the National Literacy and Numeracy Strategies. Superseded documents: None Action required: Ensure that all staff members involved in the delivery of the National Literacy and Numeracy Strategies are fully aware of the content of this guidance. Further information: The guidance will be supplemented with exemplification material which will be made available later in the academic year 1999/2000. National Literacy and Numeracy Strategies: Guidance on Teaching Able Children National Literacy and Numeracy Strategies: Guidance on Teaching Able Children The National Literacy and Numeracy Strategies are already proving to be effective tools for raising standards among primary aged children, including able pupils. The 1999 Key Stage 2 results showed a significant improvement in the percentage of children achieving level 4 and level 5 in English and in mathematics. This guidance gives further help to teachers in providing for pupils who are more able than the majority in their class in literacy or mathematics. What do we mean by more able in literacy and mathematics? Able pupils are quick to understand and apply their knowledge and skills in creative and original ways. The chart illustrates some characteristics of pupils who are particularly able in literacy or mathematics. -
What's in a Name Part 1
Editorial 2 What’s in a name? Part 1 Gerry Rosen 3 Key issues for the future of primary mathematics ACME 4 teaching and learning Keeping learning on track: Formative assessment and the regulation of learning Dylan Wiliam 6 Part 3 Supporting children’s mathematical learning- Jennie Pennant and Becky Teale 8 some short training sessions for TAs Flag Waving and a sense of proportion 10 Centre Spread: Reflections of reflections of reflections Rachel Gibbons 12 Insights for the past and present M. V. Hughes 14 Renewing the Primary Mathematics Framework Tim Coulson 15 What place mistakes? Jennie Pennant 17 More Proverbs from E.F. O’Neill E.F. O’Neill 18 The Harry Hewitt Memorial Prizewinner 2006 Maureen Stevens and 18 Sam Henderson Correspondence Ian Adamson, Robert J Clark 20 and Alan Wood Reviews : Time for another look at learning styles Mundher Adhami 23 Geometric Patterns Jane Gabb 24 Front Cover image: Geometric Patterns from Islamic Art & Architecture Editorial Team: Mundher Adhami Martin Marsh Letters and other material for Mary Clark Nick Peacey the attention of the Editorial Jane Gabb Jennie Pennant Team to be sent to: Rachel Gibbons Rachel Gibbons, 3 Britannia Road, London SW6 2HJ Equals e-mail address: [email protected] ©The Mathematical Association The copyright for all material printed in Equals is held by the Mathematical Association Advertising enquiries to John Day at the Mathematical Association, e-mail address: [email protected] Published by the Mathematical Association, 259 London Road, Leicester LE2 3BE Tel: 0116 221 0013 Fax: 0116 212 2835 (All publishing and subscription enquiries to be addressed here.) Designed by Nicole Lagden Printed by GPS Ltd. -
Where Will the Next Generation of UK Mathematicians Come From?
Manchester Institute for Mathematical Sciences Where will the next generation of UK mathematicians come from? Preliminary report of a meeting held in Manchester 18/19 March 2005 Participants and contributors acted in a private capacity and did not necessarily express the views of their organisations or institutions: Participants: Stephen Abbott HMI (OfSTED); Dr Paul Andrews (Faculty of Education, Cambridge University; Chair, Association of Teachers of Mathematics ATM); Professor Margaret Brown (Department of Education, King’s College London; Advisory Com- mittee on Mathematics Education ACME); Richard Browne (Qualifications and Curriculum Authority QCA); Doug French (Centre for Educational Studies, Hull University; President Designate, Mathematical Association MA); Gwyneth Gardiner (King Edward’s School, Birmingham); Professor Celia Hoyles (Institute of Education; Government Chief Adviser for Mathematics); Jenny Ingram (Sidney Stringer Community Technology College, Coventry); Dr Andrew Jobbings (United Kingdom Mathematics Trust UKMT; Arbelos); Dr Gerry Leversha (St Paul’s School, London; Editor, The Mathematical Gazette); Dr Hovik Khudaverdyan (School of Mathematics, University of Manchester); Dr Richard Lissaman (Mathematics Institute, University of Warwick; Mathematics in Education and Industry MEI); Dr Mario Micallef (Mathematics Institute, University of Warwick; Admissions Tutor); Dr Karen Page (Department of Computer Science, University College London); Jenny Piggott (Faculty of Education, Cambridge Univer- sity; Millennium Mathematics