mathematics
I endorse the statement by the Australian Mathematical Society calling upon the IMU to reconsider Philadelphia in the USA as host venue for the 2026 ICM due to risks to international delegates from the USA’s Immigration and Customs Enforcement officers and potential dangers from involvement of the host nation in current warfare.
I would add: due to Trump's attempts to re-define mathematics. The mission of the International Mathematical Union (IMU) "to promote international cooperation in mathematics" obviously cannot be furthered by holding the 2026 ICM in the the USA.
Mathematics Teaching 296 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177731
Design and cover photographs by me
Four free articles for non-members:
Everyone can think mathematically by Tom Francome
Tom Francome explores ways of developing the mathematical thinking of all students, including low attainers.
https://atm.org.uk/write/MediaUploads/Journals/MT296/02.pdf
Book review Learning with AI by Ian Benson
Ian Benson reviews 'Learning with AI' by Joan Monahan Watson published by Johns Hopkins University Press (296 pages, $24.95)
https://atm.org.uk/write/MediaUploads/Journals/MT296/14.pdf
Book review Breaking images by Pete Wright
Pete Wright reviews ‘Breaking images: Iconoclastic analyses of mathematics and its education’, edited by Brian Greer, David Kollosche, and Ole Skovsmose.
https://atm.org.uk/write/MediaUploads/Journals/MT296/15.pdf
Ole Skovsmose—the man who put the critique in critical mathematics education by Peter Gates
Peter Gates has collated this obituary for Ole Skovmose.
https://atm.org.uk/write/MediaUploads/Journals/MT296/16.pdf
#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #education #design #GraphicDesign #atm #MT #MT296 #photography
‘Exploring triangles at the Institute of Mathematics Pedagogy (IMP)’
Tandi Clausen-May reflects on an exploration of 3D shapes made from triangles.
https://atm.org.uk/write/MediaUploads/Journals/MT295/03.pdf
One of the two free articles from Mathematics Teaching 295 for non-members.
#geometry #triangle #helix #polydron #MathematicsTeaching #atm #MT #MT295 #iTeachMath #MathEd #Math #Education #mathematics
“The USA Math Olympiad is an extremely challenging math competition for the top US high school students… Hours after it was completed…a team of scientists gave the problems to some of the top large language models, whose mathematical and reasoning abilities have been loudly proclaimed… The results were dismal: None of the AIs scored higher than 5% overall”
—Ernest Davis & Gary Marcus, Reports of LLMs mastering math have been greatly exaggerated
https://garymarcus.substack.com/p/reports-of-llms-mastering-math-have
#mathematics #llms #llm #ai
So how long?
Full video on my YouTube Channel snsus 🎬🍿#math #science #stem #education #maths #mathematics #fyp #shorts #limit #physics #philosophy #nature #convergence #divergence #explosion
Mathematics Teaching 297 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177732
Design by me
Six free articles for non-members:
For the classroom: fractions
Tom Francome offers activities from LUMEN (Loughborough University Mathematics Education Network https://www.lboro.ac.uk/lumen).
https://atm.org.uk/write/MediaUploads/Journals/MT297/08.pdf
Critical mathematics education student teachers’ perspectives
Manjinder K. Jagdev and her student teachers reflect on their experiences of developing critical mathematics education and social justice themes in initial teacher education courses
https://atm.org.uk/write/MediaUploads/Journals/MT297/10.pdf
Awareness of the division of fractions keep your flipping change to yourself!
Sam Brace describes a unit of work that uses learners’ powers of the mind to understand the division of fractions.
https://atm.org.uk/write/MediaUploads/Journals/MT297/11.pdf
Jan Potworowski the quest to humanise mathematics education
George Knights and Lyndon Baker have prepared this tribute to Jan Potworowski.
https://atm.org.uk/write/MediaUploads/Journals/MT297/13.pdf
Julian Williams teacher researcher theorist. 1954–2025
Geoff Wake and Laura Black celebrate Julian Williams’s contribution to mathematics Education.
https://atm.org.uk/write/MediaUploads/Journals/MT297/14.pdf
I want to remember...
In memory of Julian Williams by Laya Hooshyari.
https://atm.org.uk/write/MediaUploads/Journals/MT297/15.pdf
#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #MT #MT297
https://communitymedia.video/w/rqokDpoYckC42rBoVTd1d1 #archive
#climateCrisis #haiku by @kentpitman
Depressing actual #journalism specific #nz #llm eg (source invidious link as response)
@jns #gopher gopher://gopher.linkerror.com
- gopher://perma.computer
- #warez #history
- #EternalGameEngine
- #unix_surrealism
#lisp #programming
@vnikolov #commonLisp #mathematics #declares
@mdhughes & @dougmerritt @ksaj #automata, in https://gamerplus.org/@screwlisp/115245557313951212
Mathstodon.xyz is a Mastodon server for people who love mathematics. We have LaTeX rendering in the web interface!
This server has a post size of up to 1729 characters, and has been online since 2017.
You can find out more at https://mathstodon.xyz/about or contact the admin @christianp
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Hey all, I am looking for part-time work in English either remote or on-site (only if within Odense Kommune, Denmark). I am a Mathematics Bachelor and I would love to be able to use my degree ethically. I know Python decently well, I've touched a bit of Rust and Coq, and am willing to learn other programming languages. I am partial to work involving education (I have about three years of experience working as a one-on-one tutor) but I am not picky at all! If anyone has any leads, that would be greatly appreciated.
David G. Wells’ “The Penguin dictionary of curious and interesting…” books are excellent and have been great source of inspiration for me.
They are now are almost 30 years old.
What new entries would you put in these books—either because they’re new after publication, or could have (should have) been included at the time?
A mathematics event like no other, and even better, it's taking place DownUnder 20-24th July! Students, early, mid, and senior career researchers are all welcome!
What can the histories of mathematics from all societies worldwide tell us about mathematics we may need to tackle 21st century global problems? Your contribution will be welcomed and valued. Register before 5th June to secure your place, as numbers are limited due to venue constraints, at
https://maths.anu.edu.au/news-events/events/global-mathematics-histories-and-futures
This workshop is a first for Australian mathematics, and aligns with similar international initiatives, with an exciting program of Keynote and Guest Lectures, moderated roundtable discussion/ brainstorming sessions, contributed talks and posters. We aim to bring together cross-cultural, historical, and frontier mathematical knowledge.
The organisers thank the generosity of our sponsors #ANU-MSI #AustMS #AMSI #SMRI .
#mathematics
Getting the whole argument just right is fiddly, but the basic idea is this. You feed some kind of theory into the AM/AS, which is a black box. It churns on this and spits out a result, which is added to the theory (I'm neglecting the case that the result is inconsistent with the theory). It can now churn on theory + result 1. For any given and potentially very large N, after doing this long enough, it's churning on theory + result 1 + result 2 + ... + result N. Whatever it spits out will be dependent in particular on results 1 - N. When N is large enough, unless you know these results you will not be able to understand what it outputs because the output will almost surely depend critically on one or more of results 1 - N. In other words, the output will look like noise to you. If the AM/AS is appreciably faster at producing results than people are at understanding them, there will be an N beyond which no one can understand the output up to that point. It'll become indistinguishable (unable to be distinguished) from random noise.
If you're into software development, this would be analogous to a software system that generates syntactically-correct code and then adds that code as a new call in a growing software library. If you were to run this long enough, virtually all the programs it generated that were short enough for human beings to have any hope of reading and understanding would consist almost entirely of library calls to code generated by the system. You'd have no idea what any of this code did unless you studied the library calls, which you wouldn't be able to do beyond a certain scale. If the system were expanding the library faster than you could read and understand it, there'd be no hope at all.
I'll leave it as an exercise to the reader whether this is a desirable thing to do and whether it's happened yet. I would offer, though, a question to ponder: what reason is there to believe that a random number generator hooked up to an inscrutable interpreter produces human flourishing, for any given meaning of "human flourishing" you care to use?
#tech #dev #mathematics #AutomatedMathematician #AutomatedScientist #AI #GenAI #GenerativeAI #ThoughtExperiment
Mathstodon.xyz is a Mastodon server for people who love maths, and includes LaTeX rendering in the web interface. Maths chat is especially welcome, but any topic of conversation following the code of conduct is OK.
This server has a post size of up to 1729 characters.
You can find out more at https://mathstodon.xyz/about or contact the admin account @christianp
#FeaturedServer #Mathematics #Maths #Math #Mastodon #Fediverse #FreeFediverse
Mathematics Teaching 300 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177735
A special edition celebrating 300 issues with a self-referential cover, like MT 150 (https://en.wikipedia.org/wiki/Droste_effect)
Design by me
Five free articles for non-members:
Understanding geometry proof what do students say to AI feedback? https://atm.org.uk/write/MediaUploads/Journals/MT300/06.pdf
Yuqian (Linda) Wang and Hanmin Song explore whether personalised AI feedback can support students’ understanding of geometry proof tasks.
An appreciation of Alison Parish (1951–2026) https://atm.org.uk/write/MediaUploads/Journals/MT300/07.pdf
Can pedagogy for problem solving promote equity in the classroom? https://atm.org.uk/write/MediaUploads/Journals/MT300/10.pdf
Laura King reflects on pedagogies to support equity in primary mathematics when teaching problem solving
Number a disinformation timeline https://atm.org.uk/write/MediaUploads/Journals/MT300/16.pdf
Micheál Ó Dúill traces history and cultures to argue for teaching zero to nine instead of one to ten.
If it hadn’t been for Dave… https://atm.org.uk/write/MediaUploads/Journals/MT300/18.pdf
Barbara Binns reflects on Dave Wilson (1947–2026) with contributions from Geoff Faux and Tony Brown.
#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #AMiE #MT #MT300 #recursion #DrosteEffect #number
#lispyGopherClimate well I suppose we better be live (every week, Tuesday night in the Americas, 0UTC Wednesdays)
https://toobnix.org/w/w1UdEJhwdaxfAkRgjX7mN7
I am going to relax by unilaterally holding court on Andrzej Bielecki's monotaph, Models of Neurons and Perceptrons 2018.
-and #lisp and trusting #mathematics
Plastic, NZ and the #climateCrisis
Chat in #lambdaMOO if you care to!
To quote the police summary of my last week "stood alone blocking a teenage gang street conflict for like half an hour".
I derive the correlation of the two-channel optical Bell test (the Aspect experiment) without quantum mechanics and assuming action by direct contact.
Therefore Bell and Clauser have made mathematical errors. The entire subfield of physics and engineering based on their work should be withdrawn.
“Quantum computers” are in true theory polynomial-time devices at best. The theory is wrong that says they are fast.
Mathematics Teaching 301 is now online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177739
Design by me
Five free articles for non-members:
Mastery through resilience beyond the myth of pedagogical magic by Holly Heshmati and Yuqian (Linda) Wang https://atm.org.uk/write/MediaUploads/Journals/MT301/03.pdf
Holly Heshmati and Yuqian (Linda) Wang explore how building resilience can facilitate teaching for mastery.
A pathway between representations by David A. Reid https://atm.org.uk/write/MediaUploads/Journals/MT301/04.pdf
David A. Reid describes the progression from concrete objects to abstract symbols with attention to the transitions between representations and the non-linear nature of the process.
A refreshing read with food for thought by Andrina Inglis https://atm.org.uk/write/MediaUploads/Journals/MT301/12.pdf
Andrina Inglis reviews Lessons Learned from Maths Lessons, by Keith Parramore and Joan Stephens (John Catt / Hachette Learning Professional Development Publications, 2022).
A couple of active radicals from ATM’s past by Geoff Faux https://atm.org.uk/write/MediaUploads/Journals/MT301/14.pdf
Geoff Faux remembers David Lingard and Adrian Pinel.
David Lingard (1939–2026) by Sylvia Johnson https://atm.org.uk/write/MediaUploads/Journals/MT301/15.pdf
Sylvia Johnson shares the rich life of David Linguard.
#MathematicsTeaching #iTeachMath #MathsEd #Mathematics #teaching #pedagogy #didactics #education #AMiE #MT
"While Buckmaster and Alpöge were finalizing their own results, they learned that “information about our progress had been passed to OpenAI.” When they contacted OpenAI, they were told that OpenAI had already achieved a full proof of the central problem. But when they asked follow-up questions about when OpenAI had begun its research into the problem and how much human input was involved, the answers became more evasive.
“It emerged that an entire team had been working on the problem,” Buckmaster said, “and that an insane amount of compute had been used…. Eventually, it was agreed that [the first prompt] had been sent in the past few days, after information about our work had reached OpenAI.”
If true, that would suggest the OpenAI team had become convinced that Buckmaster and Alpöge’s approach was the right one, and decided to use its material advantage in computing resources to reach a formal proof first."
#AI #GenerativeAI #LLMs #OpenAI #Astra #GPT #Math #Mathematics