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The University of Edinburgh's advertised event "Geometry, Art and Mind" is unfortunately having to be rescheduled to some time in 2024 (exact date TBC). This is due to unforeseeable delays in the design of the exhibits. Many apologies!

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LM_Maths Week Scotland - Free Pic - 008.JPG

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Buy Lisa's laser cut aperiodic monotile products, or contact her about commissioning maths/science props and kit!

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Shop Qwirkshop is a laser & vinyl cutting workshop in the UK by QwirkshopUK located in Manchester, England.

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Complete our treasure trail around Newcastle City Centre (can be completed online using Google Streetview!)

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Welcome to the Tyne Trial! To begin, please head to Newcastle City Library. If you'd like to do the Tyne Trial remotely, you can head to mscroggs.co.uk/tyne-trial/remote.

There is a locked box in the library at the start/end of the trial's route. Your challenge is to work out the code for the combination lock and get to the prizes inside. The code is a four-digit number; none of its digits is 0.

During the Tyne Trial, you will discover seven clues to the code. You will need to find information around this part of Newcastle and solve some puzzles to reveal these clues. Each of the clues is a four-digit number, plus the "score" of the number.

The score of a number is the number of values of \(i\) such that the \(i\)th digit of the code is a factor of the \(i\)th digit of the number. For example, if the code was 1234, then the score of the number 3654 would be 3 (because 1 is a factor of 3; 2 is a factor of 6; and 4 is a factor of 4).

The Tyne Trial starts at the City Library, where you are currently standing. Head out of the library and cross the road at the lights. There is a postbox near the crossing. The post will next be collected at \(a\) o'clock on Monday.

The score of the number \(a^4\) is 2.

Head back across the road, turn right, then turn left once you reach the end of the library. Head right and under the building, then turn left.

When you reach Northumberland Street, you'll be looking at a branch of Mulysatoof that escaped from the mirror universe. If you look at the shop's name in a mirror (there's a conveniently placed advertising board), you'll see that the mirror people wrote just one of the letters backwards. Turn left (or right if you're a mirror person).

Just before you reach a junction, you'll see some guys on your left. The number of guys is \(b\).

We are going to start with a number then repeat the following process: if the number you have is a palindrome, stop; otherwise add the number to itself backwards. For example, if we start with 219, then we do: $$219\xrightarrow{+912}1131\xrightarrow{+1311}2442.$$ If you start with the number \(10b+9\), what palindrome do you get? The score of the answer is 0.

(If you start with 196, it is unknown whether you will ever get a palindrome.)

Turn right, and walk towards Grey's Monument, a column with a statue of Charles Grey at the top. The year in which the column was erected is \(c\).

There are 12 three-digit numbers whose digits are 1, 2, 3, 4, or 5 with exactly two digits that are ones. How many \(c\)-digit numbers are there whose digits are 1, 2, 3, 4, or 5 with exactly \(c-1\) digits that are ones? The score of the answer is 1.

If thinking about Earl Grey has made you want a cup of tea, pop into one of the nearby cafes and get one.

Turn left, and head down Grey Street. After crossing a road and heading straight on twice, turn right onto a street whose first letter is a Roman numeral. As you head down this street, you'll see a statue of Queen Victoria. Near the statue, there's an information board about the cathedral. The year in which two industrial pioneers both died is \(d\).

The largest value of \(n\) such that \((n!-2)/(n-2)\) is an integer is 4. What is the largest value of \(n\) such that \((n!-d)/(n-d)\) is an integer? The score of the answer is 1.

Be sure to do something to amuse Queen Victoria as you leave.

Turn left and head down St Nicholas Street towards Newcastle Castle. Walk past The Black Gate and under the bridge. Newcastle Keep will be on your left. The year in which (most of) the castle was leased to Alexander Stephenson is \(e\).

We are going to start with a number then repeat the following process: if we've reached 0, stop; otherwise subtract the smallest prime factor of the current number. For example, if we start with 9, then we do: $$9\xrightarrow{-3}6\xrightarrow{-2}4\xrightarrow{-2}2\xrightarrow{-2}0.$$ It took 4 steps to get to 0. What is the smallest starting number such that this process will take \(e\) steps? The score of the answer is 1.

Keep heading straight on, onto the bridge under the train line. You can see many of the other bridges of Newcastle, including the famous Tyne bridge. If you're lucky, a train might pass over the bridge above you. If you're very lucky, you might see the swing bridge to your left open to let a boat pass through.

Turn around and head back past the Keep, and under the bridge to the Black Gate. Turn left and head down Westgate road. When you reach a junction, head left to the statue of George Stephenson. Near the statue, there is a bar called Liberty House. The number above Liberty House's door is \(f\).

I thought of a four digit number. I removed a digit to make a three digit number, then added my two numbers together. The result is \(200f+127\). What was my original number? The score of the answer is 1.

Head back away from Stephenson's monument, turn left and head down Pudding Chare. At the end of Pudding Chare, turn left along Bigg Market, then right along Grainger Street.

Near the corner of Grainger Street and Nun Street, there's a plaque in the pavement. Follow Mrs Mary Howard's example, and adjust your hat in the window. If you didn't think you were wearing a hat, then your invisible hat is probably wonky and in need of adjustment.

On the floor at the entrance to Grainger Market, you might spot this circle thorem:

Turn left and head down a street that starts with the same Roman numeral as earlier. The value of this Roman numeral is \(g\).

If you roll two six-sided fair dice, the most likely total is 7. What is the most likely total if you rolled \(1470+g\) dice? The score of the answer is 3.

As you cross Grey street, keep an eye out for yourself from earlier. Turn left onto Pilgrim Street, then right onto New Bridge Street W. The City Library is on your left.

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I am Matthew Scroggs. I like maths. On this website, you can find my blog and a collection of Sunday afternoon maths puzzles.

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How do you embed equity, diversity and inclusion in maths comm?

Share how you embed equity, diversity and inclusion into any maths communication that you do. You can also share specific projects or practice that you do in the workplace as well as any useful resources.

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This key introductory OU level 1 module provides a gentle start to the study of mathematics. It will help you to integrate mathematical ideas into your everyday thinking and build your confidence in using and learning mathematics. You'll cover statistical, graphical, algebraic, trigonometric and numerical concepts and techniques, and be introduced to mathematical modelling. Formal calculus is not included and you are not expected to have any previous knowledge of algebra. The skills introduced are required for successful study in many subject areas, such as in computing, economics, science, technology, social science, humanities, business and education. And they're needed if you plan to study further mathematics modules, such as Essential mathematics 1 (MST124).

Modules count towards OU qualifications

OU qualifications are modular in structure; the credits from this undergraduate module could count towards a certificate of higher education, diploma of higher education, foundation degree or honours degree.

Browse qualifications in related subjects

Module

Module code

Credits

Credits

Credits measure the student workload required for the successful completion of a module or qualification.

One credit represents about 10 hours of study over the duration of the course.

You are awarded credits after you have successfully completed a module.

For example, if you study a 60-credit module and successfully pass it, you will be awarded 60 credits.

Study level

Across the UK, there are two parallel frameworks for higher education qualifications, the Framework for Higher Education Qualifications in England, Northern Ireland and Wales (FHEQ) and the Scottish Credit and Qualifications Framework (SCQF). These define a hierarchy of levels and describe the achievement expected at each level. The information provided shows how OU module levels correspond to these frameworks.

Study method

Module cost

Entry requirements

Student Reviews

I studied MU123 as part of a computing and IT degree. I studied it alongside Introduction to computing and information...
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This was an interesting and varied module. I studied this as part of my Open Degree rather than towards a...
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What you will study

In order to study this module successfully you should expect to be actively doing mathematics, rather than just reading it. You will also be encouraged to develop skills in interpreting and explaining mathematics, and this aspect will be assessed in some of the assignment questions.

Providing you have the appropriate background knowledge, you should expect to study for about eight hours a week. Many of the topics covered in the module depend on your understanding of topics in earlier units. So, if you have not fully understood earlier material, you may find later material more difficult and time consuming. This is particularly true of graphs, formulas and algebra. Naturally, the study time required for the module tends to increase before an assignment deadline.

You can find the full content list on the Open mathematics and statistics website.

You will learn

Successful study of this module should begin to develop your skills in working with mathematical concepts and using them to solve problems.

You will learn about:

key ideas in mathematics, including some statistics, algebra, geometry and trigonometry

mathematical vocabulary and notation introduced and developed in the module

selection and use of mathematical techniques for solving problems

interpretation of results in the context of real life situations

simple mathematical arguments

how to explain mathematical ideas from the module in writing

development of skills in learning mathematics

use of relevant ICT tools for learning and for working on mathematical problems

describing problems mathematically

analysing mathematical reasoning.

The module contains many real world contexts such as journey planning, glaciers, supply and demand, depreciation, poverty levels, chance events, and medical conditions (such as cancer), to help illustrate mathematical topics.

Professional recognition

This module is sometimes accepted as an acceptable equivalent qualification to GCSE grade C in mathematics by teacher training institutions, but always at the discretion of each institution. So, if you hope to use it for this purpose, you are advised to check as early as possible with your chosen teacher training institution(s).

Teaching and assessment

Support from your tutor

Throughout your module studies, you'll get help and support from your assigned module tutor. They'll help you by:

Marking your assignments (TMAs) and providing detailed feedback for you to improve.

Guiding you to additional learning resources.

Providing individual guidance, whether that's for general study skills or specific module content.

Facilitating online discussions between your fellow students, in the dedicated module and tutor group forums.

Module tutors also run a range of online tutorials throughout the module. Where possible, recordings of online tutorials will be made available to students. While these tutorials won't be compulsory for you to complete the module, attending these learning events will help you consolidate your learning.

Assessment

The assessment details for this module can be found in the facts box.

The first interactive computer-marked assignment (iCMA), covering Unit 1, is to be submitted about two weeks after the start of the module. The first TMA is to be submitted about a month after the start.

TMA questions typically involve calculating, creating and/or interpreting a graph or diagram, using algebra, and explaining your work and conclusions. The latter is one factor that makes this a university-level module and it is a new approach for some students, who may find it challenging initially. Some TMAs may also include a short question covering a wider aspect of studying maths.

As there is no examination, the end-of-module assessment (EMA) aims to consolidate your learning across different aspects of the module. It covers the whole of the module, and is compulsory if you wish to pass the module.

Future availability

Discovering mathematics (MU123) starts twice a year - in January/February and October.

This page describes the module that will start in October 2023 and February 2024.

We expect it to start for the last time in January 2026.

Regulations

As a student of The Open University, you should be aware of the content of the academic regulations which are available on our Student Policies and Regulations website.

Additional Costs

Study costs

There may be extra costs on top of the tuition fee, such as set books, a computer and internet access.

If your income is not more than £25,000 or you are in receipt of a qualifying benefit, you might be eligible for help with some of these costs after your module has started.

Ways to pay for this module

Open University Student Budget Account

The Open University Student Budget Accounts Ltd (OUSBA) offers a convenient 'pay as you go' option to pay your OU fees, which is a secure, quick and easy way to pay. Please note that The Open University works exclusively with OUSBA and is not able to offer you credit facilities from any other provider. All credit is subject to status and proof that you can afford the repayments.

You pay the OU through OUSBA in one of the following ways:

Register now, pay later - OUSBA pays your module fee direct to the OU. You then repay OUSBA interest-free and in full just before your module starts. 0% APR representative. This option could give you the extra time you may need to secure the funding to repay OUSBA.

Pay by instalments - OUSBA calculates your monthly fee and number of instalments based on the cost of the module you are studying. APR 5.1% representative.

Joint loan applications

If you feel you would be unable to obtain an OUSBA loan on your own due to credit history or affordability issues, OUSBA offers the option to apply for a joint loan application with a third party. For example, your husband, wife, partner, parent, sibling or friend. In such cases, OUSBA will be required to carry out additional affordability checks separately and/or collectively for both joint applicants who will be jointly and severally liable for loan repayments.

As additional affordability checks are required when processing joint loan applications, unfortunately, an instant decision cannot be given. On average the processing time for a joint loan application is five working days from receipt of the required documentation.

Read more about Open University Student Budget Accounts (OUSBA).

Employer sponsorship

Studying with The Open University can boost your employability. OU courses are recognised and respected by employers for their excellence and the commitment they take to complete. They also value the skills that students learn and can apply in the workplace.

More than one in ten OU students are sponsored by their employer, and over 30,000 employers have used the OU to develop staff so far. If the module you've chosen is geared towards your job or developing your career, you could approach your employer to see if they will sponsor you by paying some or all of the fees.

Your employer just needs to complete a simple form to confirm how much they will be paying and we will invoice them.

You won't need to get your employer to complete the form until after you've chosen your module.

Credit/debit card

You can pay part or all of your tuition fees upfront with a debit or credit card when you register for each module.

We accept American Express, Mastercard, Visa and Visa Electron.

Mixed payments

We know that sometimes you may want to combine payment options. For example, you may wish to pay part of your tuition fee with a debit card and pay the remainder in instalments through an Open University Student Budget Account (OUSBA).

Please note: your permanent address/domicile will affect your fee status and therefore the fees you are charged and any financial support available to you. The fee information provided here is valid for modules starting before 31 July 2024. Fees normally increase annually. For further information about the University's fee policy, visit our Fee Rules
This information was provided on 15/09/2023.

Can you study an Access module for free?

In order to qualify, you must:

1. be resident in England

2. have a personal income of less than £25,000 (or receive qualifying benefits)

3. have not completed one year or more on any full-time undergraduate programme at FHEQ level 4 or above, or completed 30 credits or more of OU study

How to apply to study an Access module for free

Once you've started the registration process, either online or over the phone, we'll contact you about your payment options. This will include instructions on how you can apply to study for free if you are eligible.

If you're unsure if you meet the criteria to study for free, you can check with one of our friendly advisers on +44 (0)300 303 0069 or you can request a call back.

Not eligible to study for free?

Don't worry! We offer a choice of flexible ways to help spread the cost of your Access module. The most popular options include:

monthly payments through OUSBA

part-time tuition fee loan (you'll need to be registered on a qualification for this option)

To explore all the options available to you, visit Fees and Funding.

What's included

You'll have access to a module website, which includes:

a week-by-week study planner

course-specific module materials

audio and video content

relevant computer software and associate guidance

assessment details, instructions and guidance

online tutorial access

access to student and tutor group forums.

You'll be provided with printed books covering the content of the module, including explanations, examples and activities to aid your understanding of the concepts and associated skills and techniques. In addition, you will have a printed Module Guide and Handbook.

You will need

A scientific calculator. We recommend any Casio scientific calculator with 'natural display', as these enable you to key in calculations in the same order as they usually appear in written text, and have a two-line display so that you can see both your calculation and the answer. Some instructions for using the Casio fx-83ES, and compatible models, are provided in the study materials. Any other scientific calculator is also acceptable provided that you know how to use it before the module starts, and you have access to the appropriate calculator manual (these are often available to download from the manufacturer's website). Please note that you do not need to have a graphics or programmable calculator to study this module.

(If you have studied Science, technology and maths Access module (Y033), you can use the calculator from that module providing you have access to the manual.)

Computing requirements

You'll need broadband internet access and a desktop or laptop computer with an up-to-date version of Windows (10 or 11) or macOS (11 'Big Sur' or higher).

Any additional software will be provided or is generally freely available.

To join in spoken conversations in tutorials, we recommend a wired headset (headphones/earphones with a built-in microphone).

Our module websites comply with web standards, and any modern browser is suitable for most activities.

Our OU Study mobile app will operate on all current, supported versions of Android and iOS. It's not available on Kindle.

It's also possible to access some module materials on a mobile phone, tablet device or Chromebook. However, as you may be asked to install additional software or use certain applications, you'll also require a desktop or laptop, as described above.

If you have a disability

The OU strives to make all aspects of study accessible to everyone and this Accessibility Statement outlines what studying MU123 involves. You should use this information to inform your study preparations and any discussions with us about how we can meet your needs.

To find out more about what kind of support and adjustments might be available, contact us or visit our Disability support website.

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This module introduces and helps integrate key ideas from Statistics, Algebra, Geometry and Trigonometry into your everyday thinking.

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How to Make a Zine video - by Hana Ayoob

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How to Make a Zine video - by Hana Ayoob

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Howie Hua (@howie_hua) on TikTok | 2.3M Likes. 69.3K Followers. College math instructor dedicated to helping you understand math.Watch the latest video from Howie Hua (@howie_hua).

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Case Studies booklet from conference pack

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Case Studies booklet from conference pack

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As a website.

PDF booklet.

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Communicating Maths module at University of Bath

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Communicating Maths module at University of Bath

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MA30241: Communicating maths

Semester 2

Description:

Aims:
To teach communication skills in mathematics and to practice these in a hands on environment involving science fairs, masterclasses etc.

Learning Outcomes:
At the end of the unit the students will:
(i) Have learned methods for communicating mathematics through running exhibitions, delivering masterclasses and other hands on activities.
(ii) Have learned how to critically evaluate their work using a variety of techniques
(iii) Have learned how to carefully communicate mathematical idea to a group of young people
(iv) Have produced a permanent piece of work describing a mathematical topic in a medium that they specify.
(v) Have learned basic ideas of child protection and health and safety when communicating in a hands on environment
(vi) Have had the experience of working with professional communicators and teachers.

Skills:
Written, graphic and spoken communication T/F, A
Problem solving T/F, A
Team work T/F
Project management T/F, A
Critical evaluation (project and self) T/F, A

Content:
The students will receive training on:
1. Child Protection/Health and Safety: One extended lecture
2. Preparing an exhibit for a science fair: One lecture and two practice sessions
3. Critical evaluation skills: One lecture
4. Preparing a schools level masterclass: One extended lecture (followed by an observation of a masterclass).
The training will not count directly towards the assessment, but the students will be expected to use the training in the production and evaluation of their activities.
(A) The students will work (typically in teams) to deliver and evaluate
A. An exhibition during the Bath Taps Into Science Festival which will demonstrate a key STEM idea to a family audience
B. A mathematics masterclass for KS3 students (preceded by an observation of a masterclass which they should also evaluate)
C. A hands-on STEM activity taken from a list of options such as: delivering a lesson at a school (primary or secondary), taking part in the Big Bang Fair, working as a maths journalist, taking part in a maths theatre event, maths busking etc.
Each of these activities will count for 25% of the overall mark.
The mark for each activity will be a combination of an assessed 10 side piece of work presented individually by each student in a portfolio (counting for 80% of the activity mark) together with a mark from an assessor of the activity as it happened in context (counting 20%). The 80% assessment of the portfolio will be guided by a careful written explanation of what is expected (made available to the students at the start o the course) and will be based on (i) the design and planning of the activity (ii) the presentation of the activity, (iii) the educational merit of the activity including the successful accomplishment of the planned learning outcomes for the STEM material and (iv) the care of the self-assessment of the activity. The 20% context mark will be based primarily on an evaluation by an external reviewer (this could be the unit leader, but it could also be a teacher) on the success of the activity in achieving its stated objectives.
(B) Each student will also create a permanent piece of work on a mathematical theme, in the medium of their choice, to an audience of their choice. (For example this could be a newspaper article, a web-site or a poster) This will count for 25% of the final mark. This mark will be given on (i) the presentation of the material (ii) the effectiveness of the work in conveying the mathematical idea to its intended audience.

Programme availability:

MA30241 is Optional on the following programmes:
Department of Mathematical Sciences

USMA-AFB15 : BSc (hons) Mathematical Sciences (Full-time) - Year 3

USMA-AKB16 : BSc (hons) Mathematical Sciences (Full-time with Thick Sandwich Placement) - Year 4

USMA-AAB16 : BSc (hons) Mathematical Sciences with Study Year Abroad (Full-time with Study Year Abroad) - Year 4

USMA-AFB13 : BSc (hons) Mathematics (Full-time) - Year 3

USMA-AKB14 : BSc (hons) Mathematics (Full-time with Thick Sandwich Placement) - Year 4

USMA-AFB01 : BSc (hons) Mathematics and Statistics (Full-time) - Year 3

USMA-AKB02 : BSc (hons) Mathematics and Statistics (Full-time with Thick Sandwich Placement) - Year 4

USMA-AAB02 : BSc (hons) Mathematics and Statistics with Study Year Abroad (Full-time with Study Year Abroad) - Year 4

USMA-AAB14 : BSc (hons) Mathematics with Study Year Abroad (Full-time with Study Year Abroad) - Year 4

USMA-AFB05 : BSc (hons) Statistics (Full-time) - Year 3

USMA-AKB06 : BSc (hons) Statistics (Full-time with Thick Sandwich Placement) - Year 4

USMA-AAB06 : BSc (hons) Statistics with Study Year Abroad (Full-time with Study Year Abroad) - Year 4

USMA-AFM14 : MMath Mathematics (Full-time) - Year 3

USMA-AFM14 : MMath Mathematics (Full-time) - Year 4

USMA-AAM15 : MMath Mathematics with Study Year Abroad (Full-time with Study Year Abroad) - Year 4

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student & applicant management information system

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Programme & Unit Catalogues at the University of Bath

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Family maths? What's that? We're on a mission to give all families and communities playful, hands-on, creative experiences of maths that they can do together - we want everyone in the UK to enjoy and feel positive about maths!

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We're on a mission to give all families and communities playful, hands-on, creative experiences of maths - we want everyone to feel positive about maths!

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Increasing participation in Core Maths, AS/A level Mathematics and Further Mathematics

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On Thursday 31st August 2023 I was part of a panel session at Talking Maths in Public called "Maths that moves". Here are some GeoGebra applets that illustrate some of the ideas I shared, together with links so you can access them on the GeoGebra website.

This applet demonstrates how a cycloid curve is created from the path of a point on the rim of a rolling circle. It uses the 'Trace' function and is animated using a slider.

A regular dodecagon (twelve-sided polygon) can be cut up and reassembled to form an L shape made from 3 squares. This animation shows how it can be done. I've also used GeoGebra to make the template to print out and cut up to make this a physical puzzle.

Features like tick boxes to show and hide content can be used to make environments to explore big mathematical ideas like invariance. As you move the points in this applet, what stays the same? What changes?

This applet is all about sense-making, play and prediction. Look at what happens when 'a' changes. Can you make sense of it? Try it with different values of 'n'. What shapes will appear when n=11? What about when n=12? Can you explain why?

GeoGebra can be used to plot functions and manipulate them. This applet uses sine waves to demonstrate wave interference.

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On Thursday 31st August 2023 I was part of a panel session at Talking Maths in Public called "Maths that moves". Here are some GeoGebra applets that illustrate some of the ideas I shared, together with links so you can access them on the GeoGebra website.

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Padlet for this session to share audiences you've worked with

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Padlet for this session to share audiences you've worked with

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Think about a piece of work that you have delivered or taken part in.

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Das MIP.labor ist eine Ideenwerkstatt für Wissenschaftsjournalismus in Mathematik, Informatik und Physik. Mit einem attraktiven Fellowship-Programm fördern wir Journalist*innen und andere Medienschaffende, die Themen aus der Mathematik, Informatik oder Physik journalistisch beleuchten wollen. Wir entwickeln im Team mit Fellows und Wissenschaftler*innen neue Formate, vor allem für junge Zielgruppen. So stärkt das MIP.labor den Wissenschaftsjournalismus - für eine reflektierende gesellschaftliche Teilhabe an der Wissenschaftswelt.

Formatentwicklung

Im MIP.labor entwickeln die geförderten Fellows und das Team innovative visuelle und/oder virtuelle Formate für den Wissenschaftsjournalismus zu Themen aus Mathematik, Informatik und Physik.

Fellowship-Programm

Über das hochkarätige Fellowship-Programm erhalten bis zu fünf Journalist*innen jeglichen Hintergrunds pro Semester ein Stipendium. Mit einer Projektidee können sie sich sechs oder zwölf Monate lang intensiv in Themen der Mathematik, Informatik oder Physik einarbeiten und ihr wissenschaftsjournalistisches Portfolio aufbauen und ausweiten. In Zusammenarbeit mit dem Team des MIP.labor können die Fellows in dieser Zeit innovative, wissenschaftsjournalistische Formate entwickeln. Die flexiblen Rahmenbedingungen ermöglichen volle Konzentration auf das Fellowship sowie ausreichend Freiraum für anderweitige Projekte und Verpflichtungen.

Tandempartner*innen

Allen Fellows steht je ein*e Wissenschaftler*in als Tandempartner*in zur Seite. In den Tandems werden geeignete wissenschaftliche Themen für die Kommunikationsformate gefunden sowie fachliche Fragen geklärt.

Forschung

Ein weiteres wichtiges Ziel des MIP.labor ist die praktische Forschung zum Wissenschaftsjournalismus in den Fächern Mathematik, Informatik und Physik. Hierzu werden die entwickelten Formate in ihrer Wirkweise untersucht. Die nötigen Evaluations-Tools werden parallel zu den Formaten entwickelt und implementiert.

Netzwerk

Im Laufe der Projektdauer von drei Jahren entsteht durch stetigen Austausch und Veranstaltungen ein Netzwerk, in dem sich Wissenschaftler*innen aus den MIP-Fächern, Wissenschaftsjournalist*innen sowie Interessierte und Partner*innen des Projekts verknüpfen können.

Das MIP.labor wird an der Freien Universität Berlin aufgebaut, gefördert durch die Klaus Tschira Stiftung.

Your browser does not support the video tag.

Mit dem Fellowship-Programm fördern wir neben etablierten insbesondere auch angehende Wissenschaftsjournalist*innen, darunter solche, die aus einem anderen Themengebiet ins Wissensressort wechseln wollen, sowie Wissenschaftler*innen, die den Weg in den Wissenschaftsjournalismus anstreben. Wichtig für alle ist, dass sie sich auf etwas Neues einlassen und sich während ihres Fellowships intensiv mit den Inhalten der Fächer Mathematik, Informatik oder Physik auseinandersetzen wollen.

Im Fellowship soll ein innovatives, wissenschaftsjournalistisches Format entwickelt werden. Dazu ist es nicht notwendig, sich bereits besonders gut in Mathematik, Informatik oder Physik auszukennen. Unterstützung erhalten die Fellows durch das Team des MIP.labor. Jedem Fellow wird ein*e Tandempartner*in aus der Wissenschaft zur Seite gestellt, um bei der Orientierung in den jeweils relevanten Fächern zu helfen. Wer noch wenig journalistische Praxis hat, bekommt zusätzlich eine*n journalistische*n Mentor*in.

Die flexiblen Rahmenbedingungen bieten verschiedene Arbeitsmodelle: Die Wahl zwischen 2,5- oder 4-Tage-Woche lässt es den Fellows frei, ob sie sich voll auf das Fellowship konzentrieren möchten oder eher Freiraum für Projekte nebenher brauchen. Der Standort kann remote oder in Berlin sein.

Ziel des Programms ist es, den Wissenschaftsjournalismus in Mathematik, Informatik und Physik zu stärken - für eine reflektierende gesellschaftliche Teilhabe an diesem Bereich der Wissenschaftswelt. Mit dem offenen Zuschnitt des Fellowship-Programms wollen wir der Vielfalt der Karrierewege Rechnung tragen.

Bewerbungsvoraussetzungen

Entweder: Erfahrungen mit Journalismus und Wunsch, sich auf Themen aus den Bereichen Mathematik, Informatik und/oder Physik zu spezialisieren.

Oder: vertiefte Kenntnisse in Mathematik, Informatik und/oder Physik und Interesse an einer beruflichen Tätigkeit im Wissenschaftsjournalismus.

In beiden Fällen: entschlossene Bereitschaft, sich auf Neues einzulassen.

Wir bieten Ihnen

Ein attraktives Stipendium für 6 Monate in Vollzeit oder 12 Monate in Teilzeit. (Vollzeitstipendium zwischen 3400 EUR und 4200 EUR pro Monat je nach Erfahrung.)

Eine gesicherte Projektfinanzierung bei journalistischer Unabhängigkeit.

Ein interdisziplinäres Team aus Expert*innen für Wissenschaft, Wissenschaftskommunikation und Software-Entwicklung.

Die Möglichkeit, sich im Wissenschaftsjournalismus weiterzubilden bzw. das journalistische Portfolio zu diversifizieren.

Die Möglichkeit, innovative Formate zu entwickeln.

Kontakt zu Wissenschaftler*innen.

Flexible Arbeitsmodelle: Zur Auswahl steht die Arbeit von remote oder in einem attraktiven Arbeitsumfeld an der Freien Universität Berlin. Das Fellowship-Projekt kann an 4 Tagen/Woche (bei 6-monatiger Laufzeit) oder an 2,5 Tagen/Woche (bei 12-monatiger Laufzeit) umgesetzt werden.

Bewerbung als fellow

Sie möchten sich am MIP.labor bewerben? Bitte reichen Sie dazu neben einem Lebenslauf und mindestens zwei Arbeitsproben auch eine aussagekräftige Projektskizze ein. Nähere Informationen zum Bewerbungsverfahren finden Sie in den FAQ.

Wenn Sie sich für das Fellowship interessieren, freuen wir uns sehr, wenn Sie schon vor dem Einsenden der Bewerbungsunterlagen mit uns in Kontakt treten. Fragen zum Projekt und zur Bewerbung beantworten wir gern unter mail@miplabor.de

Hier stellen sich unsere aktuellen Fellows mit ihren Projektideen vor. Die Projekte der ehemaligen Fellows finden Sie unter Projekte.

Die Projekte unserer ehemaligen Fellows haben wir hier aufgelistet. Die aktuellen Projekte finden Sie unter Fellows.

Willkommen bei "Hilbert's Holidays"

Wer war eigentlich dieser David Hilbert und was hat er mit einem Hotel zu tun? In ihrem selbst illustrierten Adventure-Game klärt Marlene Knoche diese Fragen und wirft gleich weitere auf. Hinter jeder Zimmertür des Hilbert-Hotels warten neue Rätsel und spannende Geschichten über große Mathematiker*innen. Wer glaubt, dass die ihr Leben am Schreibtisch verbracht haben, sollte sich auf Überraschungen gefasst machen. Nur eins ist sicher: Hilbert hat immer noch ein Zimmer frei.

Eine Reise durch den Raum

Raum - das ist etwas, das man mit Linien durchziehen kann. Sie laufen schnurgerade in drei senkrechte Richtungen und sind teilbar in beliebige Abstände. Wie in einem Kartesischen Koordinatensystem eben. Aber stimmt das immer? Der Raum ist ein so grundlegendes Konzept, dass es schwerfällt, sich etwas ohne ihn vorzustellen. Kein Wunder also, dass wir nicht oft darüber nachdenken, welche Eigenschaften er eigentlich hat und ob alles auch ganz anders sein könnte. Dabei gibt es da so viel zu entdecken! Setzen Sie die VR- Brille auf und begeben Sie sich auf eine Reise durch den physikalischen Raum, erkunden Sie fremde Geometrien und lernen Sie ganz nebenbei, was das mit der allgemeinen Relativitätstheorie zu tun hat.

Was ist ein Vorurteil? Was ist fair?

In den vergangenen Jahren sind Algorithmen aus dem Feld der Künstlichen Intelligenz (KI), die zunehmend lebenswichtige Entscheidungen über uns treffen, in die Diskussion geraten. Dabei werden im englischsprachigen Raum oft die Begriffe bias (Vorurteil, Voreingenommenheit) und fairness verwendet, häufig in der Annahme, dass das selbsterklärende Konzepte sind. Zum Beispiel würde sich kaum jemand dazu bekennen, dass er oder sie KandidatInnen für einen Job aufgrund des Geschlechts oder der ethnischen Herkunft bevorzugen oder benachteiligen würde. Während Menschen oft „nach Gefühl" urteilen, muss man die Konzepte von bias und fairness für Algorithmen mathematisch formulieren - und das ist gar nicht so einfach.

Hier stellt sich das Team des MIP.labor vor.

Ziel des MIP.labor ist es, neue Wege im Wissenschaftsjournalismus zu erkunden. Wir möchten innovative Formate entwerfen, die junge Menschen mit journalistischen Inhalten aus Mathematik, Informatik und Physik ansprechen. Damit das MIP.labor transparent und nachhaltig zu dieser Weiterentwicklung beitragen kann, begleitet eine Evaluation die Projektarbeit der Fellows.

Erin Henning ist Doktorandin an der Freien Universität Berlin und führt die Begleitforschung im Rahmen ihrer Dissertation zu mathematischer Wissenschaftskommunikation durch. Während der Entwicklung der Formate unterstützt sie die Fellows am MIP.labor mit einer formativen Evaluation. Durch einen „Proof of Concept" können aktiv aktuelle Forschungsergebnisse in die Projektentwicklung eingebracht werden. Nach der Fertigstellung des Projekts erfolgt für ausgewählte Formate eine summative Evaluation. Dabei zeigen die entwickelten Formate, ob sie ihre Ziele und Zielgruppe erreichen konnten. So profitieren sowohl die Fellows der folgenden Generationen als auch der Wissenschaftsjournalismus von den gewonnenen Erkenntnissen.

Dr. Philipp Niemann und Cecilia Buz vom Nationalen Institut für Wissenschaftskommunikation (NaWik) unterstützen das MIP.labor bei der Begleitforschung. Dr. Philipp Niemann ist wissenschaftlicher Leiter des NaWik. Sein Forschungsschwerpunkt im Bereich Wissenschaftskommunikation ist die qualitative Rezeptionsforschung. Cecilia Buz ist als wissenschaftliche Mitarbeiterin im Forschungsteam des NaWik beschäftigt. Um die Umsetzung der Studien am MIP.labor, kümmert sich die Doktorandin Erin Henning.

Das MIP.labor wird durch einen Beirat unterstützt. Die Mitglieder des Fachbeirats sind Expert*innen aus den Bereichen Wissenschaft, Medien und Wissenschaftskommunikation.

Bitte nutzen Sie dieses Formular, um Ihre Bewerbungsunterlagen einzureichen. Bitte laden Sie nur Dateien hoch die maximal 4 MB groß sind. Nach Absenden Ihrer Bewerbung erhalten Sie per Email eine Bewerbungsnummer. Unter Angabe dieser Nummer können Sie Ihrer Bewerbung gegebenenfalls weitere Dateien hinzuzufügen. Bitte nutzen Sie hierfür sowie für weitere Fragen rund um den Bewerbungsprozess die Email bewerbung@miplabor.de.

Das Fellowship des MIP.labor bietet Ihnen attraktive finanzielle Konditionen, journalistische Unabhängigkeit, die Chance zur Weiterbildung in Richtung Wissenschaftsjournalismus, ein offenes und experimentierfreudiges Umfeld und interessante Kontakte aus Wissenschaft und Medien.

Als Fellow im MIP.labor erhalten Sie ein Grundgehalt von 4200 EUR oder 3400 EUR im Monat. Zur Realisierung Ihres Projekts kann das MIP.labor zusätzliche Projektmittel bereitstellen. Sie können zwischen sechs Monaten oder zwölf Monaten als Gesamtdauer des Fellowships wählen, letztere bei halbem Pensum. Sie haben also ausreichend Zeit für gründliche Recherche und Einarbeitung in ein von Ihnen vorgeschlagenes Thema aus Mathematik, Informatik oder Physik. Experimentieren und Ausprobieren von neuen Formaten stehen bei der journalistischen Bearbeitung Ihres Themas im Mittelpunkt. Dabei unterstützt Sie das Team des MIP.labor bei der Einarbeitung in wissenschaftliche Themen sowie bei Softwareentwicklung, Graphik und Bewegtbild. Der Beirat des MIP.labor vermittelt Kontakte in die Wissenschafts- und Medienlandschaft und steht den Fellows bei Bedarf zur Seite. Ihr fertiges Projekt kann Ihr Portfolio bereichern.

Reichen Sie bitte folgende Unterlagen ein:

1. Motivationsschreiben, Lebenslauf.

2. Zwei Arbeitsproben. Falls Sie noch keine veröffentlichten wissenschaftsjournalistischen Texte vorweisen können, können Sie auch einen eigens hierfür geschriebenen Text einreichen. Wählen Sie hierzu ein wissenschaftliches Thema und schreiben Sie hierzu einen Text von etwa 1000 Worten, der sich an ein nicht vorgebildetes Publikum richtet.

3. entweder eine zweiseitige Ideenskizze für Ihr Projekt;

Machen Sie dabei deutlich,

- welches Thema aus Mathematik, Informatik oder Physik Sie als Fellow bearbeiten wollen. Aus Sicht des MIP.labor sind Themen besonders vertiefenswert, die nicht in der breiten medialen Öffentlichkeit stehen, obwohl es wichtige aktuelle Forschung dazu gibt.

- wie sie die Zielgruppe "junge Erwachsene" erreichen wollen.

oder eine zweiseitige Ideenskizze für das von Ihnen neu zu entwickelnde Format; bei der konkreten Themenfindung können wir Sie im Laufe des Bewerbungsprozesses unterstützen. Bitte machen Sie in Ihrer Bewerbung deutlich, warum Ihr Format insbesondere für die Zielgruppe "junge Erwachsene" interessant ist.

Passen Sie Ihr Fellowship auf Ihre persönlichen Bedürfnisse an. So können sie wählen, ob Sie lieber remote arbeiten oder einen kostenfreien Arbeitsplatz an der Freien Universität Berlin nutzen möchten. Wir bieten zwei Arbeitszeitmodi, die beide mit parallelen Tätigkeiten vereinbar sind. Wem ein freier Tag in der Woche für anderweitige Arbeiten genügt, realisiert das Projekt innerhalb von sechs Monaten bei einer 4-Tage-Woche. Noch mehr Freiraum bietet der Modus mit 2,5 Tagen pro Woche für zwölf Monate. Im Halbtagsmodell erhalten Sie die Hälfte der Vergütung für einen Zeitraum von 12 Monaten. Bitte sprechen Sie uns an, wenn Sie sich gern bewerben möchten, wir finden gegebenenfalls eine individuelle Lösung.

Jede*r Fellow erhält ein Stipendium von 4200 EUR beziehungsweise 3400 EUR pro Monat. Dies geschieht über einen Gastvertrag mit der Freien Universität Berlin. Dabei sind die Fellows nicht an der FU Berlin angestellt. Bitte sprechen Sie uns an, wenn Sie dazu Fragen haben.

Jedem Fellow soll während der Zeit am MIP.labor ein*e Wissenschaftler*in aus dem gewählten Themenbereich zur Seite stehen, bei der Klärung von fachlichen Fragen helfen sowie Orientierung innerhalb der Wissenschaftslandschaft geben. Die Forschenden können aus der gesamten Republik und ggf. darüber hinaus stammen; es müssen keinesfalls Forschende in Berlin oder speziell an der FU sein. Wichtig sind die inhaltliche Expertise und Bereitschaft zur engagierten Mitwirkung.
Die jeweiligen Tandempartner*innen können von den Fellows selber vorgeschlagen werden. Gern unterstützen Sie das Team des MIP.labor und der Beirat aber bei der Auswahl sowie Kontaktvermittlung.
Wenn Sie sich als Wissenschaftler*in dafür interessieren, unseren Fellows als Tandempartner*in zur Seite zu stehen, sprechen Sie uns gerne an.

Hinweis zur aktuellen Pandemie:

Solange die strengen Kontaktbeschränkungen gelten, findet die Arbeit im Home-Office statt und eine Anwesenheit am MIP.labor in Berlin ist nicht notwendig. Wir möchten aber so schnell es geht unter Beachtung aller Vorschriften und mit den notwendigen Vorsichtsmaßnahmen zur gemeinsamen Präsenz wechseln, weil der Austausch vor Ort im MIP.labor die Zusammenarbeit fördert und diese Vernetzung von Fellows und Team eine Kernidee des MIP.labor ausmacht.

Interdisziplinarität ist eine weitere Kernidee des MIP.labor. Hier soll jederzeit ein Schulterblick möglich sein, sodass Herausforderungen mit den anderen Fellows diskutiert und ein breiteres Verständnis für die Arbeitsweise in anderen Disziplinen erreicht werden können.

Falls Sie für die Dauer des Fellowships aus Gründen nicht in Berlin arbeiten können, gibt es aber auch langfristig die Möglichkeit das Fellowship von anderen Orten aus anzunehmen und das MIP.labor mindestens einmal im Monat für drei Tage zu besuchen. Bei den Reise- und Unterbringungskosten können wir Sie in einem gewissen Rahmen unterstützen.

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Das MIP.labor ist eine Ideen­werkstatt für Wissenschaftsjournalismus zu Mathematik, Informatik und Physik. Wir entwickeln neue Formate, um komplexe Sachverhalte dieser Fächer anschaulich zu machen. Dabei haben wir vor allem junge Zielgruppen im Fokus. Wissenschafts­journalist*innen und andere Medien­schaffende können sich für ein attraktives Fellowship­-Programm bewerben.

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Enriching the stories we tell and the way we tell... Continue Reading Welcome to Ramps on the Moon

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Holly Williams, Alex Nuttall and Christian Lawson-Perfect

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Newcastle University mathematical 3D printing guidebook

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This guidebook was written as part of a summer project undertaken by Alex Nuttall and Holly Williams, and supervised by Christian Lawson-Perfect.

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Working towards a vibrant and sustainable STEM sector which meets the needs of learners and employers, reflecting the diversity of wider society. From Northumbria University, Newcastle.

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Virtual manipulatives, dynamic geometry, graph plotting, data science and more: explore the ultimate mathematical playground!

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A worldwide celebration of Mathematics on March 14 of every year.

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More Than Nine Million Billion Ways (full video)

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More Than Nine Million Billion Ways (full video)

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More Than Nine Million Billion Ways: How hard can it be for a knight to get around a chessboard?

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A magazine for the mathematically curious. Issue 17 now available: Penguins, prison and PDE patterns feature in our new issue. Plus all your favourite puzzles & columns.

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Spreading rainbows

A little hobby, rainbow themed science pins! It's been a joyous project that's connected me to thousands of queer science fans around the world and helped to make classrooms and labs more welcoming spaces.

All profits are donated to the Albert Kennedy Trust to work to support young LGBTQ+ people who are living with homelessness or in hostile environments. So far £13,492 has been raised! Thank you!

​

Find out more about AKT's work here

Pins are designed by Dr Jamie Gallagher, Public Engagement and Science Communication consultant and trainer

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Shop | Geeky Pins | Scotland | Dr Jamie Gallagher

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Geeky science and rainbow enamel pins badges.

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Free online apps bundle from GeoGebra: get graphing, geometry, algebra, 3D, statistics, probability, all in one tool!

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Alone in a cube that glows in the darkness, X is content with his infinite universe and abstract thought. But then Y appears, insisting they interact, exposing him to her sensory and physical existence. Each begins to hanker after what the other has until a remarkable thing happens ... involving a strange loop.

I is a Strange Loop tackles some of the biggest questions facing humanity. What is the limit of AI? Can consciousness be downloaded? What is the shape of the universe? Is it finite or infinite? Does it have an edge? Marcus du Sautoy and Victoria Gould use mathematics and the theatre to navigate the known and unknown reaches of our world. Through a series of surreal episodes, x and y, trapped in a world they don't understand and confronted for the first time with another human being, tackle some of the biggest philosophical and scientific questions on the books: where did the universe come from, does time have an end, is there something on the other side, do we have free will, can we ever prove anything about our universe for sure or is there always room for another surprise?

I is a Strange Loop (formerly known as X&Y) was part of the Barbican's Life Rewired Series and sold out 4 performances at the Pit Theatre in March 2019.

It was previously performed at Latitude Festival July 2012, The Science Museum, London, October 2013, Manchester Science Festival, MOSI November 2013, Hay Festival May 2014, Astrolabe Theatre, Glastonbury Festival June 2014, Vaults Festival, London February 2016, Oxford Playhouse, April 2016, Canterbury Festival, November 2016, Mumbai Literary Festival, Tata Theatre and Prithvi Theatre, November 2017, CCCB Thinking Bienalle Open City, Barcelona October 2018.

Financial Times review: 'a neat little show about maths, consciousness and artificial intelligence. Their droll two-hander, directed by Dermot Keaney, playfully uses drama to tackle abstract ideas and explore the way AI might become conscious. Performed with an easy good humour by the pair, it's an engaging piece that allows laypeople a glimpse into artificial intelligence and what it might tell us about our own consciousness. It draws cleverly, too, on theatrical convention to open up ideas. it is a likeable, ambitious and stimulating piece.'

Simon McBurney, Founder of Complicite: 'I is a strange loop' is a play that plays... with ideas, concepts, abstractions and relationships that are, usually, hidden from the sight of ordinary mortals, articulating the ineffable, incarnating the incorporeal, revealing the inconceivable... it makes us feel we know a great deal more than we do.... and is also very funny, utterly compelling and marvellously human.'

From British Theatre Guide, Rachel Nouchi: 'I is a strange loop captures vividly the push and pull between physicality and the abstract world of numbers in a flow of mathematical speak rubbing up alongside a debate on the consciousness of life, death and mortality. A lot to digest in 100 minutes, especially if you are neither maths whiz nor science geek, but when the abstract and physical worlds clash in the form of two actors floating about in white Grecian garb posing as X and Y, the effects are funny, illuminating and often baffling. Tonight's piece, part of a triptych created for the Barbican's Life Rewired season, tackles what it means to be human at a time when advances in technology and scientific research are hurtling forward with unprecedented speed.'

A Younger Theatre, Josephine Balfour-Oattes: 'this two-hander grapples with artifice and reality as a means of navigating the conscious brain. The pair speak in algebra, with dizzying formulas spilling from their lips as they measure their bizarre circumstances. I is a strange loop passes clever comment on the state of mortality and this - blended with an examination of performativity - is both enchanting and destabilizing.'

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Alone in a cube that glows in the darkness, X is content with his infinite universe and abstract thought. But then Y appears, insisting they interact, exposing him to her sensory and physical existence. Each begins to hanker after what the other has until a remarkable thing happens ...

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Designed to recognize and promote hands-on math teaching in upper elementary and middle school classrooms, the Rosenthal Prize carries a cash award of $25,000 for the single best activity, plus up to five additional monetary awards for other innovative activities. The winning teacher(s) will have the opportunity to share their activities with educators around the world.
The application window for 2023 closed on May 15, 2023.
Applicants selected for the final round will be notified via email in late summer.
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Check out the Rosenthal Prize's sister program:
The Rosenthal Prize Summer Institute

Teachers, want to learn how to deliver past prize-winning lessons in your own communities? If selected for the program, participants will receive an expenses-paid trip to New York City for one week of professional development in the summer.
Learn more about the Rosenthal Prize Summer Institute.
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Congratulations to the 2022 Rosenthal Prize winners!

From left to right: Chaim Goodman-Strauss (2021 Rosenthal Prize 1st place winner), Alex Kontorovich (Rosenthal Prize judge), Sandy Dirkx (MoMath's Chief of Educational Programs), Steve Stein (3rd Place Winner), Cindy Lawrence (MoMath Executive Director/CEO and Rosenthal Prize judge), Dan Finkel (2nd Place Winner), Nancy Seeds (1st Place Winner), and Ralph Pantozzi (2014 Rosenthal Prize 1st Place Winner and Rosenthal Prize judge). Not pictured: Shefali Nanavati (Honorable Mention).

This year's first place winner, Nancy Seeds, hails from Greenwich, CT. Her winning lesson, "Divisibility UNO®," teaches students to be confident problem-solvers by exploiting the relationship between number patterns and divisibility. The game involves students using a five-card hand of UNO® cards to create a valid large number. Each game round requires students to use higher-order thinking, activating both analytic and creative processes.

Dan Finkel, who currently lives and works in Seattle, WA, the founder of math game and curriculum company Math for Love, was awarded second place for his lesson, "The Billiard Ball Problem." His lesson explores the geometry of reflections by teaching students to observe the patterns a ball makes when it is shot diagonally from a corner of a rectangular table to predict what corner the ball will end up in.

Third place winner Steve Stein of Brooklyn, NY, was recognized for his lesson "Transformation Sumo: A Geometry Game," which was inspired by the connection between strategic card games and mathematical functions called transformations. The two-player game requires students to think strategically about how to play a combination of cards that would remove a chip from a gameboard. The lesson teaches students how to perform transformations and also introduces ideas related to group theory.

Shefali Nanavati of Oakland, CA, received an honorable mention for her lesson, "Journey to Trilandia: Exploring Base-3 Number System." This interactive lesson has students visualize a far-away land called Trilandia that has a Base-3 number system. Each "visitor" to Trilandia is given three different colored coins that represent place value. Students roll a die to determine a trade, which they make by going to the "bank" to trade coins. The game can be used to teach different concepts such as number systems, exponents, place value and algebraic reasoning.

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Winning Lesson Plans from Previous Years

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2021 Rosenthal Prize winners

From left to right: Steven Strogatz (2021-22 MoMath Distinguished Visiting Professor and Rosenthal Prize judge), John Urschel (MoMath Trustee), Chaim Goodman-Strauss (2021 Rosenthal Prize 1st place winner), Saul Rosenthal (MoMath Trustee and Rosenthal Prize sponsor and judge), Elena Pavelescu (2021 Rosenthal Prize 3rd place winner), David Caliri (2021 Rosenthal Prize 2nd place winner), and Cindy Lawrence (MoMath Executive Director/CEO and Rosenthal Prize judge). Not pictured: Ryan Smith (2021 Rosenthal Prize honorable mention).

Congratulations to Chaim Goodman-Strauss, first place winner of the 2021 Rosenthal Prize for Innovation and Inspiration in Math Teaching for his lesson on symmetry, Tooti Tooti (2222). Chaim's winning lesson teaches students about symmetry by crafting handmade "tiles" with four different points of two-fold rotational symmetry (i.e., the patterns remain the same as you rotate them 180 degrees) and piecing the tiles together into patterns that can fill an infinite space, similar to wallpaper patterns. Chaim is a professor of mathematics at the University of Arkansas, and he was awarded a $25,000 cash prize.

David Caliri, who currently lives in Tbilisi, Georgia, and works for a Boston-based organization that grew out of the MIT Media Lab, was awarded second place for his lesson, Binary Coins Are Better Than Bitcoin! His interactive lesson allows students to learn about the binary number system by pretending to be business owners and creating their own currency to make exact change for product sales. David was awarded a $10,000 cash prize.

Third place winner Elena Pavelescu, Associate Professor in the Mathematics and Statistics Department at the University of South Alabama in Mobile, AL, was recognized for her lesson, The Game of Cats: A mathematical logic activity, which teaches students logic by asking them to interpret AND and OR statements. Elena was awarded a $2,500 cash prize.

Ryan Smith of Lake Worth, FL received an honorable mention for his lesson, Astronaut Explorer: A Measurement Conversion Conundrum, which allows students to take on the role of astronauts exploring a new planet on which they must learn about the civilization's measurement system. This activity promotes genuine thinking, decoding, and reasoning, and is designed to help students construct procedures for converting from one unit to another using ratios. Ryan was awarded a $500 cash prize.

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2020 Rosenthal Prize winners

(Top from left to right) Douglas O'Roark (winner) and Lauren Siegel (runner-up)
(Bottom from left to right) Saul Rosenthal (Sponsor and MoMath Trustee) and Cindy Lawrence (MoMath Executive Director and CEO)

Congratulations to Doug O'Roark, winner of the 2020 Rosenthal Prize for Innovation and Inspiration in Math Teaching, for his lesson, Towers & Dragons. In Doug's lesson, students discover a stunning connection between paper folding and a classic disc-moving puzzle. Doug is the Executive Director of Math Circles of Chicago. He was awarded a $25,000 cash prize.

Additional congratulations to the 2020 runner-up, Lauren Siegel, the Director of MathHappens Foundation in Austin, TX, for her lesson, Engagement with Ratio and Proportion: Building a Tool to Deepen Understanding. In Lauren's lesson, students learn to appreciate ratios by making their own calipers and applying them to objects, photos, and geometric figures. Lauren was awarded a $5,000 cash prize.

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2019 Rosenthal Prize winners

(From left to right) Alex Kontorovich, Peter Winkler, Nat Banting, Saul Rosenthal, Matt Roscoe, Cindy Lawrence, and Paul Zeitz

Congratulations to Nat Banting, winner of the 2019 Rosenthal Prize for Innovation and Inspiration in Math Teaching, for his lesson, Dice Auction: Putting Outcomes of the Dice Up for Sale. In Nat's lesson, students test their intuitive probabilistic reasoning of dice throws with a dynamic outcomes auction. Reality - and mathematics - then provide feedback! Nat is a high school mathematics teacher and a university faculty member in Saskatoon, Saskatchewan, Canada. He was awarded a $25,000 cash prize.

Additional congratulations to the 2019 runner-up, Matt Roscoe, a mathematics professor at the University of Montana in Missoula, Montana, for his lesson, Building the City of Numbers: An Exploration of Unique Prime Factorization. In Matt's lesson, the prime factorizations of the counting numbers from 2 to 100 come to stunning, three-dimensional life. Matt was awarded a $15,000 cash prize.

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2018 Rosenthal Prize winners

Congratulations to Elizabeth Masslich, winner of the 2018 Rosenthal Prize for Innovation and Inspiration in Math Teaching for her lesson Geometry Project: DARTBOARD. In Elizabeth's lesson, students learn geometric probability using shapes on a dartboard. Elizabeth is a teacher in the Milwaukee, Wisconsin metro area, and was awarded a $25,000 cash prize.

Additional congratulations to the 2018 first runner-up, Hector Rosario of the Atlanta, Georgia metro area, for his lesson, Squareland: Into How Many Squares Can You Cut a Square?, in which students generate and analyze patterns by cutting squares into smaller squares while making conjectures and trying to prove their claims. Hector was awarded a $5,000 cash prize.

The Museum also wishes to congratulate the 2018 runners-up, Dwaynea (Golden) Griffin ( Statistics TriMathlon) of Hinesville, GA, and Kristen Rudd ( Searching for Intersections) of Bergen County, NJ, who each received a $1,000 cash prize.

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2017 Rosenthal Prize winners

Matt Engle (second from right) poses with (from left to right) David Poras (runner-up), Elisabeth Jaffe (runner-up), Heather Danforth-Clayson (second place winner), Saul Rosenthal (Sponsor and MoMath Trustee), and Cindy Lawrence (MoMath Executive Director and CEO).

Congratulations to Matt Engle, winner of the 2017 Rosenthal Prize for Innovation and Inspiration in Math Teaching! In Matt's lesson, students examine the shadows of shapes to explore concepts such as ratio, dilation, and proportionality in triangles. Matt is a teacher at Monterey Bay Academy in La Selva Beach, CA, and was awarded a $25,000 cash prize for his winning lesson, Bringing Similarity Into Light: Experiencing Similarity and Dilations Using Shadows.

Additional congratulations to the 2017 second place winner, Heather Danforth-Clayson of Helios School in Sunnyvale, CA, for her lesson Derangements and Random Rearrangements: An Exploration of Probability. In Heather's lesson, students explore rearrangements of number sets by conducting hands-on experiments in probability.

The Museum also wishes to congratulate the 2017 runners-up, Elisabeth Jaffe ( Dancing Transformations) from Baruch College Campus High School in New York City and David Poras ( Growing Alligators) from Weston Middle School in Weston, MA.

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2016 Rosenthal Prize winners

Traci Jackson (center front) poses with (from left to right) Cindy Lawrence (MoMath Executive Director and CEO), Maria Hernandez (runner-up), Jemal Graham (runner-up), Dena Lordi (second place winner), and Saul Rosenthal (Sponsor and MoMath Trustee).

Congratulations to Traci Jackson, winner of the 2016 Rosenthal Prize for Innovation in Math Teaching! In Traci's lesson, students explore proportional reasoning by mixing colored solutions, creating different color combinations to visualize ratios. Traci is a teacher at Oak Valley Middle School in San Diego, CA, and was awarded a $25,000 cash prize for her winning lesson, Creating Color Combos: Visual Modeling of Equivalent Ratios.

Additional congratulations to the 2016 second place winner, Dena Lordi of Diamond Bar High School in Diamond Bar, CA, for her second-place lesson, Where Can I Find A Weightless Stick? In Dena's lesson, students trace the changing balance point on a scale as weights are added in order to identify the mean value of a set of numbers.

The Museum also wishes to congratulate the 2016 runners-up Crystal Frommert ( Algebra on a Number Line), Jemal Graham ( Blacktop Coordinate Plane), and Maria Hernandez ( Pass the Candy: A Recursion Activity).

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2015 Rosenthal Prize winners

Jillian Young (center right) poses with (from left to right) Heather Herd (runner-up), Eileen Finney (runner-up), Larry McMillan (runner-up), Saul Rosenthal (Sponsor and MoMath Trustee), Cindy Lawrence (MoMath Executive Director and CEO), Ralph Pantozzi (2014 Rosenthal Prize Winner), and Glen Whitney (MoMath President and Founder).

Congratulations to Jillian Young, winner of the 2015 Rosenthal Prize for Innovation in Math Teaching! Jillian created a lesson that helps students learn about surface area and volume using the game Minecraft. Jillian is a teacher at Elwood Kindle Elementary School in Pitman, NJ, and was awarded a $25,000 cash prize for her winning lesson, MUTANT Creature Invasion: Minecraft Volume Investigation.

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2014 Rosenthal Prize Winner

Congratulations to Ralph Pantozzi, winner of the 2014 Rosenthal Prize for Innovation in Math Teaching! Ralph, a teacher at Kent Place School in Summit, NJ, was awarded a $25,000 cash prize for his winning lesson, Random Walk. Watch a short video of the "Random Walk" lesson.

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2013 Rosenthal Prize Winners

Congratulations to Trang Vu and Brent Ferguson, respectively the winner and runner-up of the 2013 Rosenthal Prize for Innovation in Math Teaching! Trang, a teacher at La Jolla High School in La Jolla, CA, was awarded a $25,000 cash prize for her winning lesson, Mathematics and Fashion Design. Brent, a teacher at The Lawrenceville School in Lawrenceville, NJ, was awarded a $10,000 cash prize for his runner-up lesson, Engineering a Number Line by Construction.

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2012 Rosenthal Prize Winners

Patrick Honner (runner-up), Saul Rosenthal (Trustee and Sponsor), and Scott Goldthorp (winner) pose for a photo at the announcement of the winner of the first annual Rosenthal Prize for Innovation in Mathematics Teaching.

Congratulations to Scott Goldthorp and Patrick Honner, respectively the winner and runner-up of the 2012 Rosenthal Prize for Innovation in Math Teaching! Scott, a teacher at Rosa International Middle School in Cherry Hill, NJ, was awarded a $25,000 cash prize for his winning lesson, Hands-On Data Analysis. Patrick, a teacher at Brooklyn Technical High School in Brooklyn, NY, was awarded a $10,000 cash prize for his runner-up lesson, Sphere Dressing.

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About the Rosenthal Prize for Innovation and Inspiration in Math Teaching

The annual Rosenthal Prize for Innovation and Inspiration in Math Teaching is designed to recognize and promote hands-on math teaching in the upper elementary and middle school classrooms. Each year, the winning teacher is awarded a cash prize of $25,000, and the winning activity is shared with interested teachers around the world.

The Rosenthal Prize for Innovation and Inspiration in Math Teaching has four goals:

To recognize and reward exceptional 4th through 12th grade teachers around the world who employ innovation(s) appropriate to the upper elementary or middle school classroom.

To demonstrate to the education profession and the general public that innovative math teaching exists and can successfully reach the middle grades.

To replicate the successful innovative activity of the winning teacher, distribute it to classrooms across the country, and positively impact math education in the United States and beyond.

To encourage innovation and incorporation of hands-on methods in classrooms around the world.

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Rosenthal Prize for Innovation and Inspiration in Math Teaching - National Museum of Mathematics-

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National Museum of Mathematics: Inspiring math exploration and discovery

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James Grime Mathematician, lecturer, public speaker. A riddle wrapped in a mystery stood next to an Enigma Latest Video Book me for a talk Online Courses Online Courses Take an online course with James. See what is on offer here. Read More... YouTube Some people may best know James from his many YouTube videos.

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Form for Ideas on Diversifying Maths Curriculum

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Form for Ideas on Diversifying Maths Curriculum

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To celebrate the recent discovery of the Hat and Spectre tiles, which tessellate the plane but only in a non-repeating way, the National Museum of Mathematics and the United Kingdom Mathematics Trust are pleased to announce The Einstein Mad Hat Awards, for renditions of the Hat and Spectre tiles.

Submissions highlighting the connections between mathematics, art, design, and catering are encouraged. There are two competitions offering $20,000 in total awards to be distributed.

The Scholastic Einstein Mad Hat Award: This competition will award a scholarship to one winner who is currently enrolled in high school, secondary school, or the equivalent. The scholarship will be applied towards tuition at an accredited college or university.

The Global Einstein Mad Hat Award: This competition will award a cash prize to one adult winner. The adult winner must be 18 years of age or older and must not be enrolled in high school, secondary school, or the equivalent.

Entries might include:

Useful things

Useless things

Physical creations

Non-physical designs

Drawings

Fiber arts

Baked goods

Actual hats

Soccer balls

Ceramic tiles

Additional Competition Rules

An individual can apply to only one of the two contests. Your responses to the submission form will determine the Contest for which your entry will be considered.

No more than two students per school may submit entries to the Scholastic Competition; please be sure to coordinate with your school administration to avoid the disqualification of any entries.

All judges' decisions are final and are not subject to appeal.

Prizes and Recognition

The winner of the Scholastic Competition, plus one parent or guardian, and the winner of the Global Competition will be invited to attend an award ceremony in a very prestigious London location (soon to be revealed!) in December 2023, with paid travel and lodging expenses.

The submission deadline is October 15, 2023 at 11:59 pm ET.

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hatcontest - National Museum of Mathematics-

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National Museum of Mathematics: Inspiring math exploration and discovery

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Updated walking instructions, and refreshed texts and questions. After six years, the Leiden math trail has been revamped. From high school students to mathematicians: everyone can walk the route to their heart's content again.

The walk is open to any math enthusiasts. 'It is based on the curriculum of high school students, but accessible to a wider audience. So we walk past historical highlights of Leiden, and along the way we make puzzles and think about math issues,' says Francien Bossema, Science Communication & Society alumni. She developed the route together with fellow alumni Charlotte Zwetsloot and researcher Ionica Smeets.

Ionica Smeets (left) and Francien Bossema (right) during a test walk.

Make your own math trial

Besides a math guide through Leiden, the trio also wrote a chapter in the book Handbook of Mathematical Science Communication, which was recently published. In it, they describe how the math trial came about. 'For example, we show how we tried to make the walk attractive to a wider audience. And how we incorporated feedback from students and teachers,' Bossema says. In addition, the handbook offers guidelines for developing a maths walk. 'With these tips, anyone can get started themselves!'

Develop or walk

Feel free to walk the trail, or order the book to learn more about the background of the walk.

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Updated walking instructions, and refreshed texts and questions. After six years, the Leiden math trail has been revamped. From high school students to mathematicians: everyone can walk the route to their heart's content again.

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Videos about numbers and mathematics. Videos by Brady Haran since 2011. Our thanks to Jane Street. Thanks also to SLMath, the Simons Foundation, and our Patreon supporters.

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3blue1brown, or 3b1b for short, is primarily a YouTube channel about discovery and creativity in math. On this site, you can find written versions of many of these lessons, often with more interactive elements sprinkled in.

Topics tend to fall into one of two categories:

Those people might be seeking out, like linear algebra, neural networks, calculus, Fourier transforms, quantum mechanics, etc.

Problems in math which many people may not have heard of, and which seem quite challenging at first, but where some shift in perspective makes it both doable and beautiful.

Loosely speaking, the first category motivates math by its usefulness, and the second motivates math as an art form. But of course, the line dividing these two is easily blurred.

My name is Grant Sanderson. These videos, and the animation engine behind them, began as side projects as I was wrapping up my time studying math and computer science at Stanford.

From there, I was fortunate enough to start forging a less traditional path into math outreach thanks to Khan Academy's talent search, which led me to make videos and write articles about multivariable calculus and a few other miscellaneous topics for them until the end of 2016. Since then, my main focus has been on 3b1b.

While the majority of my work has been on these videos and the related projects around them, along the way I've had the pleasure of working with numerous other outlets in education and outreach including Quanta, Manning, Udacity, Itempool, and the Julia Lab at MIT. Even on YouTube, some of my favorite projects in the past years have been the ones done in collaboration with others, including videos with Numberphile, Stand-up Maths, MinutePhysics, Physics Girl, Ben Eater, Smarter Every Day, and others.

If you're curious to hear more about my background and thoughts surrounding these projects, you may enjoy various podcasts I've been a guest on.

Kurt Bruns, Artist

Hello, my name is Kurt Bruns. I graduated from the University of Utah with a degree in Computer Science. After an internship spent adapting the Calculus Video Series, I do the digital artwork for new videos. In my free time, I'm building a math website, making art and playing ultimate frisbee.

James Schloss, Summer of Math Exposition

Hello, I am Dr. James Schloss. I finished my PhD at the Okinawa Institute of Science and Technology in December 2019 and did a short stint at MIT before deciding to work as an independent researcher. I help run the Summer of Math Exposition, and other logistics concerning the website and 3b1b podcast.

Josh Pullen, 2021 Intern

Hello! I'm Josh Pullen. I work on this website and help transform the 3Blue1Brown lessons into written and interactive versions.

I fell in love with programming as a kid, which inevitably gave me an appreciation for math as well. Today, nothing brings me more joy than sharing that passion with others, which is why I am currently at Michigan State University preparing to become a teacher.

River Way, 2021 Intern

Hey! I'm River, thanks for stopping by! Currently, I am studying quantum computation in Bern, Switzerland; my undergraduate years were spent at Stevens in New Jersey. I had a hard time deciding if I wanted to do mathematics, physics, or computer science so I landed on quantum computers which blend all three together beautifully. I've always had a passion for finding new ways to explain anything interesting, using modern technology as a new medium for education is our future. If you're intrigued by quantum computers, artificial intelligence, or computer graphics, check out some of my other projects!

Vivek Verma, 2021 Intern

Hi! I'm Vivek. Currently, I'm a first year at UC Berkeley, working towards a degree in Computer Science and Applied Math. I run a Math YouTube channel, vcubingx, that utilizes manim to explain topics I find fascinating. I've always been a visual learner, and love creating animations and visualizations to explain math concepts. Feel free to check out any of my work if you're interested!

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Mathematics with a distinct visual perspective. Linear algebra, calculus, neural networks, topology, and more.

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TAKITA TAKITA - Where maths and art are mutually dependent.

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"Knit, felt, weave, print, stitch, dye - and sometimes maths!"

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About Knot Unknot

Wool-tangler extrordinaire - felting, hand and machine knitting & stitching all in the name of art and science!

I have been designing and making jewellery and textiles since 1980 and taking photographs since the 1960s. In all these activities you can see my interests in textures, mathematical processes, scientific illustration and science fiction showing through. I've studied maths, life and earth sciences, feltmaking, textile techniques, botanical photography, science communication, printmaking at a variety of levels and often combine more than one in my art work. I also love collaborating with artist and scientists.

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Knot Unknot - Knit, felt, weave, print, stitch, dye - and sometimes maths!