The schools competition invites participants to “make a case for the most important/your favourite mathematician in the history of mathematics” by either writing an article or producing a video or multi-media project.
This competition is your chance to explore how mathematics has developed and achieved its status and who were the most important mathematicians in history who contributed to it. This year we would like you to concentrate on choosing one mathematician who has, in your opinion, been the most important person, your favourite, and to make the case for it – to explain his/her mathematics and to show their importance or what you think was special about it and them.
The Undergraduate Essay Competition invites essays on any topic in history of mathematics of no more than 2500 words in length and is open to people enrolled as undergraduates in UK and Irish universities in academic year 2018/19. The deadline is 21st June 2019. Guidance, rules, etc. via BSHM Undergraduate Essay Prize.
On 5th October 2010, eight years ago this week, I sent a tweet from a Twitter account I had registered on behalf of the British Society for the History of Mathematics (BSHM). I was on BSHM Council at the time and, mindful of the Society’s charitable aim to develop awareness of the history of mathematics for the public benefit, I proposed starting a Twitter account. I thought a good way to generate a background level of activity for the account was to tweet a daily mathematician, taking my lead from the MacTutor website facility. So I set up @mathshistory and sent the first tweet, announcing the anniversary of the birth of Bernard Bolzano.
Bernard Bolzano (1781 – 1848) worked to "free calculus from the concept of the infinitesimal" and was born on 5 Oct http://bit.ly/9TV331
I’m teaching a first-year module on the history of mathematics for undergraduate mathematicians this term. In this, I’m less concerned about students learning historical facts and more that they gain a general awareness of history of maths while learning about the methods used to study history.
Last week, I decided I would discuss myths and inaccuracies. Though I am aware of a few well-known examples, I was struggling to find a nice, concise debunking of one. I asked on Twitter for examples, and here are the suggestions I received, followed by what I did.
An obituary has been published in The Guardian for Ivor Grattan-Guinness, historian of mathematics and logic, who died of heart failure on 12th December 2014. This begins by explaining that when Ivor became interested in the history of mathematics in the 1960s,
it was an area of study widely considered to be irrelevant to mathematics proper, or something that older mathematicians did on retirement. As an undergraduate at Oxford, he found that mathematics was presented drily, with no inkling of the original motivations behind its development. So Ivor set himself the task of asking “What happened in the past?” — as opposed, he said, to taking the heritage viewpoint of asking “How did we get here?”
Imagine, if you will, a group of people who enjoy recreational mathematics and consequently decide that there should be more places for them to share fun maths. It’s crazy and unprecedented, I know, but humour me.
Recreational Mathematics Magazine does what it says on the tin. It’s a semiannual electronic journal published by the Ludus Association addressing “games and puzzles, problems, mathmagic, mathematics and arts, history of mathematics, math and fun with algorithms, reviews and news.”