Today I attended Prize Giving at King’s College, London (pictured above). I was invited to attend as the IMA was giving two prizes to mathematics students. One of the students, Janine Walker (pictured below), was in attendance and I was able to meet her and her family afterward the ceremony.
Universities that offer mathematics are able to offer IMA Prizes, generally to two of their graduating students at their discretion. These are often given out based on academic excellence – to the student with the top marks in exams, a project or overall. The Prize is a years membership of the IMA, although I believe it could offer far more to the student terms of prestige. My information suggests the IMA Prizes are offered at something like 74 universities, which is a lot Prizes but relative to the number of graduating mathematics students (something like 5000) this is a small number of graduates with this accolade. The correct wording on a CV could, I believe, produce a very positive effect.
Practice for awarding IMA Prizes varies; at King’s there was an Awards Ceremony (seperate from Graduation) of 45 minutes in which a range of Prizes in Engineering, Computer Science, Mathematics and Physics were awarded. This was preceded by a tea and coffee reception and followed by a wine and nibbles reception.
I attended the 9th IMA Younger Mathematicians Conference last week in London.
The Younger Mathematicians Conferences attract Mathematicians under 35 (and a few over to be honest – passports aren’t checked at the door!) from around the UK who are studying and working in Universities, Schools and in many sectors of Industry.
This time the Conference heard from mathematicians working in Mathematical Finance and topics such as the maths of Google, the restoration of the Cutty Sark and much more. And it was a great opportunity for mathematics students and early career mathematicians to get together and meet others in similar situations. I have met several undergraduates at Younger Mathematicians Conferences in 2008.
The 2009 Younger Mathematicians Conferences will be on Saturday 16th May 2009 in Oxford and Saturday 14th November 2009 in Birmingham. More information on the IMA Student webpage.
On the Children in Need special episode of Qi one of the topics covered was Bertrand Russell‘s work on Principia Mathematica and particularly the proof that 1+1=2. Although a lot of the discussion was frivolous, it did contain some nice comments (the proof described as “an extraordinary achievment” and Russell described as “a remarkable man” and “one of the greatest and most towering intellectual heroes you could ever worship” by Stephen Fry, who I have heard people refer to in similar terms himself). And it contained this wonderful rant from David Mitchell, on the subject of proving 1+1=2:
It’s a bit late, the 20th C., to prove that, I’d say. You’ve got quite a lot riding, by the 20th C., on 1+1 being 2. There’s quite a lot of engineering happening, quite a complex international economy. If you find out that it doesn’t equal two, what do we do? Just burn everything because God knows, anything could fall on our heads, money – you might as well eat it, forget civilisation!
You can view this episode temporarily on the BBC iPlayer (I’d recommend the whole show but if it’s not to your tastes the maths bit starts about 23 minutes in). And you can make a donation to Children in Need here if you didn’t get a chance yet. Happily, they Pudsey himself travelled to Nottingham Railway Station on Friday morning so I was able to throw some change in his bucket. I was on my way to London so he needn’t have bothered, really, he could have met me at St. Pancras.
These are the show notes for episode 7 of the Travels in a Mathematical World Podcast. 7 is prime, and the numbers on opposite sides of a regular six-sided die always add to 7. More about the number 7 from thesaurus.maths.org.
This week on the podcast we hear from Neil Goldwasser. Neil is a maths graduate who works as a dyslexia support and adult numeracy tutor in a FE college. He talks about his career and his work teaching maths in a vocational context. You can find out about mathematics teaching from the TDA, and more information from Teachernet. Good resources for maths teachers are the NCETM and nrich. Some more information on dyslexia support is available from the British Dyslexia Association.
Earlier, I reported on my visit to the Manchester careers fair, Calculating Careers, in which I used some mathematical puzzles to attract potential careers advice recipients to my stall. I just discovered that my attempt to draw people in using mathematical curiosities may be related to the practice described in this documentary piece.
This week I attended the event “Calculating Careers”, a mathematics careers fair at the University of Manchester. I found this a really enjoyable afternoon. I ran an IMA stall in a hall of stalls from employers. I thought a lot about how to run this. I didn’t want to come across as another employer that people wouldn’t have heard of. I wanted to project a different image.
I last ran a stall at another event in Manchester. This went okay but there were large periods of time where everyone was huddled at the far end of the room from my stall. I decided that what was needed for such a stall was something interesting to draw people in. Not that IMA leaflets and copies of Mathematics Today aren’t interesting, but they don’t necessarily draw people from across the room.
I spent some time with some mathematical puzzle books I have picked up in a discount bookshop earlier in the year and chose a few that seemed interesting. I made a little box and collected 2p pieces for a ‘fitting the coins in a box’ game, made some cardboard cut out puzzles and a lot of print outs of a topology drawing puzzle. These seemed well received by the students I met, and by some of my fellow stallholders.
I was told at the end by one of the organisers that every time he had been over, my stall had more people at it than the others. So there is something to be said for baiting mathematicians with intellectual curiosities!
Of course, I sent everyone on their way with a Maths Careers website postcard, a copy of “Careers for Mathematicians” by Sue Briault and many of them with information about the IMA, copies of Mathematics Today and even IMA application forms. Hopefully I made some students aware of the existence of the IMA, which is the battle I am trying to win.