Effective Mathematics, Effective Mathematicians
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Being a Professional Mathematician the Importance of Professional
Being a Professional Mathematician The importance of professional bodies – worksheet Mathematical professional bodies, learned societies and other organisations relevant to the UK include: • IMA (Institute of Mathematics and its Applications) • RSS (Royal Statistical Society) • OR Society • LMS (London Mathematical Society) • EMA (European Mathematical Society) • EMA (Edinburgh Mathematical Society) • MA (Mathematical Association) • ATM (Association of Teachers of Mathematics) • NANAMIC (National Association for Numeracy and Mathematics In Colleges) • MEI (Mathematics in Education and Industry) (an independent curriculum development body) • FMSP (Further Mathematics Support Programme) By contrast, there is one main professional body for physics: the Institute of Physics (IOP), which has 40,000 members. www.BeingAMathematician.org has interviews with representatives of the IMA, LMS, OR Society and RSS, who talk about the benefits the societies offer to their members. Find these under the Resources link. There are also interviews with professional mathematicians who talk about how they see professional bodies and learned societies. The relevant sections begin at the times indicated. • Danny Brown (from 1:32) • Nira Chamberlain (from 2:22) • Peter Furness (from 6:26) • Jay Jobanputra (from 5:06) • Sue Merchant (from 4:36) • Mason Porter (from 4:24) • Gwyneth Stallard (from 16:54) 1) How do the mathematical learned societies and professional bodies differ from one another in the way the services they offer to their members? Do these differences result from different needs of different kinds of professional mathematician, or from some other cause? • What do their websites say about the societies (explicitly and implicitly)? • How open are the societies to potential members? • Do the societies have different categories of membership? • Do the societies offer professional accreditation? • What other benefits do the societies offer their members? 2) One benefit offered by some professional societies is credentials . -
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. -
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 -
Prepared by Version 2 March 2011
Careers Advice Prepared by Version 2 March 2011 1 Welcome to the careers advice for the mathematics undergraduate, prepared by the Institute of Mathematics and its Applications (IMA). (Shameless plug for the IMA can be found on the back page!) The IMA knows how fantastic mathematics graduates are to employ (we employ a couple ourselves!), with your highly developed numerical skills, logical thinking and ability to analyse difficult problems (to name a few qualities) and studies have shown that mathematics and computing graduates earn more over a lifetime than graduates of other degree subjects (compared to someone with only two or more A levels), but what career can a mathematics degree lead you to? Who employs mathematics graduates? Deciding which career path you will embark on once you have graduated from university should not be taken lightly. Some people are lucky enough to already know what they want to do or have a job offer from the company where they spent their industrial placement year, but for others, with so many career options open to mathematics gradu- ates, where do you begin? This document has been designed to not only answer these questions, but also make you think about what you want to do and the skills you have, provide guidance on the careers open to mathematics graduates and what skills em- ployers are looking for. It also encourages you to research the careers open to you as the information is out there. This is your future, nobody else will do this for you. Being a mathematics undergraduate, you shouldn’t have any problems doing this in a logical and organised way! What career can a mathematics degree lead you to? I’m not going to mislead you, there are very few jobs titled ‘Mathematician’. -
Mathematics Maintains Its Increased Popularity
14 August 2014 Media release Mathematics maintains its increased popularity The number of A-level mathematics entries across the UK is marginally up by 0.9% on last year, with 88,816 students sitting the exam. Figures released today by the Joint Council for Qualifications also show that • A-level further mathematics has maintained popularity, with entries increasing by 1.5% (to 14,028) • AS mathematics entries increased by 7.2% (to 161,711) • AS further mathematics entries have increased by 8.5% (to 24,530) Since 2010 the number of A-level mathematics entries has risen by 15.3% and in further mathematics the increase is even greater at 20%. This continues to be a welcome trend for mathematics and shows that students value the skills a mathematics qualification gives them to help fulfil their career aspirations and is excellent currency in the job market. Mathematics plays a vital role in all aspects of modern society, including cybersecurity, manufacturing sectors such as aerospace and dealing with the new challenges of ‘big data’. Maintaining the pipeline of well trained mathematicians is vital for the future prosperity of the UK and its position in the world economy. Professor Nigel Steele, Honorary Secretary of the IMA said, ‘The Institute recognises the efforts of all those who have succeeded in A-level mathematics and further mathematics, and we offer our congratulations and The Institute of Mathematics and its Applications and the London Mathematical Society are incorporated under Royal Charter and are Charities registered with the Charity Commissioners. IMA registered number: 1017777 . LMS registered number: 252660. -
Being a Professional Mathematician the Importance of Professional Bodies – Worksheet Mathematical Professional Bodies, Learne
Being a Professional Mathematician The importance of professional bodies – worksheet Mathematical professional bodies, learned societies and other organisations relevant to the UK include: • IMA (Institute of Mathematics and its Applications) • RSS (Royal Statistical Society) • OR Society • LMS (London Mathematical Society) • EMA (European Mathematical Society) • EMA (Edinburgh Mathematical Society) • MA (Mathematical Association) • ATM (Association of Teachers of Mathematics) • NANAMIC (National Association for Numeracy and Mathematics In Colleges) • MEI (Mathematics in Education and Industry) (an independent curriculum development body) • FMSP (Further Mathematics Support Programme) By contrast, there is one main professional body for physics: the Institute of Physics (IOP), which has 40,000 members. www.BeingAMathematician.org has interviews with representatives of the IMA, LMS, OR Society and RSS, who talk about the benefits the societies offer to their members. Find these under the Resources link. There are also interviews with professional mathematicians who talk about how they see professional bodies and learned societies. The relevant sections begin at the times indicated. • Danny Brown (from 1:32) • Nira Chamberlain (from 2:22) • Peter Furness (from 6:26) • Jay Jobanputra (from 5:06) • Sue Merchant (from 4:36) • Mason Porter (from 4:24) • Gwyneth Stallard (from 16:54) Exercise Comments for tutors 1) How do the mathematical learned societies and This worksheet looks in more professional bodies differ from one another in the detail -
IMA-LMS Zeeman Medal Winner
Media release 7 July 2011 For immediate release Exceptional mathematics communicator honoured with prestigious award The Institute of Mathematics and its Applications (IMA) and the London Mathematical Society (LMS) are delighted to announce that Professor John Barrow, FRS, Department of Applied Mathematics and Theoretical Physics, University of Cambridge will receive the Christopher Zeeman Medal for the Promotion of Mathematics to the Public. Professor Barrow has made enormous contributions to the public understanding of mathematics, particularly in his role as Director of the Millennium Mathematics Project (MMP) at Cambridge. The MMP has done a huge amount to develop mathematical interest and ability among school students with activities such as NRICH and the online magazine Plus. In a joint statement, IMA Executive Director David Youdan and LMS President Professor Angus Macintyre said, ‘Our two societies have a common priority of promoting mathematics both to school students and to the adult public. Society should not lose sight of the fundamental importance of mathematics, both as a foundation for much of science and engineering, and as a human endeavour aimed at understanding some of the deepest problems about the structure of our universe. Professor Barrow has been at the forefront of mathematics communication for many years and is world famous for his contributions to public understanding of one of the oldest, most beautiful, and most essential of sciences’. The Institute of Mathematics and its Applications and the London Mathematical Society are incorporated under Royal Charter and are Charities registered with the Charity Commissioners. IMA registered number: 1017777. LMS registered number: 252660. The medal is named in honour of Professor Sir Christopher Zeeman, FRS, one of the UK’s foremost mathematicians who spent much of his career at the University of Warwick sharing his love of mathematics with the public. -
Volume 3 Research Reports Ead - Kou
Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education Prague, Czech Republic July 16-21, 2006 Volume 3 Research Reports Ead - Kou Editors: Jarmila Novotná Hana Moraová, Magdalena Krátká, Naďa Stehlíková Charles University in Prague Faculty of Education Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education Volume 3 Editors Jarmila Novotná Hana Moraová Magdalena Krátká Naďa Stehlíková Charles University in Prague Faculty of Education Czech Republic The Proceedings are also available on CD-ROM Copyright © 2006 left to the authors All rights reserved ISSN 0771-100X Logo: Ivan Špirk Cover Design: Jarmila Novotná & Ivan Špirk Printing: Atelier Guimaec, s.r.o 3-ii PME30 — 2006 TABLE OF CONTENTS VOLUME 3 Research Reports Eade, Frank & Dickinson, Paul 3-1 Exploring realistic mathematics education in English schools Ebersbach, Mirjam & Resing, Wilma C. M. 3-9 Reasoning about non-linearity in 6- to 9-year-olds: the role of task presentation Eichler, Andreas 3-17 Teachers, classroom, students – A holistic view on beliefs concerning the educational practice Elia, Iliada & Gagatsis, Athanasios 3-25 The effects of different modes of representation on problem solving: Two experimental programs Ell, Fiona 3-33 Can moderate hermeneutics help us to understand learning and teaching in the mathematics classroom? Evans, Jeff & Zan, Rosetta 3-41 Sociocultural approaches to emotions in mathematics education: Initial comparisons Falkenberg, Thomas 3-49 Moral -
Another Bumper Year for Mathematics
18 August 2011 Media release For immediate release Another bumper year for mathematics The rise of mathematics continues as there is another increase in the number of A-level Mathematics entries across the UK. The number of students sitting the exam is up 7.8% on last year to 82,995. The number of entries is now higher than it has been for almost two decades. Figures released today by the Joint Council for Qualifications also show that • A-level Further Mathematics has continued to rise in popularity, with entries increasing by 5.2% (to 12,287) • AS Mathematics entries increased by 25.3% (to 141,392) • AS Further Mathematics entries continued the trend, increasing by 24.7% (to 18,555) The London Mathematical Society (LMS) and the Institute of Mathematics and its Applications (IMA) warmly congratulate all who have successfully completed these examinations, and the teachers who have supported and encouraged them . The skills students develop in studying mathematics opens up a wide choice of rewarding careers. Mathematics is a pre-requisite for jobs in all sectors of the economy, whether or not they go on to use their mathematics qualification in higher education. The numeracy, modelling, logical and problem-solving skills they have gained from their maths studies are sought by employers, and the contribution these young people will make to our economic success in the future is crucial. The Institute of Mathematics and its Applications and the London Mathematical Society are incorporated under Royal Charter and are Charities registered with the Charity Commissioners. IMA registered number: 1017777 . -
Learning to Teach Mathematics in the Secondary School: a Companion to School Experience / Edited by Sue Johnston-Wilder...[Et Al.]
LEARNING TO TEACH MATHEMATICS IN THE SECONDARY SCHOOL What is the role of mathematics in the secondary classroom? What is expected of a would-be maths teacher? How is mathematics best taught and learnt? Learning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in modern secondary school classrooms. Written specifically with the new and student teacher in mind, the book covers a wide range of issues related to the teaching of math- ematics, including: I the role of ICT I planning mathematics lessons I Assessment for LearningNEW I including special-needs pupils I using mathematics in contextNEW I teaching mathematics post-16 I communicating mathematically I professional development. Already a major text for many university teaching courses, this fully revised third edition takes into account new developments in the National Curriculum as well as recent changes to the standards for Qualified Teacher Status. Featuring two brand new chapters, a glossary of useful terms, addresses for resources and organisations, and tasks designed to prompt critical reflection and support thinking and writing at Masters level, this book will help you make the most of school experience, during your training, your NQT year and beyond. Designed for use as a core textbook, this new edition of Learning to Teach Mathematics in the Secondary School provides essential guidance and advice for all trainee and practising teachers of secondary mathematics. Sue Johnston-Wilder is Associate Professor at the University of Warwick; she works with PGCE students and in-service teachers in the West Midlands. -
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.