Teaching Mathematics

Following my talk in Madrid in November, I was asked to answer a few questions about the current status of maths teaching based on my experience as a university lecturer. Here are my answers…

How should mathematics be taught in schools?

Through stories. Teaching through story-telling is an incredibly powerful tool and one that is not used enough in mathematics. For example, when teaching trigonometry, rather than just stating the formulae, why not explain WHY they were needed in the first place – by ancient architects trying to construct monuments, by explorers trying to estimate the height of a distant mountain – these are the reasons that mathematics was developed, and I think that teaching it through these stories will help to engage more students with the subject.

Are teachers prepared to teach this subject correctly?

I don’t believe the teachers are at fault – they are told to follow a particular curriculum and due to their heavy workload have no time to develop lessons with engagement at the heart of their design. There are of course ways that we can help teachers, by providing examples of ways to make maths content more interesting and engaging. This can be through story-telling or applications to topics of interest to students such as sport and video games. This is what I try to do with ‘Tom Rocks Maths’, for example see my video teaching Archimedes Principle by answering the question ‘how many ping-pong balls would it take to raise the Titanic from the ocean floor?’.

In your view, how should a math teacher be?

The most important thing is to have passion for the subject. The level of excitement and interest that the teacher demonstrates when presenting a subject will pass on to the students. Just as enthusiasm is infectious, so too is a lack of it. Beyond passion, there is no typical profile of a maths teacher. Anyone can be a mathematician, and it is very important that people don’t feel that they have to conform to a particular stereotype to teach the subject. I have always just been myself, and hopefully as a public figure in mathematics will inspire others to do the same.

Sometimes, this subject becomes more complicated for some students, not so much because of its difficulty, but because of the way in which they have been taught. What should be done with these students?

The trick is to find a way to explain a topic that resonates with a particular group of students. Let me give you an example from my research: the Navier-Stokes Equations (NSEs). For students who have no real interest in mathematics, I would try to get them to engage by explain the $1-million prize that can be won by solving these equations. For students who have more interest in real-world applications such as in Engineering or Biology, I would tell them about how the aerodynamics of a vehicle or the delivery of a drug in the bloodstream rely on an understanding of Fluid Mechanics and the NSEs. If the students are fans of sport, I can explain how the equations are used to explain the movement of a tennis ball through the air, or for testing the perfect formation in road cycling. Finally, for students who are already keen mathematicians, I would explain how the equations work in almost every situation, except for a few extreme cases where they result in ‘singularities’, which as a mathematician are the ones you are most interested in understanding. Once you know the interests of your audience, you can present a topic in a way that will help them to engage with the material.

Can you get to hate math?

It is certainly possible – though of course alien to mathematician such as myself! I think this feeling of ‘hate’ relates back to either the way that you have been taught the subject, or from a lack of understanding. If you did not enjoy your maths lessons at school and harbour ill feelings towards your teacher, then you will begin to develop negative feelings towards the subject. This is not because you dislike the subject, but more because of the way that it was taught to you. Likewise, if you do not understand mathematics then it is very easy to develop a ‘fear’ of the subject, which can quickly turn into hatred due to feelings of inadequacy or stupidity if not addressed. It all comes back to finding a way to approach the subject that fits with the knowledge and experiences that you already have. If you present a problem in an abstract manner of manipulating random numbers to find a given total, then most people will struggle – regardless of their mathematical ability. But the same problem presented in a relatable situation suddenly becomes understandable. Here’s an example:

(a). Using the following numbers make a total of 314: 1, 1, 2, 5, 10, 10, 20, 20, 50, 100, 100, 500.

(b). You go shopping and the total is €3.14. What coins would you use to pay for your items?

They are the same question, but in (a). the problem looks like a maths question, and in (b). it is an everyday situation that people all over the world are used to. Both require the same maths to solve, but even people who ‘hate’ maths could tell you the correct answer to (b). using their own real-life experience.

Women are at a great disadvantage compared to men when entering a STEM career, why do you think this is happening?

First of all, as a man I am certainly not qualified to answer this question, but I will at least try to provide you with my opinion based on personal experience. At high school level I believe that the difference is less severe (eg. see article here) and even at university there is a slightly higher number of females than males studying science-based subjects. BUT, the issue occurs after this. In graduate degree programmes and beyond there is a definite lack of female researchers, and this is amplified even further at more senior level positions. One explanation could be that academic ‘tenure-track’ positions exist for life, and so many of the men that now hold these positions have done so for the past 30-40 years and were employed when we were doing a much worse job of tackling the gender gap. Now that awareness of these issues has increased, and in general we are doing a much better job at addressing them that we were 30 years ago, hopefully we will begin to see more females in leading positions over the coming years, it will just take a little while for the effect to be seen. I also think that in general there are not enough female role models within many subjects (especially maths) that have reached the pinnacle of their field (through no fault of their own), and as such there is a lack of role models for young female researchers. The achievements of female mathematicians such as Maryam Mirzakhani (2014 Fields Medal) and Karen Uhlenbeck (2019 Abel Prize) should be even more celebrated precisely for this reason.

Do you think that enough importance is given to mathematics in the educational world?

In the past perhaps not, but attitudes are certainly changing. With the increased role that technology and algorithms play in our lives, people are beginning to realise that we need to better understand these processes to be able to make informed decisions – and maths is the key to doing this. Employers are certainly aware of the invaluable skillset possessed by a mathematician and as a result more and more students are choosing to study the subject at degree level and beyond to improve their competitiveness in the job market. Ultimately, attitudes are changing for the better, but there is still more that can be done.

In your opinion, what is the best way to teach this subject?

Exactly as I have described in questions 1 and 4. Storytelling is key to making the material as engaging as possible and knowing the interests of your audience allows you to present the subject in a way that will appeal to them most effectively.

What is the current situation of mathematics research in the university?

I think the main issue facing research mathematics is the relatively recent trend of short-term research outcomes. The majority of funding available to mathematicians requires either continuous publication of new results or outcomes that can readily be used in an applied setting.  The issue of continuous publication means that researchers feel the need to publish a new manuscript every few months, which leads to very small advances at each step, and a wealth of time spent writing and formatting an article instead of conducting actual research. In many cases, the work would be much clearer if published as one piece in its entirety after several years of careful work. The drive for short-term research outcomes means that it is now very difficult to study mathematics just for the sake of it – you have to be able to convince your funding body that your work has real-world applications that will be of benefit to society within the next 5-10 years. To show why this is a disaster for maths research, let’s take the example of Einstein and his work on relativity. Now seen as a one of the most fundamental theories of physics, his work had no practical applications until the invention of GPS 60 years later. In today’s short-term outcomes driven market, it is highly unlikely that Einstein’s work would have been funded.

Photo: Residencia de Estudiantes

Numberphile: Pi Million Subscribers

It’s incredible to see a channel dedicated entirely to maths reach this quite frankly ridiculous number of subscribers – congratulations Numberphile!! If you haven’t seen it yet check out the many famous faces, including yours truly at 1:27…

Perfect Numbers and Mersenne Primes

Perfect numbers and Mersenne primes might seem like unrelated branches of math, but work by Euclid and Euler over 2000 years apart showed they are so deeply connected that a one-to-one correspondence exists between the two sets of numbers.

Produced by Tom Rocks Maths intern Kai Laddiman, with assistance from Tom Crawford. Thanks to St John’s College, Oxford for funding the placement.

Numberphile: Where Does River Water Go?

The third video in the fluid dynamics trilogy I made for Numberphile. Rivers contain 80% of pollution which ends up in the ocean, so understanding where the water goes when it leaves the river mouth is of upmost importance in the fight to clean-up our planet.

Watch part 1 on the Navier-Stokes Equations here

Watch part 2 on Reynolds Number here.

Funbers Christmas Special

A very fun Christmas treat for you all as I team up with my good friend Bobby Seagull for the Funbers Xmas Special – expect fun facts, lots of numbers, and more birds than anyone thought possible… Happy Holidays!!

12 Days of Christmas Puzzles

Looking for some festive fun over the holiday season? Why not try your hand at my 12 Christmas puzzles…

Answers to all puzzles at the bottom of the page. 


 

Puzzle 1: If I set a puzzle every day of the advent period (1-25 December) and spend 1 minute on the first puzzle, 2 minutes on the second, 3 minutes on the third, and so on, with the final one being 25 minutes on the 25th puzzle, what is the total amount of time I will spend writing puzzles?

 


 

Puzzle 2: December 6th marked my birthday and to celebrate I travelled to Kiev with 4 friends. If I order a drink on the flight out and then each of my friends orders twice as many as the person before, how many drinks do we order in total?

 


 

Puzzle 3: This morning I built a snowman using three spheres of radius 0.5m, 0.4m and 0.2m. However, the sun has since come out and the snowman is starting to melt at a rate of 0.01 m3 per minute. How long will it take for him to disappear completely?

 


 

Puzzle 4: Suppose a newly-born pair of elves, one male, one female, are living together at the North pole. Elves are able to mate at the age of one month so that at the end of its second month a female elf can produce another pair of offspring. Suppose that the elves never die, and that the female always produces one new pair (one male, one female) every month from the start of the third month on. After one year, how many pairs of elves will there be?

 


 

Puzzle 5: On Christmas day I have 11 people coming to dinner and so I’m working on the seating plan ahead of time. For a round table with exactly 12 chairs, how many different seating plans are possible?

 


 

Puzzle 6: My front yard is covered in snow and I need to clear a path connecting my front door to the pavement and then back to the garage. If each square in the diagram is 1m x 1m what is the shortest possible path?

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Puzzle 7: The first night of Chanukah is December 22nd when the first candle is lit. If it burns at a rate of 0.05cm per hour, how tall does the candle need to be to last the required 8 days?

 


 

Puzzle 8: If you have a square chimney which is 0.7m across, assuming Santa has a round belly what is the maximum waist size that can fit down the chimney?

 


 

Puzzle 9: On Christmas Eve Santa needs to visit each country around the world in 24 hours. Assuming time stands still whilst he is travelling, how long can he spend in each country?

 


 

Puzzle 10: I got carried away with buying presents this year and now have more than can fit into my stocking. If the stocking has a maximum capacity of 150, and my presents have the following sizes: 16, 27, 37, 65, 52, 42, 95, 59; what is the closest I can get to filling the stocking completely?

(NB: I am not looking for the highest number of presents that will fit, but the largest total that is less than or equal to 150).

 


 

Puzzle 11: Santa has 8 reindeer, and each one can pull a weight of 80kg. If Santa weights 90kg, his sleigh 180kg, and each present weighs at least 3kg, what is the maximum number of presents that can be carried in a single trip?

 


 

Puzzle 12: To mark the end of the 12 days of Christmas each student at the University of Oxford has kindly decided to donate some money to a charity of their choice. If the first person donates £12 and everyone after donates exactly half the amount of the person before them (rounding down to the nearest penny), how much will be donated in total?

 


 

Answers

 

Puzzle 1: 1 + 2 + 3 + … + 25 = 325. There is a faster way to do this which was first discovered by the mathematician Gauss when he was still at school. If you pair each of the numbers in your sum, eg. 0 + 25, 1 + 24, 2 + 23, etc. up to 12 + 13, then you have 13 pairs which each total 25 and so the overall total is 25*13 = 325. The same method works when adding up the first n numbers, with the total always being n(n+1)/2.

 


 

Puzzle 2: 1+2+4+8+16 = 31.

 


 

Puzzle 3: Volume of a sphere = (4/3)*pi*radius3 and so the total volume of snow = 0.52 + 0.27 + 0.03 = 0.82 m3. Melting at a rate of 0.01 m3 per minute means the snowman will be gone after only 82 minutes!

 


 

Puzzle 4: This problem is actually a very famous sequence in disguise…

The first new pair is born at the start of the third month giving 2 pairs after three months. The question tells us that we have to wait one whole month before the new offspring can mate and so only the original pair can give birth during the fourth month which leaves a total of 3 pairs after four months. For the fifth month, both the original pair, and the first-born pair can now produce offspring and so we get two more pairs giving a total of 5 after five months. In month six, the second-born pair can now also produce offspring and so in total we have three offspring-producing pairs, giving 8 pairs after 6 months.

At this point, you may have spotted that the numbers follow the Fibonacci sequence, which is created by adding the previous two numbers together to get the next one along. The first twelve numbers in the sequence are below, which gives an answer of 144 – no wonder Santa is able to make so many toys!

Fibonacci sequence: 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, …

 


 

Puzzle 5: I have 12 choices of where to place the first person, 11 for the second, 10 for the third and so on, which gives 12*11*10*9*8*7*6*5*4*3*2*1 = 12! (read as 12 factorial) in total. BUT for any given seating plan we can rotate around the table one place to get the same order, which means we have in fact over counted by a factor of 12. Therefore, the total number is 11! = 39,916,800.

 


 

Puzzle 6: Reflect the yard in the pavement and draw a straight line connecting the front door to the edge of the garage closest to the front door (blue). Then add the same line from the ‘reflected’ front door at the top back down to the garage at the bottom (orange). The final shortest path is found by combining both paths for a valid one in the original diagram.

Screenshot 2020-01-14 at 13.04.44

The length is found using Pythagoras’ Theorem. From the door to the pavement we have length

(12 + 22)1/2 = (5)1/2

and from the pavement to the garage the length is

((1.5)2 + 32)1/2 = (11.25)1/2

giving a total length of 2.23 + 3.35 = 5.58m.

 


 

Puzzle 7: 8 days = 8*24 hours = 192 hours. 192*0.05 = 9.6cm.

 


 

Puzzle 8: Chimney diameter = 0.7m so the maximum circumference (or waist size) that will fit is 0.7*pi = 2.2m or 88 inches!

 


 

Puzzle 9: Using the UN list of 193 countries, Santa has 24 * 60 = 1440 minutes total, which means spending only 7.5 minutes in each country!

 


 

Puzzle 10: 150 exactly with 16 + 27 + 42 + 65 = 150.

 


 

Puzzle 11: We have 8 reindeer each with a capacity of 80kg giving a total of 640kg that can be carried. Subtracting the 90kg for Santa and 180kg for the sleigh leaves 370kg available. Dividing this by 3 gives 123.33 so a maximum of 123 presents can be carried at once.

 


 

Puzzle 12: 12 + 6 + 3 + 1.5 + 0.75 + 0.37 + 0.18 + 0.09 + 0.04 + 0.02 + 0.01 + 0 + 0 + 0 + …

The donations stop after the 11th person giving a total of £23.87. Even if we had allowed donations of part of a penny the total would never quite reach £24.00. This is an example of an infinite sum (or Geometric Series) where the total is always two times the first number.

El Pais: The Oxford teacher who stays in briefs to teach mathematics

Tom Crawford talks about how mathematics can help win a football league or the real ability of algorithms to manipulate people’s behaviour.

Tom Crawford (Warrington, United Kingdom, 1989) is presented as an atypical math teacher. He teaches mathematics to first and second year students at the University of Oxford (United Kingdom) and carries out an intense dissemination work in which he tries to approach a discipline that is not usually found among the favourites of young students.

In his attempt to popularise science, he does not hesitate to stay in his underpants , using the striptease as a metaphor for his work deepening the meaning of equations such as Navier-Stokes, unveiling them layer by layer, to make something affordable that can result in principle esoteric.

This week, Crawford visited the Student Residence, in Madrid, where, within the Mathematics in Residence cycle organised by the ICMAT, he offered the conference  Mathematics of sport . In it, he uses sport as an example of a daily activity that can be better understood and practiced using mathematical equations.

Question. You undress or use sports to make mathematics impose less. Why is it necessary to show that mathematics is fun? I don’t see lawyers or judges, who also deal with very complex issues, trying to present the law as something fun.

Answer. I think it’s because people, for whatever reason, happily admit that they don’t like math, it’s socially acceptable. If you tell someone that you are a lawyer, their default answer is not going to be “I don’t like the law,” and that does happen with math. And it shouldn’t be like that. Everyone should have a basic understanding of math, but many people don’t have it. For me, that is why I want to emphasize that mathematics is fun and accessible. It doesn’t have to be something very hard or something that was taught badly in school.

Naked-Mathematician_Tom-Crawford.jpeg

Q. Do you think mathematics is taught especially badly in school, worse than other subjects?

A. Mathematics has a hard time competing with other subjects in the sense of teaching them through stories. When you learn something, if they can teach you through stories, it is something very powerful, which serves to catch people. And that is easier with literature or history.

A very simple example of how to add stories to mathematics would be trigonometry. The properties of the triangles you learn in high school. If you think about how these functions were discovered or invented, why we invented the sine, the cosine and the tangent, it was the ancient architects who tried to build buildings, churches, pyramids and created those intellectual tools. This is how trigonometry should be taught to me. Imagine they are in ancient Rome and you have to build a concrete building. How would you do it with the technologies available at that time? This prompts you to think about angles and distances and that is where trigonometry is useful and what it was invented for.

Q. A little more than a century ago, in a country like Spain, more than half of the population was illiterate. Do you think it would be possible and desirable to get a large majority of people to be able to handle basic mathematical tools?

A. It is completely possible and I would say that we are already doing it. It depends on what you consider a basic level of mathematics. Most people can, for example, looking at a clock know that the needles return to the same place every 12 hours, it is modular arithmetic, something you don’t study until you get to college. Even being able to calculate changes when they give you a ticket is to do mental arithmetic. Or calculate when you have to leave home if it takes 35 minutes to the station and the train leaves at 12.45. There are many things you do without thinking, but that involve mathematical calculations. So it depends on what you consider a desirable level of mathematics, but a large part of the population already has some capacity to use them.

“You can question whether trying to influence voters is good or bad”

Q. He also talks about the possibilities of mathematics to improve the performance of athletes. There is a movie like Money Ball , which talks about the experience of a baseball coach who uses mathematical analysis to lead a small team to compete against the big ones in the league with much less budget. Do you use math a lot in elite sport?

A. As far as I know, it is an important part of the scout systems of large teams. Today, these scouts, in addition to the classic analysis of a player’s performance, strengths and weaknesses, include teams of mathematicians and data scientists. As in Moneyball , your job is to analyse large amounts of data and detect marginal gains to take advantage of. That works well in baseball, because you have many controllable factors: The pitching of the pitcher, the batter, the race to the base. It is very formulable and they are repetitive behaviours. In football it is more difficult to find those marginal gains because it is less controllable.

The best example I can think of in football is Leicester City, which won the Premiere League in 2016. A big surprise. They had climbed to the first few years before and suddenly they win. In that victory, N’Golo Kanté was very important. He was the star of the season and won the player of the year award. He had been signed by a French second division team because the scout network had identified him among all the defensive midfielders in Europe at any level. As a defensive camper centre, one of your jobs is to stop the attacks of opponents. You can measure this in tickets, but one of the best ways to do this is through interceptions, which has to do with the player’s ability to read a game. It is something very difficult to assess with a number, quite subjective. But interceptions suggest that you are very often in the right place. And from that point of view, their number of interceptions was much higher statistically than the rest of midfielders. If the average of all midfielders in Europe is two, but most of the players are between 1.9 and 2.1 and Kanté is at 3, we see that it is an atypical case. It was not just a statistical analysis, because the human element is valued, but it was a factor to hire him.

elpais
The mathematician Tom Crawford at the Student Residence, in Madrid. ÁLVARO GARCÍA

Q. Can mathematics tell us what is the limit of human performance in sport? There have already been examples in the past, such as Roger Bannister’s, which went down four minutes on the mile when almost everyone said it was impossible, in which the predictions were completely wrong. Can these limits be accurately identified using mathematics?

R.If you look at the men’s marathon record during the last century, the marks descend, but not at a constant pace. You can estimate, for example, that every 10 years, 10 minutes are trimmed at the beginning, but then, in the 1940s and 1950s, the curve begins to flatten out and already in the 1990s it seems completely flat. So if we had sat here 30 years ago, when the record was around two hours and five minutes, we could have thought we would never run below two hours, because even if it keeps going down, the pace is getting slower. But in recent years, there has been much progress in long-distance races, such as new shoes that can provide 4% more energy. In addition, there is a professionalisation that allows you to train all day and not have a job besides running.

“I could predict with some confidence that the human limit for the marathon would be about an hour and 55 minutes”

So these are new factors that modify our calculations. In the future, in 30 years, new improvements may appear, but it is certain that we will not run a marathon in less than an hour. Given what has happened in the past, I think I could predict with some confidence that the human limit for the marathon would be about an hour and 55 minutes.

Q. Some people, when talking about the possibilities of mathematics to bring humans to the limit of perfection, may think that sports will become more boring, because there will be less and less space for the unexpected.

A. I think that also has to do with the human psychological trait that is nostalgia. But sport evolves and there is always a human factor. If the study allows you to perfect the place where it is better to throw a penalty, the goalkeepers can also work with that information. And then, there are some players who do not shoot at that supposedly perfect space, such as Eden Hazard, of Real Madrid, who when he threw the penalties for Chelsea waited until the last moment to decide where he threw it, a method that goes against what he says The mathematical model. In the end there are many variables in sports.

Q. Can mathematics help us better understand human groups? Does that technology have the potential to improve living together or to make it worse?

A. With all the data available, there are huge technology companies that can make profiles of people. Knowing that you are white, American, that you earn so much money and live in such a state, they can try to predict what you like or what you do and influence your vote in one direction. But this technology could also be used for good and you can also question whether trying to influence voters is good or bad. I think that ultimately we depend on the big companies that have control over these data so that they assume their moral responsibility and use the data well.

In any case, I think that most of the mathematicians working in this field would say that the idea of ​​using mathematical data, algorithms and models to try to predict people’s behaviour is incredibly new and we don’t know exactly what we are doing. Algorithms may be a part of the decision making process, but not the only criteria for making a decision.

You can read the original article on El Pais here.

Airflow around a Yacht Sail

The flow of air around a sail is very different to that of a wing, but both generate significant lift force. Ignazio Maria Viola at the University of Edinburgh studied sails in numerical simulations and experiments to discover the force comes from vortices that are produced at the edges of the sail. By controlling the strength and location of these vortices he hopes to be able to produce faster and more efficient sails in the future.

This video is part of a collaboration between FYFD and the Journal of Fluid Mechanics featuring a series of interviews with researchers from the APS DFD 2017 conference.

Sponsored by FYFD, the Journal of Fluid Mechanics, and the UK Fluids Network. Produced by Tom Crawford and Nicole Sharp with assistance from A.J. Fillo.

Residencia de Estudiantes, Madrid

This week I had the honour of speaking at the Residencia de Estudiantes in Madrid, which has previously hosted Albert Einstein, Marie Curie, Salvador Dali and Igor Stravinsky amongst many, many others.

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Ahead of the event I was asked a few questions by the organisers, and here are my answers.

Without revealing all your talk: could you give us an idea about how maths can help to be better at sports? 

From calculating the perfect placement of a penalty kick in football to maximise your chance of scoring, to identifying the best location on Earth to try to break a world record, maths can be used to help to improve our performance in almost any sport. The difficultly lies in writing down the correct equations, but once we have them, maths has the answers.

Can you tell us any real example of this maths application?

My favourite example is one that will be featured in my talk: if attempting to break a world record in rowing, the best place to do so is on the equator. This may seem counter-intuitive at first, but as I will explain, by changing the location to the equator you can increase performance by up to 8%, which for an elite athlete is an incredible boost!

In your opinion: what makes maths so useful in different sports context?

Maths can be applied to anything. This is one of the main reasons that I love the subject and travel the world championing its versatility. Given a situation in any sport, you can always use equations to describe what is happening. This might be how a tennis ball moves through the air, or the aerodynamics of a swimmer gliding through the water. Once you have the equations, maths allows you to solve them for the optimal solution, which can then be translated into improved performance by changing your technique appropriately.

You also explain that the mathematical results in sports may vary, how?  In which way? What should athletes take into account?

The ideas discussed in my talk are aimed at professional athletes who are already performing at a very high level and therefore need to resort to other approaches to improve performance beyond increased practice. For amateur athletes, whilst the same ideas will still be applicable, they are much more likely to benefit from practice!

What is your personal experience with sports? Have you ever used “math tricks” for optimise your scores?

The idea for the talk came from wanting to combine my two main passions: mathematics and sport. I play football regularly and as the designated penalty taker for my team have ample opportunity to try to hit the mathematically calculated perfect position for a shot. I also run marathons where my knowledge of the history (and mathematically predicted future) of the world record helps me to appreciate my accomplishments in the event.

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How did you become a math communicator? 

My first taste of maths communication came during my undergraduate degree at Oxford, where I joined the maths outreach group “Marcus’ Marvellous Mathemagicians”. The group was named after Marcus du Sautoy and performed interactive talks and workshops on his behalf in schools across the UK. The next opportunity came during my PhD when I spent two months working with the “Naked Scientists” team in Cambridge to produce a weekly science radio programme for the BBC. I enjoyed the placement so much that I agreed to join the team full-time upon completion of my PhD. After one year of working in radio production, I began to realise that my true calling was in video, and “Tom Rocks Maths” was born.

How are outreach, teaching and research connected in your professional life?

As someone who came from a state school background and worked extremely hard to get to Oxford, I have always had a passion for outreach and the drive to make university accessible to all. My maths communication work is an extension of this, allowing me to not only to visit schools in deprived areas to try to inspire them to consider higher education, but also to encourage the general public to engage more with the subject of maths and to no longer be afraid of numbers.

The teaching role fits perfectly with maths communication as both roles require the ability to be able to explain difficult concepts in ways that can be understood by a given audience. For a public lecture, the mathematical ability of the audience is perhaps less than that of a class of undergraduates, but the need for clear communication remains the same. In this way, I find that each role complements the other perfectly, with many of the topics that my students find difficult providing inspiration for future video ideas.

What do you enjoy most in your outreach talks? 

There is nothing I enjoy more than being able to present to a live audience. Whilst I enjoy all aspects of my outreach work – YouTube, television, radio, writing – nothing beats the thrill of speaking to a room full of people who want to hear what you have to say. The small interactions with each individual member of the audience, whether through eye contact or answering a question, remain with me long after the event and act as one of my main motivations to continue with my work.

You are not the speaker one might expect when thinking about a maths communicator, what kind of reactions have you find in this sense? Do you have any anecdote regarding this? 

There are two ways of looking at this: first, the notion of a stereotypical mathematician is outdated and from my experience not representative of a large part of the demographic; and second, I hope that by putting myself forward as a public face of mathematics I can help others who may be thinking that they can’t be a mathematician just because of the way that they look.

In terms of anecdotes, I think it best that I point you in the direction of the comments on my YouTube videos…

In particular, what are the reactions with “Equations stripped”? How did you come up with the idea of this series?

The “Equations Stripped” is possibly my favourite of all of the things that I do because it helps to tackle the idea that maths should be serious. The concept of the videos came from thinking about this opinion and trying to come up with what I thought was the best way to present the subject as anything but serious. The result is me talking about maths in my underwear!

My role with the “Naked Scientists” also played a part, as the name would often lead to listeners (or even guests) suggesting that we should all be naked when recording the show, and of course being a radio programme no-one could prove or disprove the theory! I always thought that we should have had more fun with this concept, and when “Tom Rocks Maths” was launched Naked Maths seemed like the way to go!

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