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Cardiff LA padlet EMTAS team

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A learning resource to explore the history and voices of the Windrush Generation in Wales. This…

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Here at the AMSP, we understand that some teachers lack the time to develop a curriculum or resources that reflect their school’s population

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Hannah Fry shares her top five takeaways to support teachers and educators in data bias and supporting diversity and inclusion in Maths. Read it now.

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At its November 2012 meeting, Council gave its strong support to the positive action of finalising a policy on women in mathematics. Further information relating to this decision and the IMA Council statement on women in mathematics follow below.

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As part of Black History Month, Dr Nira Chamberlain has produced a presentation which celebrates black mathematicians from history.

"As Black people we have had more than our share of the academically hereditary disaffection all people seem to experience relative to mathematics...Nowadays our promising youth are even more menacingly threatened by exposure to teachers...who have been convinced that Blacks...are abysmally and irrevocably hopeless as far as mathematics is concerned."

Dr Wade Ellis Sr: 1980 (1909-1989)
10 th African-American to gain a PhD in Mathematics

Francis William: 1702 - 1770, Jamaican Mathematician

Mathematics Degree -Cambridge University

Background

Francis Williams was selected to take part in a social experiment devised by the Duke of Montagu who wished to show that black individuals - with the right education - could match the intellectual achievements of whites.

Challenge

A rival once suggested-"The abstruse problems of mathematical institution turned his brain; and he still remains, I believe, an unfortunate example, to show that every African head is not adapted by nature to such profound contemplations."

Achievements

Degree in Mathematics, Latin and Literature from Cambridge University. He returned to Jamaica to set up a school, teaching Mathematics, Latin, Reading and Writing.

Thomas Fuller 1710 - 1790, Slave and Mathematician

Extraordinary powers of calculation

Background

Thomas Fuller , known as the Virginia Calculator, was kidnapped from his native Africa at the age of fourteen and sold to a planter.

Challenge

He was regularly tested. On being asked, " How many seconds a man has lived who is 70 years, 17 days and 12 hours old?" He answered in a minute and a half 2 210 500 800. One of his examiners who was using pen and paper, advise him his answer
was incorrect! The sum was not so great as he had suggested. Upon which Thomas hastily replied: "Stop, you forget all the
leap years! " On adding the amount of the seconds for the leap years, the total in both their sums agreed exactly.

Achievements

Later in his life was he was discovered by antislavery campaigners, who used him as a role model to demonstrate that blacks were not mentally inferior to whites.

Benjamin Banneker: 1731 - 1806, Astronomer and Civil Rights Leader

The sky was not his limit

Background

Benjamin Banneker was a largely self-educated mathematician, astronomer and first civil rights leader.

Challenge

He would exchanged letters with the soon to be Third U.S. President Thomas Jefferson, whom had stated that negroes are inferior to whites when it comes to high level of mathematical thinking.

Achievements

Banneker was the first scientist to study the relativity of time and space, and his revelations on the topic preceded Einstein's
Theory of Relativity by two centuries. He successfully predicted the solar eclipse that occurred on April 14, 1789, contradicting the forecasts of prominent mathematicians and astronomers of the day. Banneker was the first to disclose in his writings that the Star of Sirius is two stars rather than one. His hypothesis was not confirmed until the event of the Hubble Telescope two and a half centuries later at NASA.

Elbert Cox : 1895 - 1969, 1st Black Mathematics PhD

The Pioneer

Background

After fighting for his country in World War I , Elbert Cox, applied for a PhD program. One of his referees wrote " He would have certain difficulties, because of the fact, he is of the coloured race."

Challenge

Universities in England and Germany would not recognise his PhD at the time. However, Japan's Imperial University of San Dei accepted the dissertation.

Achievements

In 1929, became the first Black Mathematician in the world to gain a PhD in Mathematics. From 1929-1961, he taught at
Howard, an Historically Black College and University. Inspiring generations of Black Mathematicians to obtain a PhD

Euphemia Lofton Haynes : 1890 - 1980, 1st Black Female Mathematics PhD

Background

Euphemia Lofton Haynes faced three obstacles in becoming a PhD mathematician. She was female, she was Black and she was in her 50's.

In 1940 the Cambridge Mathematician G.H. Hardy, wrote A Mathematician's Apology , one of the most widely read books about the nature and practice of mathematics. It stated: "No mathematician should ever allow himself to forget that mathematics, more than any other art or science, is a young man's game."

Achievements

Three years after Hardy's book, Euphemia Lofton Haynes completed her PhD in Mathematics. She was living proof that you are never too old and that mathematics is not just for the few, it is for everybody

Further Reading:

Article by Dr Nira Chamberlain

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The Black Heroes of Mathematics - Maths Careers

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As part of Black History Month, Dr Nira Chamberlain has produced a presentation which celebrates black mathematicians from history. "As Black people we have had more than our share of the academically hereditary disaffection all people seem to experience relative to mathematics...Nowadays our promising youth are even more menacingly threatened by exposure to teachers...who have been convinced that Blacks...are abysmally and irrevocably hopeless as far as mathematics is concerned."

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Maryam Mirzakhani (مریم میرزاخانی‎, 1977 - 2017) was an Iranian mathematician and professor at Stanford University. She was the first woman to receive the Fields Medal, the highest award in mathematics.

Mirzakhani worked at the intersection of dynamical systems and geometry. She studied objects like hyperbolic surfaces and complex manifolds, but also contributed to many other areas of mathematics.

When solving problems, Mirzakhani would draw doodles and diagrams on large sheets of paper, to see the underlying patterns and beauty. Her daughter even described Maryam's work as "painting". At the age of 40, Mirzakhani died of breast cancer.

Born in Adelaide, Australia, Terence Tao (born 17 July) is sometimes called the "Mozart of mathematics". When he was 13, he became the youngest ever winner of the International Mathematical Olympiad, and when he was 24, he became the youngest tenured professor at the University of California, Los Angeles.

Tao has received the MacArthur Fellowship, the Breakthrough Prize in mathematics, as well as the Fields Medal, the highest award in mathematics, for "his contributions to partial differential equations, combinatorics, harmonic analysis and additive number theory".

Together with Ben Green, Tao proved the Green-Tao theorem, which states that there are arbitrarily long arithmetic sequences of prime numbers.

In 2003, the Russian mathematician Grigori Perelman (Григо́рий Перельма́нborn, born 1966) proved the Poincaré Conjecture, which, until then, was one of the most famous unsolved problems in mathematics.

The complex proof was verified by 2006, but Perelman declined two big awards that came with it: the $1 million Clay Millennium Prize, and the Fields Medal which is the highest recognition in mathematics. In fact, he said: "I'm not interested in money or fame; I don't want to be on display like an animal in a zoo."

Perelman also made contributions to Riemannian geometry and geometric topology, and the Poincaré Conjecture is still the only one of the seven Millennium Prize problems to have been solved.

Yitang Zhang (张益唐, born 1955) was born in China and is now a professor of mathematics at the University of California.

Zhang discovered that there is a number k less than 70 million, so that there are infinitely many pairs of prime numbers that are exactly k apart. This was a groundbreaking discovery in number theory, for which he received the MacArthur award in 2014.

This is similar to the Twin Prime conjecture, which states that there are infinitely many pairs exactly 2 apart (for example 11 and 13) - but no one knows if this is true.

The British mathematician Sir Andrew Wiles (born 1953) is best known for proving Fermat's Last Theorem, which, until then, was one of the most famous unsolved problems in mathematics.

In 1637, Pierre de Fermat, wrote in the margin of a textbook that he had a wonderful proof that the equation a n n>2. Unfortunately, no one was able to find a proof - until Wiles, some 400 years later.+b n=c n has no integer solutions for

Wiles had been fascinated by the problem since the age of 10, and spent seven years working on it in solitude. He announced his solution in 1993, although a small gap in his argument took two more years to fix.

He was too old to receive the Fields medal, the highest award in mathematics, which has an age limit of 40. Instead, Wiles was awarded a special silver plaque for his work.

The problem asks for an algorithm to decide whether a given Diophantine equation (a polynomial equations with integer coefficients) has any integer-valued solutions.

William Paul Thurston (1946 - 2012) was an American mathematician and a pioneer in the fields of topology, manifolds and geometric group theory.

Thurston's Geometrization Conjecture is about describing the structure and geometry of different three-dimensional spaces. In 1982, he was awarded the Fields Medal for his study of 3D manifolds.

Paul Joseph Cohen (1934 - 2007) was an American mathematician who proved the continuum hypothesis, and that the axiom of choice is independent from the other Zermelo-Fraenkel axioms of set theory. He received the Fields medal for his work.

Alan Turing (1912 - 1954) was an English mathematician and is often called the "father of computer science".

During the Second World War, Turing played a critical role in breaking the Enigma code used by the German military, as part of the "Government Code and Cypher School" at Bletchley Park. This helped the Allies win the war, and may have saved millions of lives.

He also invented the Turing machine, a mathematical model of a general purpose computer, and the Turing test, which can be used to judge the ability of artificial intelligence.

Turing was gay, which was still a crime during his life, and meant that his groundbreaking accomplishments were never fully recognised. He committed suicide at the age of 41.

André Weil (1906 - 1998) was one of the most influential French mathematicians in the 20th century.

He was one of the founders of the Bourbaki group, a group of mathematicians working under the collective pseudonym Nicolas Bourbaki. The goal of the Bourbaki group was to unify all of mathematics with a formal, axiomatic foundation.

Weil believed that many problems in algebra and number theory had analogous versions in algebraic geometry and topology. These are known as Weil conjectures, and became the basis for both disciplines. They also have applications in fields like cryptography and computer science.

During the second World War, Weil fled to the United States and later joined the Institute for Advanced Study at Princeton University.

Kurt Gödel (1906 - 1978) was an Austrian mathematician who later immigrated to America, and is considered one of the greatest logicians in history.

At the age of 25, just after finishing his doctorate in Vienna, he published his two incompleteness theorems. These state that any (consistent and sufficiently powerful) mathematical system contains certain statements that are true but cannot be proven. In other words, mathematics contains certain problems that are impossible to solve.

This result had a profound impact on the development and philosophy of mathematics. Gödel also found an example of these "impossible theorems": the continuum hypothesis.

Mary Lucy Cartwright (1900 - 1998) was a British mathematician and one of the pioneers of Chaos theory. Together with Littlewood, she discovered curious solutions to a problem: an example of what we now call the Butterfly effect.

Elbert Cox (1895 - 1969) was the first African-American mathematician to receive a PhD. Universities in England and Germany refused to accept his thesis at the time, but Japan's Tohoku Imperial University did.

Cox taught at Howard University in the United States, he studied polynomial solutions to differential equations, generalised the Boole summation formula, and compared different grading systems.

Albert Einstein (1879 - 1955) was a German physicist, and one of the most influential scientists in history. He received the Nobel Prize for physics and TIME magazine called him the person of the 20th century.

Einstein triggered the most significant transformation in our view of the universe since Newton. He realised that classical, Newtonian physics was no longer enough to explain certain physical phenomenons.

At the age of 26, during his "miracle year", he published four groundbreaking scientific papers that explained the photoelectric effect and Brownian motion, introduced special relativity, and derived the formula E=m c 2, which states that energy ( E) and mass ( m) are equivalent.

G.H. Hardy (1877 - 1947) was a leading English pure mathematician. Together with John Littlewood, he made important discoveries in analysis and number theory, including the distribution of prime numbers.

In 1913, Hardy received a letter from Srinivasa Ramanujan, an unknown, self-taught clerk from India. Hardy immediately recognised his genius, and arranged for Ramanujan to travel to Cambridge where he was working. Together, they made important discoveries and authord numerous paper.

Hardy always disliked applied mathematics and expressed this in his personal account of mathematical thinking, the 1940 book A Mathematician's Apology.

Peano also developed a new, international language, Latino sine flexione, which was a simplified version of Latin.

The French mathematician Henri Poincaré (1854 - 1912) is often described as the last universalist, meaning that he worked in every field of mathematics known during his lifetime.

Poincaré is one of the founders of the field of Topology, and he came up with the Poincaré conjecture. This was one of the famous unsolved problems in mathematics, until it was proven in 2003 by Grigori Perelman

He also found a partial solution for the "three body problem", and discovered that the motion of three stars or planets in space can be completely unpredictable. This laid the foundation for modern Chaos theory.

Poincaré was the first to propose gravitational waves, and his work on Lorentz transformations was the basis upon which Albert Einstein built his theory of special relativity.

Charles Lutwidge Dodgson (1832 - 1898) is best know under his pen name Lewis Carroll, as the author of Alice's Adventures in Wonderland and its sequel Through the Looking-Glass.

However, Carroll was also a brilliant mathematician. He always tried to incorporate puzzles and logic into his children's stories, making them more enjoyable and memorable.

Richard Dedekind (1831 - 1916) was a German mathematician and one of the students of Gauss. He developed many concepts in set theory, and invented Dedekind cuts as the formal definition of real numbers. He also gave the first definitions of number fields and rings, two important constructs in abstract algebra.

While still in his teens, Galois proved that there is no general solution for polynomial equations of degree five or higher - simultaneously with Niels Abel.

Unfortunately, other mathematicians who he shared these discoveries with repeatedly misplaced or simply returned his work, and he failed his school and university exams while concentrating on much more complex work.

At the age of 20, Galois was shot in a duel (some say a feud over a woman), and later died of his wounds. During the night before his death, he summarised his mathematical discoveries in a letter to a friend. It would take other mathematicians many years to fully understand these letters, and realise the impact of his work.

Augustus De Morgan (1806 - 1871) was a British mathematician and logician. He studied the geometric properies of complex numbers, formalised mathematical induction, suggested quaternions, and came up with new mathematical notation.

The De Morgan laws explain how to transform logical relationships in set theory, for example A∩B‾A∪B‾=A‾∩B‾. =A‾∪B‾ and

William Rowan Hamilton (1805 - 1865) was an Irish mathematician and child prodigy. He invented quaternions, the first example of a "non-commutative algebra", which has important applications in mathematics, physics and computer science.

He first came up with the idea while walking along the Royal Canal in Dublin, and carved the fundamental formula into a stone bridge he passed: i 2=j 2=k 2=ijk=−1.

Hamilton also made significant contributions to physics, including optics and Newtonian mechanics.

Niels Henrik Abel (1802 - 1829) was an important Norwegian mathematician. Even though he died at the age of 26, he made groundbreaking contributions to a wide range of topics.

At the age of 16, Abel proved the binomial theorem. Three years later, he proved that it is impossible to solve quintic equations - by independently inventing group theory. This had been an open problem for over 350 years! He also worked on elliptic functions and discovered Abelian functions.

Abel spent his life in poverty: he had six siblings, his father died when he was 18, he was unable to find a job at a university, and many mathematicians initially dismissed his work. Today, one of the highest awards in mathematics, the Abel Prize is named after him.

In theory, these machines could automatically perform certain calculations stored on cards or tape. However, due to the high production costs, they were never fully completed during Babbage's lifetime. In 1991, a functional replica was constructed at the Science Museum in London.

August Ferdinand Möbius (1790 - 1868) was a German mathematician and astronomer. He studied under Carl Friedrich Gauss in Göttingen and is best known for his discovery of the Möbius strip: a non-orientable two-dimensional surface with only one side. (However, it was independently discovered by Johann Benedict Listing just a few months earlier.)

Many other concepts in mathematics are named after him, including the Möbius plane, Möbius transformations, the Möbius function μ n in number theory, and the Möbius configuration of two mutually inscribed tetrahedra.

Joseph Fourier (1768 - 1830) was a French mathematician, and a friend and advisor of Napoleon. In addition to his mathematical research, he is also credited with the discovery of the greenhouse effect.

While travelling to Egypt, Fourier became particularly fascinated with heat. He studied heat transfer and vibrations, and discovered that any periodic function can be written as an infinite sum of trigonometric functions: a Fourier series.

Adrien-Marie Legendre (1752 - 1833) was an important French mathematician. He studied elliptic integrals and their usage in physics. He also found a simple proof that π is irrational, and the first proof that π 2 is irrational.

Gaspard Monge (1746 - 1818) was a French mathematician. He is considered the father of differential geometry, having introduced the concept of lines of curvature on surfaces in three-dimensional space (e.g. on a sphere). Monge also invented orthographic projection and descriptive geometry, which allows the representation of three-dimensional objects using two-dimensional drawings.

During the French Revolution, Monge served as Minister of the Marine. He helped reform the French education system and found the École Polytechnique.

Maria Gaetana Agnesi (1718 - 1799) was an Italian mathematician, philosopher, theologian, and humanitarian. Agnesi was the first western woman to write a mathematics textbook. She was also the first woman to be appointed professor at a university.

Her textbook, the Analytical Institutions for the use of Italian youth combined differential and integral calculus, and was an international success.

Agnesi also studied a bell-shaped curve described by the equation y=a 3 x 2+a 2. This function is now called the Witch of Agnesi. The strange name might come from a pun in the Italian language, were the word "versiera" for "witch" sounds similar to the ropes used when sailing.

Émilie du Châtelet (1706 - 1749) was a French scientist and mathematician. As a women, she was often excluded from the scientific community, but she built friendships with renown scholars, and had a long affair with the philosopher Voltaire.

She applied her mathematical ability while gambling, and used her winnings to buy books and laboratory equipment, and made important advanced regarding the concepts like energy and energy conservation.

Around the age of 42, Du Châtelet became pregnant again. At the time, without adequate healthcare, this was very dangerous for women of her age. She was also working on a French translation of Newton's book Principia, which containes the basic laws of physics.

Du Châtelet was determined to finish the translation, as well as a detailed commentary with additions and clarifications, and often worked 18 hours per day. She died just a few days after giving birth to a daughter, but her completed work was published posthumously, and is still used today.

Christian Goldbach (1690 - 1764) was a Prussian mathematician and contemporary of Euler, Leibniz and Bernoulli. He was tutor of Russian Tsar Peter II, and is remembered for his "Goldbach Conjecture".

Abraham de Moivre (1667 - 1754) was a French mathematician who worked in probability and analytic geometry. He is most remembered for de Moivre's formula, which links trigonometry and complex numbers.

De Moivre discovered the formula for the normal distribution in probability, and first conjectured the central limit theorem. He also found a non-recursive formula for Fibonacci numbers, linking them to the golden ratio φ.

Pierre de Fermat (1607 - 1665) was a French mathematician and lawyer. He was an early pioneer of calculus, as well as working in number theory, probability, geometry and optics.

In 1637, he wrote a short note in the margin of one of his textbooks, claiming that the equation a n n>2, and that he had a "marvellous proof, which this margin is too narrow to contain". This became known as +b n=c n has no integer solutions for Fermat's Last Theorem, and one of the most famous unsolved problems in mathematics - until it was finally proven in 1994.

René Descartes (1596 - 1650) was a French mathematician and philosopher, and one of the key figures in the Scientific Revolution. He refused to accept the authority of previous philosophers, and one of his best-known quotes is "I think, therefore I am".

Descartes is the father of analytical geometry, which allows us to describe geometric shapes using algebra. This was one of the prerequisites, which allowed Newton and Leibnitz to invent calculus a few decades later.

He is credited with the first use of superscripts for powers or exponents, and the cartesian coordinate system is named after him.

Marin Mersenne (1588 - 1648) was a French mathematician and priest. Because of the frequent exchanges with his contacts in the scientific world during the 17th century, he has been called the "the post-box of Europe".

Today we mostly remember him for the Mersenne primes, prime numbers that can be written as 2 n−1. Most of the largest known primes are of this type. He also studied acoustics and the harmonics of a vibrating string, and wrote about theology and philosophy.

Galileo Galilei (1564 - 1642) was an Italian astronomer, physicist and engineer. He used one of the first telescopes to make observations of the night sky, where he discovered the four largest moons of Jupiter, the phases of Venus, sunspots, and much more.

Galileo, sometimes called the "father of modern science", also studied the motion of objects in free fall, kinematics, material science, and invented the thermoscope (an early thermometer).

He was a vocal proponent of Heliocentrism, the idea that the Sun was at the centre of our solar system. This eventually led to him being tried by the Catholic Inquisition: Galileo was forced to recant and spent the rest of his life under house arrest.

François Viète (1540 - 1603) was a French mathematician, lawyer, and advisor to Kings Henry III and IV of France. He made significant advances in Algebra, and first introduced the use of letters to represent variables.

Viète discovered the connection between the roots and coefficients of a polynomial, called Viète's formula. He also wrote books about geometry and trigonometry, including calculating π to 10 decimal places using a polygon with 393216 sides.

Pedro Nunes (1502 - 1578) was a Portuguese mathematician and astronomer. As Royal Cosmographer of Portugal he taught navigational skills to many sailors and explorers.

Nunes first noticed that if a ship always follows the same compass bearing, it won't travel on a straight line or great circle. Instead, it will follow a path called a rhumb line or loxodrome, which spirals towards the North or South pole.

Nunes also tried to calculate which day in the year has the fewest hours of sunlight, he disproved previous attempts to solve classical geometry problems like trisecting an angle, and he invented a system for measuring fractional parts of angles.

The Italian Gerolamo Cardano (1501 - 1576) was one of the most influential mathematicians and scientists of the Renaissance. He investigated hypercycloids, published Tartaglia's and Ferrari's solution for cubic and quartic equations, was the first European to systematically use negative numbers, and even acknowledged the existence of imaginary numbers (based on −1).

Cardano also made some early progress in probability theory and introduced binomial coefficients and binomial theorem to Europe. He invented many mechanical devices, including combination locks, gyroscopes with three degrees of freedom, and drive shafts (or Cardan shafts) that are still used in vehicles today.

Nicolaus Copernicus (1473 - 1543) was a Polish mathematician, astronomer and lawyer. During his life, most people believed in the Geocentric model of the universe, with Earth at the centre and everything else rotating around it.

Copernicus created a new model, where the sun is at the centre, and Earth moves around it on a circle. He also predicted that Earth rotates around its axis once every day. Afraid that it would upset the Catholic church, he only published the model just before his death - triggering what is now called the Copernican Revolution.

Copernicus also worked as a diplomat and physician, and made important contributions to economics.

Zhu Shijie (朱世杰, 1249 - 1314) was one of the greatest Chinese mathematicians. In his book Jade Mirror of the Four Unknowns, he showed how to solve 288 different problem using systems of polynomial equations and four variables (called Heaven, Earth, Man and Matter).

Zhu made extensive use of Pascal's triangle. He also invented rules for solving systems of linear equations - predating our modern matrix methods by many centuries.

Qin first developed a method for numerically solving polynomial equations, which is now known as Horner's method. He found a formula for the area of a triangle based on the length of its three sides, calculated the sum of arithmetic series, and introduced a symbol for "zero" into Chinese mathematics.

Qin also invented Tianchi basins, which were used to measure rainfall and gather meteorological data important for farming.

Leonardo Pisano, commonly known as Fibonacci (1175 - 1250) was an Italian mathematician. He is best known for the number sequence named after him: 1, 1, 2, 3, 5, 8, 13, ...

Fibonacci is also responsible for popularising the Arabic numerals (0, 1, 2, 3, 4, ...) in Europe, which was still using Roman numerals (I, V, X, D, ...) in the 12th century CE. He explained the decimal system in a book called "Liber Abaci", a practical textbook for merchants.

Jia Xian (賈憲, c. 1010 - 1070) was a Chinese mathematician during the Song dynasty. He described Pascal's triangle, more than six centuries before Pascal, and used it to calculate square and cube roots.

Hasan Ibn al-Haytham (أبو علي، الحسن بن الحسن بن الهيثم, c. 965 - 1050) lived in Cairo during the Islamic Golden Age, and studied mathematics, physics, astronomy, philosophy, and medicine. He was a proponent of the scientific method: the belief that any scientific hypothesis must be verified using experiments or mathematical logic - centuries before European scientists during the Renaissance.

Al-Haytham was particularly interested in optics and visual perception. He also derived a formula for the sum of fourth powers (1 4+2 4+3 4+...+n 4), and he studied the link between algebra and geometry.

Zu Chongzhi (祖沖之, 429 - 500 CE) was a Chinese astronomer, mathematician, writer, politician and inventor.

He calculated Pi accurately to 7 decimal places - a record which was not surpassed until 800 years later. To do this, he approximated a circle with a 24,576-sided polygon.

Zu also discovered the formula 4 3 πr 3 for the volume of a sphere. His precise astronomical observations allowed him to create a new, more accurate calendar and to predict solar eclipses. He also calculated that Jupiter takes almost 12 years to orbit the sun.

While we know today this model is incorrect, Ptolemy's scientific impact is indisputable. He developed trigonometric tables with many practical applications, which remained the most accurate for many centuries. He also created detailed maps of the Earth, and wrote about music theory and optics.

Heron of Alexandria ( Ἥρων ὁ Ἀλεξανδρεύς, c. 10 - 70 CE) was a Greek mathematician and engineer. He lived in the city of Alexandria in Egypt, and is one of the greatest "experimenter" of antiquity.

His inventions include windmills, pantograph, as well as a radial steam turbine called aeolipile or Hero's engine. Hero's formula allows you to calculate the area of any triangle, using just the length of its three sides.

Hipparchus of Nicaea (Ἵππαρχος, c. 190 - 120 BCE) was a Greek astronomer and mathematicians, and one of the greatest astronomers of antiquity.

Hipparchus made detailed observations of the night sky and created the first comprehensive star catalog in the western world. He is considered the father of trigonometry: he constructed trigonometric tables and used these to reliably predict solar eclipses. He also invented the astrolabe and solved different problems in spherical trigonometry.

Archimedes (c. 287 - 212 BCE) was an ancient Greek scientist and engineer, and one of the greatest mathematicians of all time. He discovered many concepts of calculus and worked in geometry, analysis and mechanics.

While taking a bath, Archimedes discovered a way to determine the volume of irregular objects using the amount of water they displaced when submerged. He was so excited by this discovery that he ran out on the street, still undressed, yelling "Eureka!" (Greek for "I have found it!").

As an engineer, he built ingenious defence machines during the siege of his home city Syracuse in Sicily. After two years, the Romans finally managed to enter, and Archimedes was killed. His last words were "Do not disturb my circles" - which he was studying at the time.

Euclid taught mathematics in Alexandria, but not much else is known about his life.

Aristotle (Ἀριστοτέλης, c. 384 - 322 BCE) was a philosopher in Ancient Greece. Together with his teacher Plato, he is considered the "Father of Western Philosophy". He was also the private tutor of Alexander the Great.

Aristotle wrote about science, mathematics, philosophy, poetry, music, politics, rhetoric, linguistics, and many other subjects. His work was highly influential during the Middle Ages and into the Renaissance, and his views on ethics and other philosophical questions are still being discussed today.

Aristotle is also the first known person to formally study logic, including its applications in science and mathematics.

Zeno of Elea (c. 495 - 430 BCE) was a Greek philosopher who his known for his famous paradoxes, which have fascinated mathematicians for centuries.

One example is the paradox of motion: imagine that you want to run a 100 meter race. You first have to run half the distance (50 meters). But before doing that, you have to run a quarter of the distance (25 meters). Before running a quarter, you have to run 1 8th, 1 16th, and so on. This is an infinite number of tasks, which means that you'll never arrive!

Pythagoras of Samos (c. 570 - 495 BCE) was a Greek philosopher and mathematician. He is best known for proving Pythagoras' Theorem, but made many other mathematical and scientific discoveries.

Pythagoras tried to explain music in a mathematical way, and discovered that two tones sound "nice" together (consonant) if the ratio of their frequencies is a simple fraction.

He also founded a school in Italy where he and his students worshipped mathematics almost like a religion, while following a number of bizarre rules - but the school was eventually burned down by their adversaries.

The Ishango Bone is possibly the oldest mathematical artefact still in existence: it was discovered in 1950, in the Democratic Republic of Congo in central Africa, and is named after the region where it was found. It is dates back to the Upper Paleolithic period of human history, and is approximately 20,000 years old.

The bone is 10 cm long and contains a series of notches, which many scientists believe were used for counting. The grouping of the notches might even suggest some more advanced mathematical understanding, like decimal numbers or prime numbers.

In ancient Mesopotamia, almost 10,000 years ago, scribes and merchants started using small, three-dimensional clay objects as counters, to represent certain quantities, units or goods. Thousands of these were found on archaeological sites across the Middle East, like these from Tepe Gawra in Iraq (from around 4000 BCE):

The cone, sphere and flat disc were used to represent small, medium and large measures of grain. The tetrahedron probably measured the amount of work done in one day.

These two tablets from Susa in Iran were created around 3200 BCE and used a more advanced technique: the counters were pressed into the clay while it was still soft, to create a record:

Again, the triangular and circular impressions represent smaller and larger measures of grain. The patterns across the rest of the tablet were the official seals of the scribes.

These simple markings actually laid the foundations for cuneiform, one of the first writing system in history.

This is the oldest known clay tablet with mathematican computations - it was created around 2700 BCE in Sumer, one of the earliest civilisations that flourished in the Middle East.

It shows a multiplication table in cuneiform, which may have been used by student scribes to learn mathematics.

This tablet shows a multiplication table that was created around 2600 BCE in the Sumerian city of Shuruppak. It is one of the oldest mathematical tablets we have ever discovered.

The table has three columns. The dots in the first two columns represent distances ranging from around 6 meters to 3 kilometres. The third column contains the product of the first two, which is the area of a rectangle with the given dimensions.

Sumer was a region of ancient Mesopotamia in the Middle East. They invented Cuneiform as one of the earliest writing systems, by pressing small, wedge-shaped markers into clay tablets like this one. They also developed the base-60 number system.

This Babylonian clay tablet, called Plimpton 322, was created around 1750 BCE in Sumeria, during the reign of Hammurabi the Great.

The exact purpose of the tablet has been debated by archeologists. Some think that it was a "teachers aid", designed to help generate right-angled triangles. Others think it may be a very early trigonometry table.

This circular tablet from the Yale Babylonian Collection, called YBC 7289, was created around 1800 - 1600 BCE in ancient Babylon. It shows the geometric diagram of a square with its diagonals.

The cuneiform numerals indicate that one side of the square is 30 units long, and show how to find the length of the diagonal: units.

The tablet shows that Babylonian scribes knew Pythagoras' theorem, more than 1000 years before Pythagoras was even born. They were also able to calculate square roots and had an estimate for accurate to 6 decimal places. It is the highest computational accuracy ever seen in the ancient world!

While this simple tablet may have just been a practice exercise by a novice scribe, its mathematical and historical importance is enormous.

These two clay tablets from the Yale Babylonian Collection were created between 1800 and 1600 BCE, and contain exercises by student scribes, to calculate the area of different geometric shapes.

Tablet YBC 7290 shows how to calculate the area of a trapezium, by multiplying the average of the bases and the average of the sides.

Tablet YBC 11120 shows how to calculate the area of a circle, using the approximation

The Rhind Papyrus is one of the most famous mathematical documents from ancient Egypt. It was written around 1550 BCE by a scribe called Ahmose, who is maybe the earliest contributor to maths in history, whose name we still know today.

The papyrus is around 2 meters long and contains 84 problems about multiplication, division, fractions, and geometry. It was probably used as a kind of "textbook" by other scribes.

One of the most notable sections is a table. This shows how you can write rational numbers of the form where n is an odd number, as sums of unit fractions.

The papyrus is named after Scottish antiquarian Alexander Henry Rhind, who purchased it in Luxor, Egypt. Today, most of its remains are located at the British Museum in London.

Menna was a chief scribe in ancient Egypt, and in charge of measuring the size of fields for farming, inspected crop yields, reporting to the Pharaoh's central field administration, and calculating taxes.

The wall paintings in his tomb show the different measuring and calculating techniques used more than 3,000 years ago. For example, in the first row, you can see how long distances were measured using ropes with knots at regular intervals.

The tomb was built around 1420 BCE in the Valley of the Kings.

Here you can see a set of 21 Bamboo Strip that were created around 2300 years ago in China. When arrenged correctly, they form a multiplication table in base 10, written in ancient Chinese calligraphy.

While earlier civilisations like the Babylonians created multiplications tables in base 60, this is by far the oldest known decimal multiplication table - and it looks very similar to what we still use today.

Around 300 BCE, Euclid of Alexandria wrote The Elements, collection of 13 books that contained mathematical definitions, postulates, theorems and proofs, and covering topics like geometry and number theory.

It is one of the most famous books ever written, and one of the most influential works in the history of mathematics. Copies were used as textbooks for thousands of years and studied all around the world, with thousands of new editions published

No original copies of the Elements still exist today. This small papyrus fragment dates back to around 100 AD, and may be a part of the oldest existing copy of Euclid's work.

A palimpsest is a scroll or parchment from which the text has been washed or scraped off so that it can be reused. This method was common in the Middle Ages - even for documents by brilliant scientists and mathematicians.

Archimedes of Syracuse lived in the 3rd Century BCE and was one of the greatest mathematicians in history. A Greek copy of some of his work, created around 1000 CE in Byzantium, was later overwritten by Christian monks in Palestine. More recently, forgers added pictures to increase the value of the documents.

In 1998, scientists started studying the Archimedes Palimpsest, and used X-rays, ultraviolet and infrared light to uncover the hidden original text.

The Suàn shù shū (筭數書), which means Book on Numbers and Computation, is one of the oldest mathematical manuscripts from China. It was written around 200 BCE and consists of 200 strips of bamboo.

There are 69 problems, each with a solution, covering topics like arithmetic, fractions, integer factorisation, geometric sequences, inverse proportions, unit conversion, and error handling. Geometry problems show how to find the area of circles and rectangles, as well as the volume of three-dimensional solids, while assuming that

The inscription on this stone includes the oldest known use of the number zero: it dates back to the Khmer civilisation in Cambodia, around the year 683 CE.

Part of the text contains the number 605. Can you spot the dot that represents the zero? The inscription was only recently rediscovered by Amir Aczel.

Many ancient civilisations, like the Greeks and Romans, did not have a "zero" in their numeral system. From Cambodia, the concept was passed to India, where the Hindu-Arabic numeral system originated. From there, it spread to the Middle East and Europe, and we still use it today.

Some ancient American civilisations like the Maya also used zero in their calendars, but their numbers systems did not survive colonisation.

The title of the book Al-kitāb al-mukhtaṣar fī ḥisāb al-ğabr wa'l-muqābala (الْكِتَابْ الْمُخْتَصَرْ فِيْ حِسَابْ الْجَبْرْ وَالْمُقَابَلَة, short just __Al-Jabr__‎) translates to The Compendious Book of Calculations by Completion and Balancing.

It was written by the Persian mathematician Muḥammad ibn Mūsā al-Khwārizmī around 820 CE, and established Algebra as a new area of mathematics. In fact, the name algebra derived from the word al-ğabr in the title of the book.

Al-Khwārizmī is often called the father of algebra. In the book, he shows how to solve linear and quadratic equations, how to calculate the area and volume of certain geometric shapes, and he introduces the concept of "balancing" when solving equations.

Maqalah fi al-jabra wa-al muqabalah, which means Demonstration of Problems in Algebra, is a manuscript written by the Persian mathematician Omar Khayyam, around 1100 CE.

Khayyam managed to classify and solve all cases of cubic equations, using the intersection of conic sections. For example, on this page he shows how to solve equations of the form using the intersection of a circle and a hyperbola.

He also explored a triangle of binomial coefficients. In Iran, this triangle is called the Khayyam triangle, while in Europe and America it is more commonly known as Pascal's traingle.

The Lilāvatī is the first volume of a series of books written by Bhāskara II, one of the greatest mathematicians and astronomers in medieval India. It was published around 1150, when he was 36 years old.

Bhāskara wrote the book for his daughter, and the title actually means "playful". He writes about problem-solving, number sequences, Pythagoras' theorem, combinatorics, and many other topics.

These two pages show a problem about a pet peacock standing on a column, which can be solved using Pythagoras' theorem.

In the following volumes, Bhāskara also writes about algebra and astronomy. The combined work is called Siddhānta-Śiromani, which is Sanskrit for Crown of Treatises.

Very few Mayan documents have survived until today: one of them is the Dresden codex. It was created in the 13th century and describes Mayan mathematics and astronomy.

The Mayan number system had base 20 - using both fingers and toes for counting. Every digit from 1 to 19 consists of circles (representing 1) and horizontal lines (representing 5). Can you work out what all the numbers on this page are?

The Dresden Codex was used as a divination almanac, to record the date of astronomical events important for certain rituals. This fragment may contain the dates of eclipses of the planet Venus.

The Liber Abaci, Latin for Book of Calculation, was published in 1202 by Leonardo Fibonacci, the son of an Italian merchant. Together with his father, he spent his youth travelling around the Mediterranean.

He studied mathematics from Islamic scholars and learned about new ideas like algebra and the Hindu-Arabic numerals, both of which greatly simplified business transactions. When he returned to Italy, Fibonacci wrote a book about everything he learned.

He first introduced our current number system to Europe, which was still using Roman numerals at the time, and explained how to convert between both systems. In later chapters, he explains how to calculate profit and interest, how to approximate irrational numbers, how to determine whether a number is prime, and many other topics in mathematics. Most famously, he shows how rabbit populations might grow using the numbers 1, 1, 2, 3, 5, 8, ... These numbers are now known as Fibonacci numbers.

The Siyuan Yujian (四元玉鉴), which means Jade Mirror of the Four Unknowns, is a masterpiece of Chinese mathematics, published in 1303 by Zhu Shijie. It consists of four individual books and 288 different problems.

Zhu shows how to solve problems using systems of polynomial equations with up to four unknown variables, 天 (Heaven), 地 (Earth), 人 (Man) and 物 (Matter). He explains how to eliminate variables and how to find the side length of two and three-dimensional shapes given their volume or area.

To solve some of these problems, Zhu even used the numbers in Pascal's triangle, more than 300 years before Pascal was born!

Zhu also published a number of other mathematics texts, like the Suanxue Qimeng (New Arithmetic Enlightenment) in 1299. This textbook is written in verse, like many similar books at the time, which makes it wasy to memorise the arithemtic calculations.

Quipu are a recording system that was used by the Incan civilisation in South America around 1400 - 1560. They consist of many strings with small knots, all of which are attached to one larger rope. The type and position of the knots, as well as the colour of the strings, was used to record numbers, dates and maybe even text.

The Incans used a decimal number system like we do today. The position of a knot indicates the place value (ones, tens, hundreds, ...). Different types of knots (e.g. figure-8 knots and long-knots) represents the digit from 0 to 9.

When the Italian mathematician Luca Pacioli needed illustrations for his book De divina proportione (published in 1509), he asked Leonardo Da Vinci, a renown artist and former student.

Da Vinci created 60 different images of polyhedra. He often made a solid version, as well as a transparent version that only shows the edges, which was a completely new way to represent these 3-dimensional solids.

The Codex Mendoza is a description of the Aztec civilisation, which was commissioned in 1541 by Antonio de Mendoza. Its three sections explain the history and daily life of the Aztec people and list the different rulers and towns that were conquered.

The codex also contains examples of the Aztec calendar system, which you can see along the blue bar. Each of the symbols represents a date, and consists of a small image combined with several small circles.

The Aztec calendar used 20 day signs represented by a small image (crocodile, wind, house, lizard, snake, rabbit, water, etc.), together with up to 13 circles. This gives a cycle of 20 × 13 = 260 days.

Can you see which dates are be represented by the symbols on this page?

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Travel through time and explore the greatest mathematicians and biggest mathematical discoveries in history.

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Diversity is something to be celebrated and reflected in film - be it diversity of ethnicity, gender, disability, sexual orientation, or economic status.

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Newport rapper L E M F R E C K explores the often-overlooked history of Welsh black music, from today's exciting wave of new artists to the forgotten pioneers of the past.

Right now in Wales, something special is happening. There is an exciting black music scene making waves across Britain and beyond. A whole load of Welsh black artists such as Mace the Great, Juice Menace and Sage Todz are all over network radio, playing major festivals, and feeling love and respect from around the world. But it's the first time in history a scene of this scale has enjoyed this kind of success. So why has it taken so long?

L E M F R E C K - aka Lemarl Freckleton - is a rapper and musician from Newport. He is one of the rising stars of this current wave of talented new artists. In this documentary, he meets up with some of his fellow performers to find out why this movement is blowing up now, uncovering the problems and obstacles black artists have faced.

He also investigates the stories of some of the artists and musicians who pioneered black music in Wales before this current scene exploded. Many of these past artists have been forgotten, overlooked or hugely undervalued. For the first time, this programme shines a spotlight on their stories.

Artists such as Cardiff's multimillion-selling MC Eric, who in the 1980s was an international star fronting Technotronic, known all over the world for their megahit Pump Up the Jam. Or Anthony 'Drumtan' Ward, drummer for some of reggae's biggest stars, including Johnny Clarke, Horace Andy and Gregory Isaacs. There is singer Iris Williams, who went from a children's home in the Valleys to becoming a hit singer with her own TV show. And Newport rock star Benji Webbe, who with his award-winning band Skindred, invented their own genre of ragga metal and have just headlined one of the biggest rock festivals in the world. As well as learning about their struggles, this is also very much a celebration of their music and achievements.

Through speaking to artists old and new, Lemarl reveals why it has been so tough to make it as a black artist from Wales - whether that's through lack of support, snobbery and rejection from the rest of the UK, or just out-and-out racism that has closed doors and shut down opportunities.

With live music performances, previously unseen archive and exclusive new interviews, this programme reveals the incredible and significant contribution black musicians have made to Welsh culture.

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Newport rapper L E M F R E C K explores the often-overlooked history of Welsh black music.

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Diversifying the curriculum to represent the students you teach, the population of the UK, and the rich global heritage of maths is a crucial part of being a teacher. Mathematics is a discipline which has developed over centuries and across all peoples and cultures. Too often in our specification-driven teaching, it is easy to miss the rich history behind some of the key ideas we use in school mathematics.

Here at the AMSP, we understand that you may lack the time to develop a diverse curriculum. Below, we explore why this is important and provide resources that you can embed into the curriculum.

Why is diversifying the curriculum important?

Diversifying the curriculum is important because it brings in perspectives from historically marginalised people. In maths, this means including mathematicians whose contributions have not previously been shared due to historical prejudices and discrimination. However, this does not mean excluding the great work of the historically dominant mathematicians; instead, it means expanding the curriculum to be inclusive to all those who have contributed to mathematics. Broadening the curriculum can enrich students' understanding by incorporating global sources of knowledge and allow students to feel connected to their cultural traditions.

By including figures from all backgrounds, we can ensure that more students are represented in the mathematics they learn. This can help give students a sense of belonging in the world of maths.

Why should you bring this thinking into your classrooms?

It has been recognised that diversifying the curriculum has an important impact on young people's relationship with maths. The APPG on Diversity and Inclusion in STEM inquiry said:

"STEM education that is more relevant to the lives of all young people"

The report implies that steps should be taken to ensure that all teaching and learning approaches are broad and inclusive in the knowledge and practices they represent and do not reproduce stereotypical ideas of who does STEM.

Click here for the full report: APPG on Diversity and Inclusion in STEM - Inquiry on Equity in STEM education.

By diversifying the curriculum, it can instil a feeling of belonging in mathematics for students who otherwise feel left out. Introducing role models students can see themselves in can lead to students choosing to continue to post-16 maths. Students need to be able to see themselves as mathematicians and mathematicians as more than just academics. Recreational mathematicians are also valuable to highlight that students don't have to be the best at maths to contribute to the field.

Key aims for diversifying the curriculum

Equity and Inclusion: Diversifying the curriculum helps promote equity in education by ensuring that all students, regardless of their background, have access to a maths education that is relevant and inclusive. This is essential for reducing disparities in educational outcomes.

Representation: Including diverse mathematicians, historical perspectives, and mathematical contributions from various cultural and social backgrounds helps students see themselves reflected in the subject.

Motivation and Engagement: A diverse curriculum can make maths more engaging and interesting for a broader range of students. When students see mathematics' real-world applications and relevance to various fields, they are more likely to be motivated to learn.

Global Perspective: In an increasingly interconnected world, understanding the mathematical contributions of various cultures and regions is essential. A diverse curriculum can help students appreciate the global nature of mathematics.

Addressing Stereotypes and Biases:   Maths education can sometimes perpetuate stereotypes and biases. Diversifying the curriculum and pedagogy can help challenge and counteract these biases, making maths more accessible to all.

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Here at the AMSP, we understand that some teachers lack the time to develop a curriculum or resources that reflect their school's population

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Book: Teaching a Diverse Primary Art Curriculum

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Book: Teaching a Diverse Primary Art Curriculum

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Teaching a Diverse Primary Art Curriculum: A practical guide: A practical guide to help teachers

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Buy Teaching a Diverse Primary Art Curriculum: A practical guide: A practical guide to help teachers by Kaytie Holdstock (ISBN: 9781801993531) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Empower Change and explore our anti-racism resources hub below.

We believe in fostering a world where equality, justice, and understanding prevail. Our commitment to combating racism is reflected in this collection of free resources designed to educate and empower.

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Take Action & Resources - Everyday Racism

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Empower Change and explore our anti-racism resources hub below. We believe in fostering a world where equality, justice, and understanding prevail. Our commitment to combating racism is reflected in this collection of free resources designed to educate and empower.

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The following lessons are from the PSHE Scheme You, Me, PSHE
Year 3 - Keeping safe and managing risk Years 1, 3, 4 and 6 - Identify society and equality
The following lessons are from the MindMate Champions scheme of work
Year 1 - Being the same being different Year 5 - Being the same being different Year 6 - Being the same being different
Resources for Secondary Schools

The following lessons and resources are from the Secondary PSHE toolkit
Year 8 Human Rights and Equality Year 9 Human Rights and Hate Crime
The following lessons are from the MindMate Champions scheme of work
Year 7 - Being the same being different Year 8 - Being the same being different Year 11 - Being the same being different
The information and materials listed below are provided by Leeds City Council in good faith. All information and materials are for your general information and use only and do not constitute any advice or recommendation. You should not rely upon any information or materials in making or refraining from making any specific decision for your setting. Leeds City Council does not guarantee the accuracy or validity of the information and materials listed below, nor does it guarantee the quality or fitness for purposes of any works, goods or services that may be provided by any third party. To avoid doubt, no liability is accepted in this regard, and we recommend that you quality assure each resource.

Being Black & Being Me

Being Black & Being Me is a film created by Tamirah, a young black woman who volunteers at Youthwatch & Black Lives Matter Leeds and wants to improve the lives of black people and make a positive impact on this world.

The NEU's framework for developing an anti-racist approach

The NEU framework has been designed to help you explore ideas around race equality and plan how to tackle racism with children, young people and staff.
It offers discussion starters in your workplace to help:

Empower Black staff and pupils to explore and express what matters to them.

Support young people's right to speak out and engage as active citizens with the issues around racism that they care about.

Challenge racial inequalities and oppressive racial norms and assumptions.

Show Racism the Red Card:
The Red Card
Show Racism the Red Card are offering 4 webinar modules at £20 per delegate with the two main union memberships.

PSHE Association: Challenging Racism through PSHE Education:
Challenging Racism through PSHE Education
Links to external resources:
Flocabulary: Racisl Justice Resources
Choose from 20+ free videos that support antiracist teaching & learning.
15 classroom resources for discussing racism, policing and protests Parent's Guide to Black Lives Matter 21 Anti-Racism Videos To Share With Kids
These videos help to explain complex topics to young audiences
Windrush Resources
IntoFilm have compiled a wide range of resources to help teach your students about the Windrush Generation, from films, to creative writing activities.
IntoFilm BLM Articles and Assembly
IntoFilm have compiled two articles around police brutality and experiences of racism for secondary students to read, plus an interactive assembly resource that uses the film Selma to open discussion about the Civil Rights movement.
Parent Zone: Resources to help you talk to your child about racism
There's never been a better time to talk to children about prejudice, diversity and inclusion. Parent Zone have pulled together a list of the best resources to help kickstart the conversation.
A Video Game About Conflict Resolution Helps Develop Empathy for Refugees
This is the first time a study of this kind has been conducted to understand if there is a difference in the way the football media talks about players of different skin colour. RunRepeat, in partnership with The Professional Footballers' Association conducted a study on racial bias within football commentary. They analysed 2,073 statements from commentators in 80 football matches from the 2019/20 season.

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The following lessons are from the PSHE Scheme You, Me, PSHE Year 3 - Keeping safe and managing risk Years 1, 3, 4 and 6 - Identify society and equality The following lessons are from the MindMate Champions scheme of work Year 1 - Being the same being different Year

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Primary (KS1 and KS2) lessons - Anti-Racism Education

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There are 8 lessons per Key Stage (KS1 and KS2) which include lesson plans and provide definitions, explanations and wider context for teachers.

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Remember, kids don't just follow what you say but what you do. So if you want them to be kinder, fairer and more inclusive, be sure to model that in your own life.

For white mums or dads, it might be time to examine your own internal biases. Did your family express negative thoughts about foreigners and immigrants? What is your social circle like today? Does your child have Black or brown friends over for playdates? Could you be doing more?

Think about ways you can educate yourself and broaden your family's horizons, for instance through books and TV shows.

Stories are especially powerful because they allow a child to see through another person's eyes.

Look for stories that talk positively about skin colour and identity. But also look for stories about everyday boys and girls who just happen to have different backgrounds and skin colours.

Talking about race shouldn't always focus on what makes us different but what makes us unique, what makes us happy, what makes us human. Stuff that any child can relate to.

Uju's selection of helpful resources
TV Books

Everywhere Babies by Susan Meyers

I Am Brown by Ashok Banker

Mixed: A Colourful Story by Arree Chung

Sulwe by Lupita Nyong'o

Julian is a Mermaid by Jessica Love

Knights Of publishes a wide range of inclusive books

Websites Uju runs the blog Babes About Town and you can follow her @babesabouttown on Twitter, Instagram and Facebook.

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Talking about race and religion with young children

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Blogger, screenwriter and author Uju Asika shares her tips on starting open conversations about race and ethnicity and deal with awkward questions when you don't know the answer. She also shares her tips on how to be active, inspiring and empowering.

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About Letterbox Library

For over 30 years, Letterbox Library has been a leading children's bookseller and education supplier, bringing teachers, librarians and parents the best in inclusive children's books.
We are famous for our book selection process:

we specialise in books in which all children can see themselves and which reflect our world community in all of its diversity;

we use an expert team of volunteers, including teachers & children, to review and choose all of our books;

inclusive content is not enough; our reviewers only select books which also show excellence in storyline/artwork;

we are passionate about resisting commercial trends; we want to offer children real choices in what they read;

we are also known for our books promoting social justice.

We are a not-for-profit social enterprise.

we are committed to providing you with high quality and honestly priced products

for full access to this site & discounts, you can become a member of Letterbox Library for just £5 a year Click here....

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Multicultural Diversity Children's Books - Letterbox Library

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A leading supplier of multicultural, gender equality and special issue books for children. Celebrating equality and diversity for over 30 years. Click here to see more.

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Some suggested reading material - list compiled by our Lead Practitioner

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Some suggested reading material - list compiled by our Lead Practitioner

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Deconstructing White Privilege with Dr. Robin DiAngelo

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Deconstructing White Privilege with Dr. Robin DiAngelo

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General Commission on Religion and Race of The UMC

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Deconstructing White Privilege with Dr. Robin DiAngelo

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Dr. Robin DiAngelo discusses 'White Fragility'

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Dr. Robin DiAngelo discusses 'White Fragility'

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Dr. Robin DiAngelo discusses 'White Fragility'

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Microaggressions - All The Little Things

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Microaggressions - All The Little Things

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Books on Diversity from Books Council Wales. Please contact Shoned shoned.davies@llyfrau.cymru

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Books on Diversity from Books Council Wales. Please contact Shoned shoned.davies@llyfrau.cymru

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Looking for a great book on a theme? Our booklists can help you discover some brilliant children's books that your little one will love.

Our booklists cover a large range of subjects, from everyday issues to genre, disability, diversity, sporty books, funny books, and more. Can't find what you're looking for? Email us and we'll do our best to help.

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Looking for a great children's book on a theme? Our booklists cover a large range of subjects, from everyday issues to genre, disability, diversity, sporty books, funny books and more.

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What does equity have to do with computing?

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What does equity have to do with computing?

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Black History is a global movement and an initiative to research and re-tell the history of people of African and African-Caribbean descent. In Wales, Black History is marginalised, overlooked and unrepresented, and Black History Wales' (BHW) objective is to change that.

The Black History Wales network is made up of over 126 pan-Wales organisations such as; youth charities, grassroots groups, schools, Further Education and Higher Education institutions representing people of different cultures, faiths and geographical locations who sit on our steering committee.

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Black History is a global movement and an initiative to research and re-tell the history of people of African and African-Caribbean descent. In Wales, Black History is marginalised, overlooked and unrepresented, and Black History Wales' (BHW) objective is to change that.

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"I teach in a school where the majority of students are from a White British background and where the curriculum is crying out for more diversity. Students' cultural awareness is one of the key ingredients that they can draw upon to be successful in their society. Students need to be given rich and sustained opportunities to develop their understanding of other cultures."

Teachers: you play a unique role in inspiring a lifelong love of reading.

We recognise that many teachers are under considerable pressure and have to juggle a wide range of responsibilities, as well as adapting to significant curriculum change over the last few years - and more recently the extraordinary impact of COVID-19.

That's why a core part of Lit in Colour is a commitment from Penguin to a long-term programme of practical support for teachers and school librarians, including book donations, training and free digital resources.

Read the report

Explore the findings of our research below, which includes specific recommendations for teachers, teacher training providers, and school leaders. The research looked into the current state of English literature education for Key Stages 2-5, the barriers preventing more texts by Black, Asian and minority ethnic writers being taught in schools, and what needs to change.

Start a discussion about what needs to change in your school

Download an editable PowerPoint with some of the headline findings of the research and prompts for discussion. Perfect for raising the issue with your Senior Leadership Team, or sharing in your English departmental meeting.

You can also download a tool to audit what is currently taught across your English literature curriculum.

Tools for secondary schools

Tools for primary schools

Visit our free teaching resources hub

Explore our teaching resources for ages, which we're adding to all the time. This includes a recommended reading list by Key Stage including books by Penguin and other publishers, and interactive lesson plans including author videos from Bernardine Evaristo and Avni Doshi.

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Home Read the report About Lit in Colour Teachers Students Parents and supporters Teachers "I teach in a school where the majority of students are from a White British background and where the curriculum is [...]

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Diversity Book Lists & Activities for Teachers and Parents - Multicultural Children's Book Day

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Welcome! The following is a downloadable/clickable "List of Lists" designed so that parents, teachers, and caregivers can find the multicultural and diverse book titles for kids that they are in need of. These lists are broken down into easy-to-find topics and themes. Every blue title is a link to more book lists on that [...]

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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"I am struggling with the racist bullying I get at school... I feel like everyone is against me. School is a quite an isolating place and nobody has ever stood up for me.

"I don't really want to address it to the school because that'll create more drama and it will make more people turn against me and my school life will be even more miserable. I'd rather the school did a talk about racism and its history."*

*Girl, aged 12.

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Advice to help parents or concerned adults understand how to talk to children about race and racism, and what you can do to support a child who's experiencing racial bullying.

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Young Minds: Fighting for young people's mental health

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Young Minds: Fighting for young people's mental health

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Being treated differently or unfairly because of our race, skin colour or ethnicity can negatively affect our mental health. Here's some information on how to get help if you've experienced racism.

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Guide Menu for Racism and mental health

Being treated differently or unfairly because of our race, skin colour or ethnicity can negatively affect our mental health.

Racism can happen anywhere. It can happen at school, at work, or at home; it can happen online or offline, and it can even happen within families and relationships. Sometimes racist abuse is obvious - verbal abuse about the way someone looks, stereotypes about how someone might behave, or physical violence and bullying, for example. Sometimes racism is part of the structures and systems that we live in. And sometimes racism is 'subtle' and difficult for other people to notice.

The important thing is how you see the situation and how it makes you feel.

We can spend a lot of time wondering whether we have been badly or unfairly treated because of our skin colour, race or ethnicity, or for some other reason, and it's not always totally clear. This can make us feel confused or even foolish for talking about our experiences, especially if the people we are talking to have never had to ask themselves these sorts of questions.

Sometimes, even when we are convinced we have experienced racist treatment, people around us might try to tell us we've got it wrong. This can feel very lonely and isolating. But remember, you are not alone and your feelings are valid.

It's also valid if you feel that experiencing racism 'indirectly' has an effect on your mental health. Sometimes the things going on around us, to people just like us, can feel like they have happened to us and make us feel personally attacked, helpless, or like our lives don't matter.

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Illustration by @ohhappydani. Six different hands reach across a pink background with the word 'worthy' written on their arms.

You might also be affected by:

racism directed towards your family and loved ones

constant negative headlines about a group you identify with or a country you have ties with

harmful representation, misrepresentation or no representation in the media

noticing worrying patterns of behaviour from the institutions you interact with (whether at your doctor's surgery, at school, at work)

reading statistics that show unfairness and inequality across the justice, health and education system

people dismissing how you feel, telling you you're overreacting, or denying there is a problem

your culture, community or religion being stereotyped or misunderstood by those around you

feeling like people treat you differently because of your personal or racial identity

An increasing amount of people from diaspora communities in the UK are experiencing disordered eating, and our unique experience of having to juggle our 'home' culture with our life in the West is hardly spoken about in discussions around mental healthcare. Stigma and racial discrimination in healthcare has meant that people of colour aren't able to seek out or access the right treatment.

Kari, 24

How can experiencing racism affect my mental health?

Your experiences of being treated differently from others because of your skin colour, race or ethnicity can mean that you live with constant fear or anxiety. You might start to avoid doing the same things that other people simply do without thinking about.

Some examples of this can include:

speaking in another language, or with an accent, in public

using public transport or going to certain public places alone where you could be a minority

using your real name on a job application

worrying about interacting with the police

worrying about wearing the clothes you want to wear

hiding parts of your identity, like your religion or culture

sharing your worldview and taking part in topical discussions

visiting places, or going on holiday to places, where racism has been reported

Young Black people are also at risk of being treated as an adult when they are not. Adultification is when children of minority groups are treated by adults as being "more mature than they actually are." This can cause a lot of problems for boys and girls within the Black community.

Jade, 23

Racism and religious discrimination

You might also have experienced people treating you differently or discriminating against you because of your religion - this is called religious discrimination. Although race and religion are different things, they often intersect, meaning that sometimes it can be impossible to separate your racial identity and your religious identity. This might mean that you experience religious discrimination alongside racism.

Some examples of religious discrimination can include:

not having particular cultural or religious needs respected in the office or in school, such as needing to take time to pray or to observe religious holidays

feeling peer pressured to take part in certain activities that don't align with your religious values, such as going to the pub and/or drinking alcohol

people making offensive comments or jokes about your religion or religious beliefs

not being allowed to wear items of religious clothing in the workplace or at school, such as a hijab

not being hired for a job or accepted into a school because of your religious beliefs or identity

being treated unfairly or 'differently' by teachers, friends or colleagues, because of your religion

Your religion is a deeply personal thing and being treated unfairly because of it can be very distressing. You might even feel like you have to hide it sometimes because you're worried about how people might react or what they might say. But remember that religious discrimination is never okay, and you deserve to feel proud of who you are.

You can find out more about religious discrimination and your rights on the Citizens Advice website.

Racism, directly or indirectly, touches every person of colour and has an effect on our mental health.

Sian, 19

Tips to help if racism is affecting your mental health

Here are some things you can do if racism is affecting your mental health.

Speak to someone you trustabout how you are feeling, like a family member, faith leader or a friend. Talking about how you feel can often be the first step to getting help and finding support. It might feel difficult to talk about how you are feeling or to revisit personal experiences of racism. Take your time and only share what you want to. Sometimes you might find it hard to talk to your family about how you're feeling because you're worried about how they may react. But it's important to remember that there are other people you can speak to who can help and support you. We have a range of helplines you can use for free listed at the bottom of this page.

You might find it helpful to talk to someone of a similar race, ethnicity or religion to you. The Black, African and Asian therapy network have a directory of specialist Black and minority ethnic (BME) counsellors or therapists. You can visit our page on therapy and counselling to find out more.

You should speak to your GP if you:

are experiencing flashbacks or intrusive thoughts about a traumatic

incident or think you might have PTSD

have a continuously low mood, depression or low self-esteem

are feeling numb or empty inside

experience changes to your sleeping or eating habits

experience any changes to your mood and behaviour that feel out of the ordinary

are feeling worried or are anxious a lot of the time

If you feel worried about speaking with your GP about your mental health, check out the DocReady website for advice on how to have these challenging conversations. It will help you understand what to expect and how to plan what you're going to say.

For more information and advice, see our guide on speaking to your GP.

How to speak to your GP

Blogs on racism and mental health

Read our blogs written by young people on racism and mental health.

Reporting a hate crime

Any crime motivated by hostility or prejudice towards someone because of their race or ethnicity is a 'hate crime'. Anybody can report a hate crime - whether they are the victim, someone who witnessed the crime, or someone the victim has told about the crime or incident.

You can report a hate crime online, via theTrue Vision website.

If you're experiencing racism online, reporting it is perfectly reasonable and the right thing to do because racial discrimination is illegal.

Luke, 15

What to do if you think a mental health professional is being racist

If you need help and support with making a complaint, you can contact your local NHS Complaints Advocacy service. This is a free and confidential service, independent from the NHS.

Contact your local council to find out who the advocacy provider is in your area.

How you can raise a complaint:

Get help now

See below for a list of organisations and helpline services that have information to support you.

More on racism and mental health

Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If you are in crisis right now and want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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Things not to say to someone of mixed race - BBC Three

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The climate crisis is fueling inequality around the world and in particular racial injustice. For generations, inequality has exacerbated the impacts of the climate emergency for racial communities, and here is why:

Colonialism

"The excessive exploitation of natural resources would not have been possible without slavery, which allowed Western countries to accumulate significant wealth ... This grabbing of wealth continued with colonisation, in Africa, South America, and Asia.

"The struggle for the environment and for peace requires racial, environmental, and climate justice, and a fundamental change in our relationship with others and with nature. Environmental destruction cannot be fought without fighting racism and the violence associated with it: they are two sides of the same coin." - Greenpeace France

Colonisation involved the removal of people from their land, the destruction of this land and exploiting the local communities through unpaid labour.

But colonialism isn't just something steeped in history, its systems of oppression are very much alive and well today. We see this with extractive industries, such as fossil fuels that are still causing destruction around the world - taking land, destroying it and causing harm to the people that live there.

Indigenous rights and environmental justice activist Chihiro Geuzebroek looks at what we mean by 'environmental racism' and how we can fight against it

Polluting marginalised communities

Quite often, polluting industries are located in areas where people of colour and marginalised communities reside. From rural to urban areas, people of colour continue to be disproportionately affected by these environmental impacts that can cause severe health issues and in some cases death.

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The communities and nations least responsible for climate change are on the frontlines of its impacts. From floods to droughts, racialized communities are bearing the brunt of the climate crisis. Homes, crops and lives are being destroyed with the increasing occurrence of extreme weather events.
'Climate change is the defining crisis of our time and disaster displacement one of its most devastating consequences. Entire populations are already suffering the impacts, but vulnerable people living in some of the most fragile and conflict-affected countries are often disproportionately affected.'
Communities whose homes and livelihoods are destroyed by extreme weather events, are having to take on dangerous journeys and migrate to survive. They often face discrimination as they seek safety in other nations.

So what can we do?

As we continue to stand up against polluting industries such as fossil fuels, our solutions must center racialised communities. Forests are home to hundreds of thousands of Indigenous Peoples and local communities who have been fighting to protect them for generations.
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Racialised communities have been holding governments and corporations accountable to accelerate a just transition. We need to work with the climate justice movement and to centre their voices as we reimagine the world we want to live in. It's time for a #FossilFreeRevolution
Georgia Whitaker (@GVittika) is the Lead Campaigner of Greenpeace EU Fossil Free Revolution

Raise your voice for Climate Justice

It's time for all of us to assert our rights, demand climate justice, and a dignified way of life.

Take action

Indigenous rights and environmental justice activist Chihiro Geuzebroek looks at what we mean by 'environmental racism' and how we can fight against it

Raise your voice for Climate Justice

It's time for all of us to assert our rights, demand climate justice, and a dignified way of life.

Take action

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Maths: Diversity & Inclusion Poster Series

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These posters show key mathematicians who have inspired us and positively impacted the way that we live today; from Katherine Johnson, the first African-American woman to work as a NASA scientist, to Al-Khwarizmi, the man who is considered to have written the first book on algebra.

Explore our series of posters

Featuring a short description of their mathematical achievements, these posters can be downloaded and used to inspire your students in the classroom or as starter questions to be used in lessons as discussion topics.

We'll be releasing one new poster each month until the end of the year, so please make sure you visit us again to get the whole set!

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Maths: Diversity and inclusion poster series | Pearson UK

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These posters show key mathematicians who have inspired us and positively impacted the way that we live today; from Katherine Johnson, the first African-American woman to work as a NASA scientist, to Al-Khwarizmi, the man who is considered to have written the first book on algebra.

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Anti Racism Resources for Primary & Secondary Schools

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Anti Racism Resources for Primary & Secondary Schools

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The following lessons are from the PSHE Scheme You, Me, PSHE
Year 3 - Keeping safe and managing risk Years 1, 3, 4 and 6 - Identify society and equality
The following lessons are from the MindMate Champions scheme of work
Year 1 - Being the same being different Year 5 - Being the same being different Year 6 - Being the same being different
Resources for Secondary Schools

The following lessons and resources are from the Secondary PSHE toolkit
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Year 7 - Being the same being different Year 8 - Being the same being different Year 11 - Being the same being different
The information and materials listed below are provided by Leeds City Council in good faith. All information and materials are for your general information and use only and do not constitute any advice or recommendation. You should not rely upon any information or materials in making or refraining from making any specific decision for your setting. Leeds City Council does not guarantee the accuracy or validity of the information and materials listed below, nor does it guarantee the quality or fitness for purposes of any works, goods or services that may be provided by any third party. To avoid doubt, no liability is accepted in this regard, and we recommend that you quality assure each resource.

Being Black & Being Me

Being Black & Being Me is a film created by Tamirah, a young black woman who volunteers at Youthwatch & Black Lives Matter Leeds and wants to improve the lives of black people and make a positive impact on this world.

The NEU's framework for developing an anti-racist approach

The NEU framework has been designed to help you explore ideas around race equality and plan how to tackle racism with children, young people and staff.
It offers discussion starters in your workplace to help:

Empower Black staff and pupils to explore and express what matters to them.

Support young people's right to speak out and engage as active citizens with the issues around racism that they care about.

Challenge racial inequalities and oppressive racial norms and assumptions.

Show Racism the Red Card:
The Red Card
Show Racism the Red Card are offering 4 webinar modules at £20 per delegate with the two main union memberships.

PSHE Association: Challenging Racism through PSHE Education:
Challenging Racism through PSHE Education
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The following lessons are from the PSHE Scheme You, Me, PSHE Year 3 - Keeping safe and managing risk Years 1, 3, 4 and 6 - Identify society and equality The following lessons are from the MindMate Champions scheme of work Year 1 - Being the same being different Year

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