mathematics education
https://plus.maths.org/content/taxonomy/term/301/www.egmo2012.org.uk
enLearning arithmetic in Georgian England
https://plus.maths.org/content/learning-arithmetic-georgian-england
<div class="field field-type-text field-field-author">
<div class="field-items">
<div class="field-item odd">
Benjamin Wardhaugh </div>
</div>
</div>
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/abstractpics/5/16_dec_2013_-_1610/icon.jpg?1387210200" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
<p>Georgian school maths: bushels of corn, kilderkins of beer and feeding soldiers. All without algebra!</p>
</div>
</div>
</div>
<p>
On 22 August 1704 James Stenning sat down in Ockley, Surrey, and began to write in a new exercise book. It had 34 leaves, and was about 16 cm by 20 cm: the size of a decent-sized hardback book, but slimmer and with only a paper cover.
</p>
<p>
"If a city being besiged hath provision for to maintain 1760 souldiers 10 months how many will it maintain for 16 months?"
</p>
<p>
"In a family Consisting of 7 Persons there are Drunk out 100 kilderkins of beer in 12 Dayes; how many kilderkins will be Drunk out in 8 Days by another family Consisting of 14 persons?"
</p><p><a href="https://plus.maths.org/content/learning-arithmetic-georgian-england" target="_blank">read more</a></p>https://plus.maths.org/content/learning-arithmetic-georgian-england#commentshistory of mathematicsmathematics educationThu, 19 Dec 2013 13:53:15 +0000alex5909 at https://plus.maths.org/contentThe leaning tower of PISA?
https://plus.maths.org/content/leaning-tower-pisa-0
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/abstractpics/5/4_dec_2013_-_1655/school_icon.jpg?1386176139" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
<p>This year's PISA results have caused predictable headlines, but do the statistics add up?</p>
</div>
</div>
</div>
<p> According to the latest <a href="http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm">PISA</a> study
Britain's teenagers have dropped out of the top 20 in reading,
maths and science. That's in a ranking of 65
economies from around the world. Media reactions were
predictable (worse than <em>Estonia?!</em>) and so were <a href="http://www.theguardian.com/politics/2013/dec/01/michael-gove-labour-international-league-table">Michael Gove's</a>
(it's the last government's fault), but some were a little more
critical.<p><a href="https://plus.maths.org/content/leaning-tower-pisa-0" target="_blank">read more</a></p>https://plus.maths.org/content/leaning-tower-pisa-0#commentsmathematics educationstatisticsThu, 05 Dec 2013 16:56:34 +0000mf3445990 at https://plus.maths.org/contentThe maths sense
https://plus.maths.org/content/maths-sense
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/abstractpics/5/28_oct_2013_-_1300/icon.jpg?1382965229" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
You don't need to count to see that five apples are more than three oranges: you can tell just by looking. That's because you were born with a sense for number. But is that sense related to the mathematical abilities you develop later on? </div>
</div>
</div>
<p>You don't need to count to see that five apples are more than three
oranges: you can tell just by looking. That's because we, as well as
many animal species, are born with a sense for number that allows
us to judge amounts even without being able to count. But is that inborn number sense related to the mathematical abilities
people develop later on, or is learnt maths different from innate
maths?</p><p><a href="https://plus.maths.org/content/maths-sense" target="_blank">read more</a></p>https://plus.maths.org/content/maths-sense#commentsmathematical realityinnate mathematical abilitymathematics educationMon, 04 Nov 2013 09:54:33 +0000mf3445966 at https://plus.maths.org/contentMaths inspires a rollercoaster ride
https://plus.maths.org/content/maths-inspires-rollercoaster-ride
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/abstractpics/4/3_jul_2013_-_1544/icon.jpg?1372862651" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
<p>Rollercoasters, the London Eye, planes, bikewheels and boomerangs - no it's not our plans for the summer holidays, it's just a normal afternoon at a Maths Inspiration gig.</p>
</div>
</div>
</div>
<p>
Rollercoasters, the London Eye, aeroplanes, bike wheels and boomerangs — no it's not our plans for the summer holidays, it's just a normal afternoon at a <a href="http://www.mathsinspiration.com/index.jsp">Maths Inspiration</a> gig. These shows for 15-17 year olds are held all over the UK, creating a real sense of excitement thanks to the big venues, huge audiences, comedic MCs and because they are showcasing some of the best maths speakers.<p><a href="https://plus.maths.org/content/maths-inspires-rollercoaster-ride" target="_blank">read more</a></p>https://plus.maths.org/content/maths-inspires-rollercoaster-ride#commentsmathematics educationThu, 04 Jul 2013 09:20:04 +0000Rachel5922 at https://plus.maths.org/contentWhy the answer to any sum is 10
https://plus.maths.org/content/why-answer-any-sum-10
<div class="field field-type-text field-field-author">
<div class="field-items">
<div class="field-item odd">
Andrew Irving and Ebrahim Patel </div>
</div>
</div>
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/abstractpics/5/9_aug_2012_-_1606/icon.jpg?1344524784" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
<p>Learning mathematics involves a progression to higher and higher concepts, building on the foundations of what we have already learnt. But Andrew Irving and Ebrahim Patel explain that no matter how high your mathematical knowledge reaches you must never lose sight of your foundations, no matter how basic they may seem.</p>
</div>
</div>
</div>
<p><em>Learning mathematics involves a progression to higher and higher concepts, building on the foundations of what we have already learnt. But Andrew Irving and Ebrahim Patel explain that no matter how high your mathematical knowledge reaches you must never lose sight of your foundations, no matter how basic they may seem.</em></p>
<p style="float: center"><em>"Education is not the filling of a pail, but the lighting of a fire." </em>(W. B. Yeats)</p><p><a href="https://plus.maths.org/content/why-answer-any-sum-10" target="_blank">read more</a></p>https://plus.maths.org/content/why-answer-any-sum-10#commentsmathematical realitymathematics educationnumber systemThu, 16 Aug 2012 08:36:22 +0000mf3445762 at https://plus.maths.org/contentEuropean Girls' Maths Olympiad conquers Cambridge
https://plus.maths.org/content/european-girls-maths-olympiad-conquers-cambridge
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/abstractpics/5/25_apr_2012_-_1739/icon.jpg.png?1335371943" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
<p>This month 70 teenage girls from nineteen countries including Bulgaria, Saudi Arabia and Finland came to the University of Cambridge to participate in the inaugural <a href="//www.egmo2012.org.uk/" rel="nofollow">European Girls' Mathematical Olympiad</a> (EGMO).</p>
</div>
</div>
</div>
<p>This month 70 teenage girls from nineteen countries including Bulgaria, Saudi Arabia and Finland came to the University of Cambridge to participate in the inaugural <a href="http://www.egmo2012.org.uk/">European Girls' Mathematical Olympiad</a> (EGMO).</p>
<div class="rightimage"><img src="https://plus.maths.org/content/sites/plus.maths.org/files/news/2012/egmo/hula.jpg" width="250" height="333" alt="Hula Hoop"/><p style="width:250px;">During the six day event, competitors enjoyed a wide range of mathematical and non-mathematical activities</p><p><a href="https://plus.maths.org/content/european-girls-maths-olympiad-conquers-cambridge" target="_blank">read more</a></p>https://plus.maths.org/content/european-girls-maths-olympiad-conquers-cambridge#commentsmathematics educationFri, 27 Apr 2012 09:37:17 +0000mf3445699 at https://plus.maths.org/contentBorn to count?
https://plus.maths.org/content/node/5549
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/abstractpics/5/26_aug_2011_-_1313/icon_brain.jpg?1314360781" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
<p>People as well as animals are born with a sense for numbers. But is this inborn number sense related to mathematical ability? A new study suggests that it is.</p>
</div>
</div>
</div>
<div class="rightimage" style="width: 300px;"><img src="https://plus.maths.org/content/sites/plus.maths.org/files/news/2011/ans/child.jpg" alt="Child at blackboard" width="300" height="199" />
<p>People and animals are born with a sense for numbers.</p><p><a href="https://plus.maths.org/content/node/5549" target="_blank">read more</a></p>https://plus.maths.org/content/node/5549#commentsmathematical realityevolutioninnate mathematical abilitymathematics and languagemathematics educationWed, 07 Sep 2011 10:16:24 +0000mf3445549 at https://plus.maths.org/contentStudents keep falling in love with maths
https://plus.maths.org/content/maths-levels-rise-again
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/abstractpics/5/18_aug_2011_-_1407/icon_exam.jpg?1313672877" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
<p>Who said that people don't like maths? Numbers of entries to maths A and AS levels across the UK have again increased this year. The number of students taking maths A level has risen by 7.8% compared to last year and A level further maths entries have risen by 5.2% At AS level maths has seen an increase of 25.3% compared to last year and further maths an increase of 24.7%. The number of students taking A level maths is now higher than it has been for almost two decades.</p>
</div>
</div>
</div>
<p>Who said that people don't like maths? Numbers of entries to maths A and AS levels across the UK have again increased this year. The number of students taking maths A level has risen by 7.8% compared to last year (from 77,001 to 82,995) and A level further maths entries have risen by 5.2% (from 11,682 to 12,287). At AS level maths has seen an increase of 25.3% compared to last year (from 112,847 to 141,392) and further maths an increase of 24.7% (from 14,884 to 18,555). The number of students taking A level maths is now higher than it has been for almost two decades.</p><p><a href="https://plus.maths.org/content/maths-levels-rise-again" target="_blank">read more</a></p>https://plus.maths.org/content/maths-levels-rise-again#commentsmathematics educationThu, 18 Aug 2011 12:49:55 +0000mf3445544 at https://plus.maths.org/contentStruggling with your maths?
https://plus.maths.org/content/struggling-your-maths
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/abstractpics/5/7_jun_2011_-_1549/icon.jpg?1307458178" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
<p>If you are, then you may be one of the 5 to 7% of the population suffering from dyscalculia, the mathematical equivalent of dyslexia. But unlike many dyslexia sufferers, you probably haven't received the help you need to cope with your condition. As a recent article published in the journal Science points out, dyscalculia is the "poor relation" of dyslexia.</p>
</div>
</div>
</div>
<p>If you are, then you may be one of the 5 to 7% of the population
suffering from <em>dyscalculia</em>, the mathematical equivalent of
dyslexia. But unlike many dyslexia sufferers, you probably haven't
received the help you need to cope with your
condition.<p><a href="https://plus.maths.org/content/struggling-your-maths" target="_blank">read more</a></p>https://plus.maths.org/content/struggling-your-maths#commentsmathematical realitydyscalculiamathematics educationmedicine and healthTue, 07 Jun 2011 11:29:28 +0000mf3445499 at https://plus.maths.org/contentSchool students deliver cutting edge research
https://plus.maths.org/content/motivate-story
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/abstractpics/5/25%20Nov%202010%20-%2016%3A26/icon-2.jpg?1290702385" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
<p>A group of school students-turned-researchers has delivered new data that will help scientists stem the spread of infectious diseases.
A study designed by the students reveals social contact patterns among primary schools students. This type of information is crucial in mathematical models of how diseases spread, which can be used to test the effects of interventions like vaccination and school closures. The study was based on specially designed questionnaires which were handed out to primary schools and achieved an unprecedented response rate of nearly 90%. </p> </div>
</div>
</div>
<p>A group of school students-turned-researchers has delivered new data that will help scientists stem the spread of infectious diseases.
A study designed by the students reveals social contact patterns among primary schools students. This type of information is crucial in mathematical models of how diseases spread, which can be used to test the effects of interventions like vaccination and school closures. And since
schools are hotbeds not just for social interaction, but also for viruses, they are of particular interest to epidemiologists.<p><a href="https://plus.maths.org/content/motivate-story" target="_blank">read more</a></p>https://plus.maths.org/content/motivate-story#commentsepidemiologymathematics educationmedicine and healthThu, 25 Nov 2010 16:48:35 +0000mf3445355 at https://plus.maths.org/contentCareer interview: Mathematics educator and author
https://plus.maths.org/content/career-interview-mathematics-educator-and-author
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="115" height="115" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/issue50/interview/icon.jpg?1235865600" /> </div>
</div>
</div>
<div class="pub_date">March 2009</div>
<!-- plusimport -->
<p> </p><p><a href="https://plus.maths.org/content/career-interview-mathematics-educator-and-author" target="_blank">read more</a></p>https://plus.maths.org/content/career-interview-mathematics-educator-and-author#comments50Business & Moneycareer interviewfinancialmathematicsHealth & Societymathematics educationmathematics enrichmentScience & Engineeringstring theorySun, 01 Mar 2009 00:00:00 +0000plusadmin2440 at https://plus.maths.org/contentCareer interview: Actor and mathematician
https://plus.maths.org/content/career-interview-actor-and-mathematician
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/issue49/interview/icon.jpg?1228089600" /> </div>
</div>
</div>
<div class="pub_date">December 2008</div>
<!-- plusimport --><br>
<p><i>A version of this interview is available as a <a href="/podcasts/PlusCareersPodcastDec08.mp3">podcast</a>.</i></p><p><a href="https://plus.maths.org/content/career-interview-actor-and-mathematician" target="_blank">read more</a></p>https://plus.maths.org/content/career-interview-actor-and-mathematician#comments49Arts & Entertainmentcareer interviewconvergencehardyHealth & Societyinfinite seriesmathematics and artmathematics and theatremathematics educationpartitionsramanujanRiemann zeta functionMon, 01 Dec 2008 00:00:00 +0000plusadmin2438 at https://plus.maths.org/contentThe Plus new writers award 2009
https://plus.maths.org/content/plus-new-writers-award-2009
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/latestnews/sep-dec08/competition/icon.jpg?1220396400" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
Become a <i>Plus</i> author by joining our competition </div>
</div>
</div>
<div class="pub_date">03/09/2008</div>
<!-- plusimport -->
<!-- END OF FILE: newinclude/news_header.html -->
<h2>Maths is the language of the universe, so what have you got to say?</h2>
<!-- FILE: include/rightfig.html -->
<div class="rightimage" style="width: 300px;"><img src="/latestnews/sep-dec08/competition/poster.jpg" alt="Competition poster" width="300" height="214" /></div>
<!-- END OF FILE: include/rightfig.html -->
<p><i>Plus</i> is looking for the science writers of the future, who can make mathematics lively and interesting for a general audience.<p><a href="https://plus.maths.org/content/plus-new-writers-award-2009" target="_blank">read more</a></p>https://plus.maths.org/content/plus-new-writers-award-2009#commentsmathematics educationmathematics in the mediaPlus new writers awardTue, 02 Sep 2008 23:00:00 +0000plusadmin2466 at https://plus.maths.org/contentHow to solve a problem like mathematics
https://plus.maths.org/content/how-solve-problem-mathematics
<div class="field field-type-filefield field-field-abs-img">
<div class="field-items">
<div class="field-item odd">
<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/latestnews/may-aug08/education/icon.jpg?1212706800" /> </div>
</div>
</div>
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
A generation of lost mathematicians </div>
</div>
</div>
<div class="pub_date">06/06/2008</div>
<!-- plusimport --><br clear="all"</br>
<!-- END OF FILE: newinclude/news_header.html -->
<!-- FILE: include/rightfig.html -->
<div class="rightimage" style="width: 350px;"><img src="/latestnews/may-aug08/education/sleep.jpg" alt="Students are becoming uninterested as teachers become demotivated by politicised maths." width="350" height="233" />
<p>Students are becoming uninterested as teachers become demotivated by politicised maths, according to a recent report.</p><p><a href="https://plus.maths.org/content/how-solve-problem-mathematics" target="_blank">read more</a></p>https://plus.maths.org/content/how-solve-problem-mathematics#commentsleague tablemathematics educationteachingThu, 05 Jun 2008 23:00:00 +0000plusadmin2547 at https://plus.maths.org/contentEditorial
https://plus.maths.org/content/editorial-6
<div class="field field-type-text field-field-abs-txt">
<div class="field-items">
<div class="field-item odd">
<ul>
<li>I need maths like a carburettor recalibration</li>
<li>The 118 188 challenge</li>
</ul>
</div>
</div>
</div>
<div class="pub_date">June 2008</div>
<!-- plusimport -->
<!-- #include virtual="/include/gifd_here_box.html" -->
<h2>This issue's topics</h2>
<ul>
<li><a href="#maths">I need maths like a carburettor recalibration</a></li>
<li><a href="#118">The 118 188 challenge</a></li>
</ul>
<a name="maths" id="maths"></a>
<h3>I need maths like a carburettor recalibration</h3>
<p>In a response to a recent <a href="/latestnews/may-aug08/education">think tank</a> study into UK maths education the <i>Guardian's</i> Simon Jenkins tried to mount a <a href="http://www.guardian.co.uk/commentisfree/2008/<p><a href="https://plus.maths.org/content/editorial-6" target="_blank">read more</a></p>47editorialmathematics educationmathematics in the mediaSat, 31 May 2008 23:00:00 +0000plusadmin4903 at https://plus.maths.org/content