THE LONDON MATHEMATICAL SOCIETY NEWSLETTER No
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Super-Curricular Suggestions
Super- curricular suggestions Strong applicants to Cambridge and other competitive universities tend to have explored their chosen subject through wider reading outside the classroom, as well as doing very well in their GCSEs and A-levels. We call this sort of exploration ‘super-curricular’, as it builds on and enhances what you are studying in school. We do not expect you to pay for this sort of exploration and have endeavoured to provide resources that are mostly freely available. This selection of suggested reading lists and resources has been gathered from the Cambridge departmental and College websites, other universities and other sources on the internet. These lists are certainly NOT ‘required reading’ for Cambridge applicants. They simply provide some suggestions for places to start exploring your own interests in your chosen subject independently - you do not need to engage with any of the specific websites, books, podcasts etc mentioned and can easily find your own alternatives. The following lists are suggestions only. It is important to read critically by thinking carefully about the arguments, assumptions and evidence presented by the author. Reading is a great way to explore subjects that you find interesting – but there are many other ways to deepen your understanding: investigate your local museums, monuments, galleries and natural features, and think analytically about nature, machinery or the built environment. After the COVID-19 lockdown, perhaps you can visit some of these! The best thing about super-curricular activities is that there are no exams or deadlines to worry about – you are free to follow your own lines of enquiry into the areas that interest you the most. -
Engaging Mathematics for All Learners
Engaging mathematics for all learners PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES 2 Engaging mathematics for all learners Contents Foreword . .3 Introduction . .5 What are you trying to achieve? . .6 How will you organise learning? . .8 Planning a compelling learning experience 8 Getting started – what are rich mathematical activities? 8 Some strategies for devising and working with rich mathematical activities 9 Finding rich contexts for mathematics 13 How will you know that you are achieving your aims? . .20 Case studies . .22 1: Every Child Matters – using recreational activities to engage learners 22 2: Every Child Matters – working inclusively with all ability groups 23 3: Historical and cultural roots of mathematics – understanding numbers 24 4: Historical and cultural roots of mathematics – the golden ratio 26 5: Modelling with mathematics 27 6: Mathematics in society – ‘number sense’ 28 7: Mathematics in society – technology and the environment 29 8: Mathematics across the curriculum – performing arts 31 9: Mathematics across the curriculum – STEM 32 10: Mathematics across the curriculum – STEM and PE 33 11: Mathematics and curriculum dimensions – healthy lifestyles 34 12: Mathematics and curriculum dimensions – technology and the media 34 13: Mathematics and curriculum dimensions – creativity and critical thinking 35 14: Using timetable opportunities for engaging mathematical activities 1 36 15: Using timetable opportunities for engaging mathematical activities 2 37 16: Working together to trial engaging mathematical activities (Bowland maths)38 17: Working together to introduce rich tasks into the mathematics curriculum for all learners 39 Working together to engage learners . .40 Making it happen . .44 Resources . .46 Acknowledgements . -
Popularising Mathematics
Popularising Mathematics Philipp Legner August 2013 Abstract Mathematics has countless applications in science, engineering and technology, yet school mathematics is one of the most unpopular subjects, perceived as difficult, boring and not useful in life. ‘Popularisation’ projects can help bridge this gap, by showing how exciting, applicable and beautiful mathematics is. Some popularisation projects focus on telling the wider public about mathematics, including its history, philosophy and applications; other projects encourage you to actively do mathematics and discover surprising relationships and beautiful results using mathematical reasoning and thinking. In this report I will develop a framework to classify and evaluate popularisation, and analyse a wide range of existing projects – ranging from competitions to websites, movies, exhibitions, books and workshops. I also reflect upon my personal experiences in designing popularisation activities. I would like to thank Professor Dave Pratt for his advise while writing this report. Table of Contents Introduction 1 Part 1: A Framework for Mathematics Popularisation The Value of Mathematics ........................................................................... 2 Defining Mathematics Popularisation ...................................................... 4 Designing Mathematics Popularisation ................................................... 8 Evaluating Popularisation Projects ............................................................ 11 Part 2: Case Studies of Popularisation Projects -
Curriculum Vitae
Curriculum Vitae Prof. Carola{Bibiane Schonlieb¨ Address Department of Applied Mathematics and Theoretical Physics (DAMTP) University of Cambridge Wilberforce Road Cambridge CB3 0WA, UK & Jesus College Cambridge CB5 8BL, UK Tel.: business +44/1223/764251 Email: [email protected] Homepage: http://www.damtp.cam.ac.uk/research/cia/, http://www.damtp.cam.ac.uk/user/cbs31/ Personal Details Date of birth: 21th of December, 1979 Place of birth: Vienna, Austria Present Citizenship: Austrian Career 09/2018{ Professor of Applied Mathematics, Department of Applied Mathematics and Theo- retical Physics, University of Cambridge, UK. 09/2016{ Alan Turing Institute Fellow, Alan Turing Institute, British Library, London, UK. 03/2016{ Co-Director then Director of the EPSRC Centre for Mathematical and Statistical Analysis of Multimodal Clinical Imaging, Faculty of Mathematics, University of Cam- bridge, UK. 11/2015{ Director of the Cantab Capital Institute for Mathematics of Information, Faculty of Mathematics, University of Cambridge, UK. 10/2015{08/2018 Reader in Applied and Computational Analysis, Department of Applied Mathematics and Theoretical Physics, University of Cambridge, UK. 10/2011{ Head of Cambridge Image Analysis, Department of Applied Mathematics and Theo- retical Physics, University of Cambridge, UK. 10/2011{ Fellow of Jesus College, Cambridge, UK. 09/2010{09/2015 Lecturer in Applied and Computational Analysis, Department of Applied Mathemat- ics and Theoretical Physics, University of Cambridge, UK. 09/2009{09/2010 Postdoctoral Research Fellow, Institute of Numerical and Applied Mathematics, Georg- August Universit¨at G¨ottingen, Germany. 10/2008{09/2009 Research Associate, Department of Applied Mathematics and Theoretical Physics, University of Cambridge, UK. -
Notices of the American Mathematical Society ABCD Springer.Com
ISSN 0002-9920 Notices of the American Mathematical Society ABCD springer.com Visit Springer at the of the American Mathematical Society 2010 Joint Mathematics December 2009 Volume 56, Number 11 Remembering John Stallings Meeting! page 1410 The Quest for Universal Spaces in Dimension Theory page 1418 A Trio of Institutes page 1426 7 Stop by the Springer booths and browse over 200 print books and over 1,000 ebooks! Our new touch-screen technology lets you browse titles with a single touch. It not only lets you view an entire book online, it also lets you order it as well. It’s as easy as 1-2-3. Volume 56, Number 11, Pages 1401–1520, December 2009 7 Sign up for 6 weeks free trial access to any of our over 100 journals, and enter to win a Kindle! 7 Find out about our new, revolutionary LaTeX product. Curious? Stop by to find out more. 2010 JMM 014494x Adrien-Marie Legendre and Joseph Fourier (see page 1455) Trim: 8.25" x 10.75" 120 pages on 40 lb Velocity • Spine: 1/8" • Print Cover on 9pt Carolina ,!4%8 ,!4%8 ,!4%8 AMERICAN MATHEMATICAL SOCIETY For the Avid Reader 1001 Problems in Mathematics under the Classical Number Theory Microscope Jean-Marie De Koninck, Université Notes on Cognitive Aspects of Laval, Quebec, QC, Canada, and Mathematical Practice Armel Mercier, Université du Québec à Chicoutimi, QC, Canada Alexandre V. Borovik, University of Manchester, United Kingdom 2007; 336 pages; Hardcover; ISBN: 978-0- 2010; approximately 331 pages; Hardcover; ISBN: 8218-4224-9; List US$49; AMS members 978-0-8218-4761-9; List US$59; AMS members US$47; Order US$39; Order code PINT code MBK/71 Bourbaki Making TEXTBOOK A Secret Society of Mathematics Mathematicians Come to Life Maurice Mashaal, Pour la Science, Paris, France A Guide for Teachers and Students 2006; 168 pages; Softcover; ISBN: 978-0- O. -
Booklet Details the Curriculum Resources Created by the Project ‘Being a Professional Mathematician’
Being a Professional Mathematician Mathematical Sciences HE Curriculum Innovation Project Innovation Curriculum HE Sciences Mathematical Tony Mann and Chris Good Being a Professional Mathematician Tony Mann and Chris Good University of Greenwich and University of Birmingham June 2012 A project supported by the MSOR Network, the Institute of Mathematics and its Applications and the Universities of Greenwich and Birmingham as part of the National HE STEM Programme. Being a Professional Mathematician Acknowledgements Acknowledgements We would like to thank all the mathematicians and historians who generously gave up their time to record case studies, and Noel-Ann Bradshaw and Kevin Parrott who recorded supplementary material for this project. We are also grateful to the participants at the HE STEM workshop ‘Being a Professional Mathematician’ at the University of Greenwich on 15 May 2012, and students on the University of Greenwich module ‘Mathematics in Society’ who trialled some of the teaching materials. The London Mathematical Society provided a venue for some of the interviews. The Universities of Greenwich and Birmingham provided support and we are particularly grateful to Peter Rowlett of the MSOR Network for his advice and guidance throughout the project. Being a Professional Mathematician Contents Contents Introduction 7 How to use the resources 11 Case Studies 17 Providing feedback 27 References 29 Appendix 1 – Worksheets 31 Appendix 2 – Essay and PDP reflection topics 47 Appendix 3 – Final year project suggestions 49 Appendix 4 – Case studies and the curriculum 53 Appendix 5 – An annotated list of books about doing mathematics 55 Being a Professional Mathematician Introduction Introduction This project aimed to create teaching materials on ‘Being a Professional Mathematician’ along with guidance as to how they could be incorporated into the undergraduate curriculum. -
October 2007
THE LONDON MATHEMATICAL SOCIETY NEWSLETTER No. 363 October 2007 Forthcoming THE BY-LAWS A separate form for suggest- Proposed Changes ing names to the Nominating Society Committee for potential candi- Meetings Council in June considered a dates for the 2007 elections is series of amendments to the By- also included. In addition mem- 2007 Laws. These had been prepared bers will be invited to make Wednesday to take forward several recent nominations direct in the April 24 October resolutions of Council and to Newsletter next year. Northern Regional make other adjustments to suit Meeting, Sheffield Charity Commission guidelines, ANNUAL GENERAL L. Breen along with clarification and tidy- A. Cattaneo ing of other areas. A paper is MEETING [page 4] included with this Newsletter The Annual General Meeting 1 laying out the nature of the of the Society will be held at Friday 23 November changes and the reasons for 3.15 pm on Friday 23 November AGM, London them. These changes to the By- 2007 at the Chemistry M. Struwe laws will be proposed at the Auditorium, University College J.F. Toland Annual General Meeting on 23 London, 20 Gordon Street, Presidential Address November 2007. London. The business shall be: [page 5] Peter Cooper (i) elections to Council and Executive Secretary Nominating Committee; 2008 (ii) the adoption of the Annual Friday 8 February Report for 2006-07; Mary Cartwright LMS 2007 (iii) the report of the Treasurer; Lecture, Oxford ELECTIONS (iv) appointment of Auditors; Monday 31 March AND OFFICERS (v) presentation of certificates Northern Regional to Prize winners; Meeting, Manchester The ballot papers for the (vi) proposals for changes to November elections to Council the By-Laws (see above). -
November 2008
THE LONDON MATHEMATICAL SOCIETY NEWSLETTER No. 375 November 2008 Society THE NEW MATHEMATICAL SOCIETY Meetings AND MEMBERS ABROAD and Events The LMS has 30% of its members Personal membership in the LMS based outside the UK. This remark- comes only in the forms Member, 2008 ably high number has never been Associate Member and Honorary Friday 21 November trumpeted by the Society, but Member. If you join the Society AGM, London could be. The Royal Statistical Soci- through one of the reciprocity ar- [page XX] ety proclaims with pride that 25% rangements with a national society of its members are outside the abroad you are a Member, just like 12–13 December UK, and a fortiori, the LMS could any other, with full voting rights. Joint Meeting with do so too. The high proportion You, like the UK-based Members, the Edinburgh reflects the international nature are the LMS. It is your Society, and Mathematical Society of our subject. Much more than its vigour and success are impor- Edinburgh [page XX] other disciplines, and more even tant for mathematics. than other sciences, mathematics I write this piece on a visit to the 2009 crosses international boundaries Mathematics Department of the Wednesday 14 January with ease. Technical University of Dresden. Northern Regional Should the LMS’s overseas mem- The location has as good a claim Meeting, Manchester bers engage with the present as any to be the middle of Europe, consultation over the New Math- with the rest of Germany to the Friday 27 February ematical Society, and vote if the north and west, Prague nearby to Mary Cartwright vote ensues? The natural initial the south, and Poland a short dis- Lecture, London assumption might be “No: leave tance east. -
National HE STEM Programme - Final Report Written and Compiled by Michael Grove
National HE STEM Programme - Final Report Written and compiled by Michael Grove National HE STEM Programme Final Report Written and compiled by Michael Grove Acknowledgements The achievements and successes detailed within this report would not have been possible without the Higher Education Funding Councils for England and Wales or the tireless hard work dedication of all members of the Programme Team within the Hub, Spokes and Professional Bodies to establish and support a range of activities and initiatives in fulfilment of the Programme’s aims and objectives; they deserve thanks for all of their efforts over the three-years of the Programme. Great thanks are due to Dagmar Waller and Daryl Davies for their help and support that enabled the Programme’s concluding conference to run successfully in September 2012 and for their help in the production of this final report; thanks also to Chantal Jackson for her design and layout of this report. Finally, the activities of the Programme were undertaken by those based within the higher education sector within a range of higher education institutions; the National HE STEM Programme is grateful to all those involved in each project for their hard work and dedication, and their ongoing commitment to enhancing all aspects of the STEM student learning experience. © The University of Birmingham on behalf of the National HE STEM Programme ISBN 978-1-909557-01-7 March 2013 Published by University of Birmingham STEM Education Centre on behalf of the National HE STEM Programme University of Birmingham Edgbaston Birmingham, B15 2TT www.hestem.ac.uk 1 2 The National HE STEM Programme – Final Report Table of Contents 1. -
Super-Curricular Suggestions
Super-curricular suggestions Strong applicants to Cambridge and other competitive universities tend to have explored their chosen subject through wider reading outside the classroom, as well as doing very well in their GCSEs and A-levels. We call this sort of exploration ‘super-curricular’, as it builds on and enhances what you are studying in school. We do not expect you to pay for this sort of exploration and have endeavoured to provide resources that are mostly freely available. This selection of suggested reading lists and resources has been gathered from the Cambridge departmental and College websites, other universities and other sources on the internet. These lists are certainly NOT ‘required reading’ for Cambridge applicants. They simply provide some suggestions for places to start exploring your own interests in your chosen subject independently - you do not need to engage with any of the specific websites, books, podcasts etc mentioned and can easily find your own alternatives. The following lists are suggestions only. It is important to read critically by thinking carefully about the arguments, assumptions and evidence presented by the author. Reading is a great way to explore subjects that you find interesting – but there are many other ways to deepen your understanding: investigate your local museums, monuments, galleries and natural features, and think analytically about nature, machinery or the built environment. After the COVID-19 lockdown, perhaps you can visit some of these! The best thing about super-curricular activities is that there are no exams or deadlines to worry about – you are free to follow your own lines of enquiry into the areas that interest you the most. -
Strogatz-Cv-October-2019.Pdf
Steven H. Strogatz Jacob Gould Schurman Professor of Applied Mathematics Department of Mathematics 533 Malott Hall Cornell University Ithaca, NY 14853-4201 email: [email protected] personal website: www.stevenstrogatz.com Employment 2017– Stephen H. Weiss Presidential Fellow, Cornell 2009– Professor of Mathematics, Cornell 2009–2014 Professor of Mechanical and Aerospace Engineering, Cornell 2007– Jacob Gould Schurman Professor of Applied Mathematics, Cornell 2005–2012 Director, Center for Applied Mathematics, Cornell 2000–2009 Professor, Theoretical and Applied Mechanics, Cornell 1994–2000 Associate Professor, Theoretical and Applied Mechanics, Cornell 1993–1994 Associate Professor of Applied Mathematics, Dept. of Mathematics, MIT 1989–1993 Assistant Professor of Applied Mathematics, Dept. of Mathematics, MIT 1986-1989 NSF Postdoc in Mathematical Sciences, Harvard and Boston University Education 1986 Ph. D., Applied Mathematics, Harvard University 1986 M.A., Mathematics, Cambridge University 1982 B. A., first class honours, Mathematics, Cambridge University 1980 A. B., summa cum laude, Mathematics, Princeton University Research Interests Nonlinear dynamics and complex systems applied to physics, biology, and social science Honors and Awards 2019 Shortlist for Royal Society Science Book Prize, Infinite Powers 2019 George Pólya Prize for Mathematical Exposition “For extensive and brilliant works conveying the fascination and the impact of mathematics to the general public through numerous books, newspaper and magazine articles, and radio, television, web, and video appearances, and for his important and influential textbook on nonlinear dynamics and chaos.” Awarded by the Society for Industrial and Applied Mathematics. 2018 Fellow of the Network Science Society One of seven fellows elected in the inaugural class. “For seminal work on small- world networks, chimera states, and synchronization phenomena in networks.” 2017 Stephen H. -
Super-Curricular Suggestions
Super- curricular suggestions Strong applicants to Cambridge and other competitive universities tend to have explored their chosen subject through wider reading outside the classroom, as well as doing very well in their GCSEs and A-levels. We call this sort of exploration ‘super-curricular’, as it builds on and enhances what you are studying in school. We do not expect you to pay for this sort of exploration and have endeavoured to provide resources that are mostly freely available. This selection of suggested reading lists and resources has been gathered from the Cambridge departmental and College websites, other universities and other sources on the internet. These lists are certainly NOT ‘required reading’ for Cambridge applicants. They simply provide some suggestions for places to start exploring your own interests in your chosen subject independently - you do not need to engage with any of the specific websites, books, podcasts etc mentioned and can easily find your own alternatives. The following lists are suggestions only. It is important to read critically by thinking carefully about the arguments, assumptions and evidence presented by the author. Reading is a great way to explore subjects that you find interesting – but there are many other ways to deepen your understanding: investigate your local museums, monuments, galleries and natural features, and think analytically about nature, machinery or the built environment. After the COVID-19 lockdown, perhaps you can visit some of these! The best thing about super-curricular activities is that there are no exams or deadlines to worry about – you are free to follow your own lines of enquiry into the areas that interest you the most.