Well, another year has almost passed, and it has been a very good year for the IMA. There have been many highlights already and others are about to break into view. The work done by the IMA on the HE STEM maths strand was remarkable both for the contribution of mathematics on an equal basis to chemistry, engineering and physics, and also because the maths community and the IMA performed so well promoting mathematics outreach, curriculum development, maths support and employer engagement.
IMA and CMS colleagues have been working with EPSRC and Deloitte on a report on the Economic Impact of mathematics on the UK economy. The report was due to be published in November; please look at the IMA homepage for the link to the final report. It has been good to observe how the economists and financial analysts review the various sectors of the UK economy and how the vital underpinning and empowering benefit of mathematics has been calculated. I believe that the IMA should take a particular pride in both the results and the fact that the report was commissioned. Many mathematicians say that ‘maths underpins everything’, however, that is easy to say but difficult to defend. The IMA Mathematics Matters case histories were ground breaking in the way that they showed clearly a good number of examples where mathematics research was fundamental to new technology, engineering, science, industry and commerce. Once we had taken this first step there were enough examples to indicate the ubiquity of mathematics, and a tantalising glimpse of the economic consequences. I hope that the Economic Impact report will show that additional funding for mathematics research is completely justified, and that many will remember that these benefits all started with the IMA Mathematics Matters series.
I hope that many readers have followed the press releases from the Department for Education advertising £20,000 scholarships to Initial Teacher Trainees to study to teach chemistry, computer science and physics in secondary education.Well, the IMA has been working with the DfE to see if a similar scholarship scheme could be initiated for maths teachers. The DfE scholarships schemes provide extra funding for those who have firsts or 2.1s in their first degree, and offers incentives to those who can provide excellent teaching of strategic subjects to secondary students. The needs are great with the many challenges that are provided to maths teachers, at all ages and at all ability levels from 11 to 19.We hope that DfE will be contributing to the costs of rooms and specialist interviewers.We plan to work with specialist teachers, teacher trainers, higher education lecturers, and HE maths support specialists.We will also be working with colleagues to promote the scheme as widely as possible to those who wish to train to be maths teachers, with a focus on ‘career changers’ as well as recent mathematical graduates. If IMA members or colleagues want to support the IMA in the advancement of this scheme then please do write to me directly at david.youdan@ima.org.uk
Another major achievement from the IMA has been the continuing success of the MathsCareers.org.uk website. This is a vital resource showing our young people the benefits that the study of maths will have on their future careers. I remember a skills conference from last year when disciplinary fragmentation was criticised and STEM enthusiasts were asked, ‘Who had a skills website that attracted over 10,000 hits each month?’ Susan Bolton of the IMA was the only person who could raise her hand with confidence, and moreover in 2012 usage figures have climbed steadily hitting 21,000 in October. This is a remarkable service to our young people. Several companies are now sponsoring the site and more sponsorship is welcome.
Our fifth major achievement has been the first mathematics conference led by our mathematicians in industry. The EDF sponsored initiative was a resounding success and will I am sure lead to similar events to be hosted by our other IMA Corporate Affiliates.
Our e-Student numbers have topped 1,000! A great achievement from our steady engagement with university mathematics societies. Congratulations to Erica Tyson for all the help that she has given to promote enjoyable mathematics outside lectures, and to advise on career options and how to prepare for an interview selection panel. We plan that in 2013 we will expand our engagement activities to all those over the age of 16 who are studying mathematics. Even though student memberships are up we have not been able to convince all mathematicians in higher education and industry to join the IMA. Of course it is easy to be concerned that membership involves payment, but this is a relatively small sum when compared to most subjects. I am often asked why mathematics does not match physics, chemistry and engineering in public relations and engagement with key policy makers? The answer is really very simple. The whole of the communities of physics and chemistry are members of their subject bodies and this brings three benefits:
- total support from the community;
- membership fees from 40,000 members;
- an organised publishing arm that represents the great majority of subject output.
Until we have these benefits that derive from ‘whole community’ support then we will continue to be second best. All those with degrees in mathematics must be IMA members for maths to take its rightful place.
We continue to be very grateful for the work of the Advisory Committee on Mathematics Education, which is working so well to help with maths education proposals in England. This work includes discussion papers, consultations, and representation. Congratulations to the new members of ACME, in particular Richard Browne FIMA who is a member of the Institute’s Schools and FE Committee. The two IMA education committees do their part to advise on secondary and tertiary maths education, however, it is a very large and complex landscape. Amongst the range of ongoing initiatives, it is very good to see that there will be fewer awarding bodies in the maths examinations system reducing the ‘competition to the bottom’.
Once again I am sorry that too much of the education elements are England focussed. We do welcome contributions from all part of the UK education system; so please feel free to write for inclusion within Mathematics Today.
DAVID YOUDAN FIMA
