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Standup Maths

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matt parker maths math mathematics stand-up comedy

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I do mathematics and stand-up. Sometimes simultaneously. Occasionally while being filmed. (It's quite the Venn diagram.) Principle channel supporter: Jane St...

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3Blue1Brown, by Grant Sanderson, is some combination of math and entertainment, depending on your disposition. The goal is for explanations to be driven by animations and for difficult problems to be made simple with changes in perspective. For more information, other projects, FAQs, and inquiries see the website: https://www.3blue1brown.com

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This series of videos explores the world of mathematical problem solving, starting general, but then focusing in on topics like Game Theory, invariant, and m...

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Reading list for A Level maths students and prospective Maths University students

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Image by congerdesign from Pixabay

If you find yourself at a loose end this month, want a break from focusing on work, or have younger mathematicians to entertain, here are some suggestions for online activities you can do/watch/attend. If you have any suggestions of your own, add them in the comments!

Here on the Aperiodical

Elsewhere online

Events this month

Tags: events, interactive, maths, online, podcasts, things to do, videos

About the author

Publicly engaging mathematician, Sheffield Hallam Uni part-timer, Manchester MathsJam organiser, hairdo.

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If you find yourself at a loose end this month, want a break from focusing on work, or have younger mathematicians to entertain, here are some suggestions for online activities you can do/watch/attend. If you have any suggestions of your own, add them in the comments!

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mathematics maths math technology australian hsc teacher high school

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I teach mathematics at a comprehensive public high school in Sydney, Australia. I'm also an author (Woo's Wonderful World of Maths, It's a Numberful World, Eddie Woo's Magical Maths 1 & 2, Whodunnit Eddie Woo?) and TV host (Ultimate Classroom on Channel 10, Teenage Boss on ABC ME).

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Practice problems, formula sheets and videos

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The 2016 MATRIX Conference featured thirty short talks. The programme and full details of the presentations can be found .

A selection of the thirty short talks are on YouTube. These are:

'New developments at MoMath'

Welcome from Cindy Lawrence, The National Museum of Mathematics in New York.

Watch the presentation .

'Moving Maths'

Ben Sparks, SparksMaths

We can make mathematics communication even more effective by keeping it Moving. Exploiting animation and dynamic geometry, and raising awareness of the emotional aspect of mathematics are both extremely useful. We'll explore the common emotional reactions to maths, and check out some moving demonstrations.

Watch the presentation .

'Technology and Creativity'

Philipp Legner

New technology has had a tremendous impact on education: in schools, at home, and even in museums. But there is so much more yet to come: How can we provide personalised content for every student? How can we let students explore and discover rather than just memorise algorithms? And how can we create more interactive and engaging and applicable content?

Watch the presentation .

'The Power of Mathematical Experiments'

Albrecht Beutelspacher, Mathematikum, Giessen

Mathematical experiments provide an ideal first step into mathematics: They start from real experience ("hands-on"), they stimulate thinking ("minds-on"), they are emotionally rewarding and strengthen the personality ("hearts-on").

Watch the presentation .

'Creative and Playful Maths'
Chris Budd, University of Bath & the Royal Institution
Maths is the ultimately playful subject, with puzzles and games based on maths in great demand. However the creative and playful aspects of maths are not always present in the way that it is taught. In this presentation I will explore the creative side of maths, showing its links to art, sculpture, magic, film production, quilt making and origami. I will also demonstrate how this aspect of maths is perfect for showing off in hands- on exhibitions. As a finale I will demonstrate, with the aid of maths and radio, why many birds (in New Zealand) have names beginning with the letter K.

Watch the presentation .

'Royal Institution Masterclasses''
Samantha Durbin, The Royal Institution, London
Royal Institution Mathematics Masterclasses are series of extra-curricular enrichment workshops designed to inspire and encourage students to think more deeply about the wonders and applications of mathematics. Students are selected by their teachers to attend an entire series of six sessions, allowing them to really explore a range of topics and inspiring them to continue their interest in this far-reaching subject. With over 140 Masterclass series across the country, we support local volunteers from industry, academia and teaching to develop and deliver their own Masterclasses. Come along to have a go at a Masterclass activity and find out more about how we work with mathematicians to help them turn their favourite topic into a 2.5 hour Masterclass.

Watch the presentation .

'Storytelling in mathematics - fo(u)r example(s)'
Vanessa Krummeck, Technische Universitat, Munich
This talk will give insights in projects where fairytales and detective stories enriched mathematical experience.

Watch the presentation .

'An Exhibition in a Suitcase'
Guido Ramellini et al, Museu de Matemàtiques de Catalunya, Barcelona MMACA Catalonia
What distinguishes materials and activities designed for an exhibition from those designed for a workshop or a classroom? How to connect the experience of a math exhibition to school routines and the established curriculum? We propose a set of fast-deploy activities that aim to bring the world of math exhibition and the world of school education closer.

The "Exhibition in a suitcase" project consists on a series of inexpensive, reproducible and portable materials that can be installed virtually anywhere to deploy a math exhibition that can bring a continuity between the exhibition experience and classroom practice.

The suitcases contain materials that can be used by school teachers to organize instant math exhibition for special events in their school or even daily class routines.

The project is born from collaboration between the MMACA, the math museum of Catalonia, devoted to enrich formal education in mathematics through meaningful hands-on experiences, and IMAGINARY, the world-leading travelling exhibition of modern mathematics.

In a special dedication, this project is also supported by the African Institute of Mathematics (AIMS) to bring instant math exhibitions to African schools and international education projects.

Watch the presentation .

'Mathematics and the public: Science Museum approaches to hands-on and history'

Toby Parkin, Lead Curator, Wonderlab: The Statoil Gallery
David Rooney, Lead Curator, Mathematics: The David and Claudia Harding Gallery, The Science Museum

By the end of 2016, the Science Museum, London, will have opened two major new permanent galleries presenting mathematical ideas and histories to a general public audience. One is a hands-on interactive and immersive gallery aimed at school groups and families, presenting scientific and mathematical concepts. The other is an object-based gallery showcasing the Museum's historical collections, presenting histories of mathematical practice over the past 400 years. In this illustrated presentation, the lead curators of both gallery projects will outline the Museum's strategy for engaging the public with mathematics and will consider what the Museum has learned from long-term and systematic audience research.

Watch the presentation .

'Building a MENACE machine'
Matthew Scroggs, University College London
In 1961, Donald Michie build MENACE (the Machine Educable Noughts And Crosses Engine), a machine built from matchboxes and beads that was able to learn how to play noughts and crosses. In this talk I will explain how it is possible to make matchboxes learn and I will show off the copy of Michie's machine that I have built.

Watch the presentation .

'Adventures in Maths Public Engagement'
Katie Steckles, StandUpMaths
Dr Katie Steckles is a mathematician based in Manchester, who delivers talks and workshops on mathematical topics. She's also been involved in various large-scale mass-participation public engagement projects with mathematics, and will be sharing the stories of how those projects came about, what happened and what her next adventure will be...

Watch the presentation .

'Viruses, origami, and computer models'
Hamish Todd, research student, University of Edinburgh
Of all living things, viruses are the most "mathematically perfect", and are a major example of mathematics facilitating medical breakthroughs. Constructing viruses in origami is a natural way for laypersons to come to understand viruses - the analogy is so strong that dozens of origamists have "accidentally" come out with designs that mimic viruses. While creating origami to illustrate virus structure, we came upon the work of MIT's computational origami group, and found that software of theirs could be adapted to study HIV. We will be showing several pieces of origami, and three programs that let users "play" with viruses.

Watch the presentation .

'University Mathematics Outreach programmes'
Joe Watkins, University of Kent, UK
Although there are many HE institutions with established STEM Outreach programmes, it is not yet understood how such work will influence HE recruitment or the uptake of STEM subjects at any level of education. Given the recent Government papers on this topic and with the TEF looming large, which stresses the theme of Widening Participation, these matters will soon be very important to HE institutions. In this session we will discuss preliminary findings based on the Maths Outreach programme at the University of Kent, giving an outline of what works and what doesn't in terms of Outreach and HE recruitment

Watch the presentation .

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b01 { text-transform: lowercase; color: #2f353f;} The 2016 MATRIX Conference featured thirty short talks. The programme and full details of the presentations can be found here. A selection of the thirty short talks are on YouTube. These are: 'New developments at MoMath'Welcome from Cindy Lawrence, The National Museum of Mathema...

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This is Numberphile. We mainly post videos about mathematics and just numbers in general.

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BBC Radio 4 - The Curious Cases of Rutherford & Fry - Downloads

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Podcast downloads for The Curious Cases of Rutherford & Fry

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The aim of this course is to start with familiar plane geometry and work our way towards understanding hyperbolic geometry. The idea will be to try and understand geometry by looking at symmetries of geometric objects rather than the geometric objects themselves. A running theme will be studying periodic tilings or tessellations of the plane, the sphere. This week we start by asking the question: What is symmetry? We will find a rigorous mathematical answer to this question, and shift focus from symmetric shapes themselves, to the collection of all symmetries of a shape.

For information about how our online courses will run, check out this page. Below every video you find exercises that you should try to solve as you watch through the course. Harder exercises are marked with *, there are some bonus exercises at the bottom of the page.

Video 1: What is a symmetry?

Summary

Heuristically a symmetry is a transformation of the plane which leaves a shape or pattern looking the same, but as mathematicians we need to be clear about what we mean by "transformation" and "looking the same".

We measure distances in the Euclidean plane using the Euclidean metric. If there are points \(A=(x_1,y_1)\) and \(B=(x_2,y_2)\), then the distance between them is computed using Pythagoras' Theorem: \[\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}\]

An isometry (iso- means same and -metry means measure) is a special transformation of the plane which doesn't change the distance between points.

Translations, reflections, and rotations are examples of isometries, but enlargements are not.

An isometry is then a symmetry of a shape if, after the isometry has been applied, you can't see any difference.

Exercises

1. Which of the following shapes are symmetric? If a shape is symmetric, write down the types of symmetry that it has.

2. Do any of the shapes above have the same symmetries as each other? Which ones?

3. Draw the points \(A=(2,3)\) and \(B=(-3,4)\) on the plane and compute the distance between them. Work out where each of these points get sent by each of the transformations below. What is the distance between the new pair of points in each case?

1. A translation a distance 2 North-East

2. A rotation by \(90^\circ\) centred at \((0,0)\)

3. An enlargement by a factor of \(1/2\) centred at \((0,2)\)

4. A reflection in the line \(x=3\)

4. *For each type of isometry in the previous question which did not change the distance, try to prove that every transformation of this type is an isometry by showing that it always preserves distance. (Hint: it may be useful to write a mathematical formula for the transformation, maybe using vectors)

Video 2: When are two isometries the same?

Summary

As well as translations, rotations, and reflection, glide reflections are also isometries. The identity is a simple, but important, example of an isometry. It is the "transformation" which sends every point to itself - it does nothing.

We now call a shape or pattern symmetric if it has a non-trivial (i.e. a non-identity) symmetry.

Two shapes or patterns are congruent is there is an isometry which sends one exactly onto the other.

If two isometries cancel out, in other words if doing one followed by the other is the same as the identity, they are called invertible, and are inverses of each other.

Theorem: Given two labelled congruent triangles \(ABC\) and \(A'B'C'\), there is a unique isometry which sends \(A\mapsto A'\), \(B\mapsto B'\), and \(C\mapsto C'\).

This theorem means that you just have to check three non-colinear points to see whether two isometries are the same.

It also means that every isometry is inveritble.

Exercises

1. In each of the cases below, identify the unique isometry which sends \(T\) to \(T'\) (notice that all the triangles are scalene so you don't have to worry about the labelling).

2. For each of the isometries in question 2, write down its inverse, i.e. the isometry which takes \(T'\) to \(T\).

3. Consider two congruent un-labelled equilateral triangles, how many different isometries are there which send one to the other?

4. *Use the theorem to prove that every isometry has a unique inverse (we already know that every isometry has at least one inverse), in other words show that given any isometry, there is exactly one isometry which reverses it.

Video 3: The group of symmetries

Summary

We can combine isometries to make new isometries. If two transformations \(f\) and \(g\) both preserve distance, then doing one followed by the other still preserves distance and so the overall effect is still an isometry, which we write as \(fg\).

The square has 8 symmetries: the identity, three rotations, and four reflections. Considered together, this collection is called the group of symmetries of the square.

By combining a rotation by \(90^\circ\), \(r\), and a reflection, \(f\), we can make every symmetry of the square. The symmetries \(r\) and \(f\) are called generators of the group of symmetries of the square.

There are interactions between the symmetries of the square, for example, doing \(r\) four times (written \(r^4\)) is the same as the identity, so we can write \(r^4=Id\). Interactions like this are called relations.

In general a collection of symmetries which has the following properties is called a group:

1. The collection contains the identity \(Id\)

2. You can combine any two of the symmetries to get another symmetry in the collection

3. Every symmetry in the collection has an inverse which is also in the collection

Two groups of symmetries are the same if they have the same generators and relations

Exercises

1. Consider the following triangle. Note that a rotation by \(120^\circ\) clockwise is a symmetry
of the shape, as is a reflection in the vertical axis, respectively labelled \(A\) and \(B\) in the picture. Consider the symmetry obtained by combining the symmetries \(A\) and \(B\) i.e. the symmetry
\(AB\). Can this symmetry be described in a simple way, for example as a single rotation or
reflection?

2. Consider the symmetries of the square,\[{Id, r, r^2, r^3, f, r, fr^2, fr^3},\] as considered during the video, with the three relations as before \[r^4 = Id, f^2 = Id, rf = fr^3.\]

1. Show that \(frf\) is the same symmetry as \(r^3\), using the relations.

2. What are the inverses of \(fs^2\) and \(fs^3\)?

3. What is the inverse of the identity element, \(Id\)?

3. Albert has investigated the symmetries of a shape in the Euclidean plane, and found that the
symmetry group is generated by two symmetries which Albert has labelled \(a\) and \(b\), and that the following
relations hold:
\[a^5 = Id, abab = Id, b^2 = Id.\]

1. Combining the symmetries \(a\) and \(b\), we can produce more symmetries of the shape, for example \(a^2\) and \(ab\). However, some of these will be the same, for example using the first relation, \(a^2\) is the same as \(a^7\). Using the relations, find all the different symmetries of this shape in terms of \(a\) and \(b\). (Hint: there should be 10 symmetries)

2. What shape could these be the symmetries of, and what symmetries could \(a\) and \(b\) correspond to? Check that the relations hold for your guess. (Hint: how many different symmetries do the triangle and square have?)

4. Consider the following shapes:

1. What is the symmetry group of the rectangle? How many generators are required, and what are the relations between them?

2. Is the symmetry group of the rectangle the same as that of either of the other two shapes?

3. Now consider the following 3D Jenga block: Is it possible for the symmetry group of this block to be generated by only one element?
Why/why not?

Bonus exercises

Existence of isometries

In the second video, David said that it was "obvious" that if you have two congruent triangles, then there is an isometry taking one exactly onto the other. This is not exactly true - in maths you have to prove everything, so that's what we are going to try and do in this question. In particular we will prove the following theorem (compare it to the uniqueness theorem from the video).

Theorem: Given two labelled congruent triangles \(ABC\) and \(A'B'C'\), there is at least one isometry which sends \(A\mapsto A'\), \(B\mapsto B'\), and \(C\mapsto C'\).

The proof will follow 3 steps.

1. First, given congruent triangles \(ABC\) and \(A'B'C'\), can you find a reflection which sends \(A\) to \(A'\)? Can you describe the reflection line in terms of the points \(A\) and \(A'\)?

2. After the first reflection, \(ABC\) has been replaced by a congruent triangle \(A'B^{\prime\prime}C^{\prime\prime}\) where \(B^{\prime\prime}\) is where the first reflection sends \(B\), and similarly \(C^{\prime\prime}\) is where the first reflection sends \(C\). Next, can you find another reflection which sends \(B^{\prime\prime}\) to \(B'\) and doesn't change where \(A'\) is? Describe the reflection line in terms of \(A'\), \(B'\) and \(B^{\prime\prime}\).

3. After this second reflection \(ABC\) has been sent to \(A'B'C^{\prime\prime\prime}\), where \(C^{\prime\prime\prime}\) is the point \(C^{\prime\prime}\) is sent to by the second reflection. If you are lucky, \(C'=C^{\prime\prime\prime}\) and there's nothing more to do. If this is not the case, can you find a reflection which sends \(C^{\prime\prime\prime}\) to \(C'\) and doesn't move \(A'\) or \(B'\)? Describe the reflection line in terms of \(A\), \(B'\), \(C'\), and \(C^{\prime\prime\prime}\).

Now if you do these reflections one after the other the overall effect will be an isometry as discussed in video 3, and it will send \(ABC\) to \(A'B'C'\), proving the theorem.

Classification of isometries

In the videos we saw five different types of isometries: the identity, reflections, rotations, translations, and glide reflections. You might wonder if every isometry is one of these types, or if there are any others. This is what we shall investigate in this question.

In the proof in the previous question, we showed that there always exists an isometry between two congruent triangles. If you look at how we proved this (and bear in mind the uniqueness theorem), you can see that we proved something every more powerful: every isometry can be written as the combination of up to 3 reflections.

1. If you do no reflections, no points move so this gives the identity. If you do a single reflection, this is ... a reflection. What types of isometries do you get by doing two reflections? There are two cases:

2. *The other possibility is that there are three reflections. What types of isometries can you get by doing 3 reflections? There are four cases (if you ignore instances were two of the reflections are in the same line):

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The aim of this course is to start with familiar plane geometry and work our way towards understanding hyperbolic geometry. The idea will be to try and understand geometry by looking at symmetries of geometric objects rather than the geometric objects themselves. A running theme will be studying periodic tilings or tessellations of the plane, the sphere.

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Bristol Uni: mathematics public lectures

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Bristol Uni: mathematics public lectures

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Showcasing recent research highlights in mathematics for the general public.

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The Birmingham Popular Mathematics Lectures are open to all members of the public and the University who are interested in the study of Mathematics. They are particularly suitable for those studying Mathematics at A Level but we also welcome advanced GCSE students. The lectures are free of charge and run on the last Wednesday of each month, between October and March, at 7pm.

The lectures are delivered in the School of Mathematics Watson building on campus but will also be streamed via Zoom. Please see the listings below for information on how to access the lecture.

Please email the Outreach and Schools Liaison Officer to be added to the contact list to be sent further details and to hear about future events.

Upcoming lectures

There are no results that match your search

Academic year 2021-2022 Lecture Series

20th October- Irrationality in algebraic geometry- Dr Michel van Garrel

26th November- Differential equations: from Newton's laws to the frontiers of medicine- Professor Dave Smith

26th January- Is symmetry useful?- Professor Sergey Shpectorov

You can watch these lectures again on YouTube.

Academic year 2020-2021 Lecture Series

21st October- Why do mathematicians care about a pair of pants?- Dr Tyler Kelly

25th November- Fighting disease with maths- Dr Sara Jabbari

28th January- The emergent rhythms of health and disease- Professor John Terry

24th February- Sphere packing: a journey through different dimensions- Dr Matthew Jenssen

24th March- Combinatorics in the plane- Dr Johannes Carmesin

You can watch any of these lectures again on YouTube.

Get in touch

For more information about Birmingham Popular Maths Lectures, please contact:

Rachel Burgess
School of Mathematics
University of Birmingham
Edgbaston
Birmingham
B15 2TT
Email: mathsoutreach@contacts.bham.ac.uk

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The Birmingham Popular Mathematics Lectures are open to all members of the public and the University who are interested in the study of Mathematics. They are particularly suitable for those studying Mathematics at A Level but we also welcome advanced GCSE students.

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Gresham college: Mathematics in the 21st 

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Gresham college: Mathematics in the 21st 

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In this final year of lectures for Gresham College, Professor Chris Budd will be talking about the application of maths in modern life - from computing to voting, to art, curing cancer and saving the whales.

The series will go on to explore great mathematical myths, and equations that have changed the world.

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In this final year of lectures for Gresham College, Professor Chris Budd will be talking about the application of maths in modern life - from computing to voting, to art, curing cancer and saving the whales. The series will go on to explore great mathematical myths, and equations that have changed the world.

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Some of our past public and schools lectures have been filmed. To watch the talks, please click on the links below.If you'd like to be notified when new talk videos are available, please subscribe to our YouTube channel.

For information about future talks, please see our Events page.
"Some bits of mathematics are completely free of equations: just about patterns. I want to tell you about such a bit of maths, with no equations at all, called Ramsey Theory."
This talk was originally given to an audience of Y12 A-level Maths students (age 16/17).

"This talk will mostly be stories... I want to tell you about Albert Einstein, and about his theory of relativity - what it is, why he was thinking about it and also about some of the very latest developments that have happened just this year." Prime numbers are fundamentally important in mathematics. Discover some of the beautiful properties of prime numbers, and learn about some of the unsolved problems that mathematicians are working on today. Einstein, Relativity and Gravity Waves"As a theoretical physicist I spend a lot of my time thinking about fundamental particles smaller than an atom. But I also spend some of my time thinking about the Universe, which is about as big as you can get. ... I'd like to take you on a journey to the very small and the very large."
Dr Carola Schönlieb gives an insight into some of the mathematics behind image analysis and its wide-ranging applications in fields ranging from developing cancer therapies to restoring artworks, together with some personal reflections on her own career journey through mathematical study and research. Professor David Tong
Department of Applied Mathematics and Theoretical Physics, University of Cambridge How do mathematicians solve equations? Dr Vicky Neale explores some celebrated equations to find out more, and covers some highlights from the rich history of number theory along the way.
This talk was originally given to an audience of Y12 A-level Maths students (age 16/17).

This talk was originally given to an audience of Y12 A-level Maths students (age 16/17).

This talk was originally given to an audience of Y12 A-level Maths students (age 16/17).

This talk was originally given to an audience of Y12 A-level Maths students (age 16/17).

This talk was originally given to an audience of Y12 A-level Maths students (age 16/17).

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Some of our past public and schools lectures have been filmed. To watch the talks, please click on the links below.If you'd like to be notified when new talk videos are available, please subscribe to our YouTube channel. For information about future talks, please see our Events page.

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Oxford Mathematics Public Lectures enable anyone with an interest in the subject to see the best mathematicians in action and to share their pleasure (and occasional pain). They are aimed at the General Public, schools and anyone who just wants to come along and hear a bit more about what maths is really about. For booking please email external-relations@maths.ox.ac.uk.

If you can't be here in person you can always view online. All our lectures are now broadcast live on our Twitter and Facebook pages and our live streaming service (check each lecture for the livestream address) and most are also subsequently available via our YouTube page.

The Oxford Mathematics Public Lectures are generously supported by XTX Markets.

Jump down to Public Lectures and interviews online.
You can view and download posters from previous events.
Public Lectures Online

Smartphones v COVID-19 - Renaud Lambiotte

How do Mathematicians Model Infectious Disease Outbreaks - Robin Thompson

Cheerios, iPhones and Dysons - Ian Griffiths

Artistic Mathematics: truth and beauty - Henry Segerman

Why Does Rudolph Have a Shiny Nose? - Chris Budd

Spin Networks: the quamtum structure of spacetime from Penrose's intuiition to Loop Quamtum Gravity - Carlo Rovelli

Oxford Mathematics Newcastle Public Lecture: 😊🤔😔😁😕😮😍 in Maths? - Vicky Neale

Oxford Mathematics London Public Lecture: Productive generalization: one reason we will never run out of interesting mathematical questions - Timothy Gowers

Waves and resonance: from musical instruments to vacuum cleaners, via metamaterials and invisibility cloaks - Jon Chapman

Soccermatics: could a Premier League team one day be managed by a mathematician? - David Sumpter

Walking on water: from biolocomotion to quantum foundations - John Bush

The Creativity Code: How AI is learning to write, paint and think - Marcus du Sautoy

The Universe Speaks in Numbers - Graham Farmelo

Knotty Problems - Marc Lackenby

The Num8er My5teries - Marcus du Sautoy

Chasing the dragon: tidal bores in the UK and elsewhere - Michael Berry

To a physicist I am a mathematician; to a mathematician, a physicst - Roger Penrose and Hannah Fry

Bach and the Cosmos - James Sparks and City of London SInfonia

Eschermatics - Roger Penrose

Atomistically inspired origami - Richard James

Numbers are Serious but they are also Fun - Michael Atiyah

Can Mathematics Understand the Brain? - Alain Goriely

Euler's pioneering equation: 'the most beautiful theorem in mathematics ' - Robin Wilson

Scaling the Maths of Life - Michael Bonsall

Can Yule solve my problems - Alex Bellos
Andrew Wiles London Public Lecture
The Seduction of Curves: The Lines of Beauty that Connect Mathematics, Art and the Nude - Allan McRobie

Maths v Disease - Julia Gog

Closing the Gap: the quest to understand prime numbers - Vicky Neale

The Law of the Few - Sanjeev Goyal

The Sound of Symmetry and the Symmetry of Sound - Marcus du Sautoy

The Butterfly Effect - What Does It Really Signify - Tim Palmer

Why the truth matters - Tim Harford

The Mathematics of Visual Illusions - Ian Stewart

How can we understand our complex economy - Doyne Farmer

Fashion, Faith and Fantasy - Roger Penrose

Modelling genes: the backwards and forwards of mathematical population genetics - Alison Etheridge

What We Cannot Know - Marcus du Sautoy

The Travelling Santa Problem and Other Seasonal Challenges - Marcus du Sautoy

Symmetry, Spaces and Undecidability - Martin Bridson

M.C. Escher: Artist, Mathematician, Man - Roger Penrose and Jon Chapman

The Gömböc, the Turtle and the Evolution of Shape - Professor Gábor Domokos

Birth of an Idea: A Mathematical Adventure - Professor Cédric Villani

The History of Mathematics in 300 Stamps - Professor Robin Wilson

What Maths Really Does - Professor Alain Goriely

Forbidden Crystal Symmetry - Sir Roger Penrose

Big Data's Big Deal- Professor Viktor Mayer-Schonberger

Love and Math - Professor Edward Frenkel

Why there are no three-headed monsters, resolving some problems with brain tumours, divorce prediction and how to save marriages - Professor James D Murray

Interviews with Mathematicians

John Ball on the journey of an applied mathematician - interview with Alain Goriely

https://www.youtube.com/watch?v=4leaH7lEAmw

Nigel Hitchin reflects with Martin Bridson
https://www.maths.ox.ac.uk/node/23405
Roger Heath-Brown in conversation with Ben Green
https://www.maths.ox.ac.uk/node/16561
Roger Penrose interviewed by Andrew Hodges - part one

Roger Penrose interviewed by Andrew Hodges - part two

Michael Atiyah interviewed by Paul Tod

Jim Murray interviewed by Philip Maini

Bryce McLeod Interviewed by John Ball

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Oxford Mathematics Public Lectures enable anyone with an interest in the subject to see the best mathematicians in action and to share their pleasure (and occasional pain). They are aimed at the General Public, schools and anyone who just wants to come along and hear a bit more about what maths is really about.