Hannah Fry (University College London) talks about her work on the mathematics of data and her favourite problem of modelling the behaviour of people in crowds.

Interview recorded at the Isaac Newton Institute 25th anniversary celebrations.

Maths, but not as you know it…

Hannah Fry (University College London) talks about her work on the mathematics of data and her favourite problem of modelling the behaviour of people in crowds.

Interview recorded at the Isaac Newton Institute 25th anniversary celebrations.

Episode 10 of Tom Rocks Maths on Oxide Radio sees the conclusion of the million-dollar Millennium Problem series with the Hodge Conjecture, a mischievously difficult number puzzle, and the answer to the question on everyone’s lips: how many people have died watching the video of Justin Bieber’s Despacito? Plus, the usual great music from the Prodigy, the Hives and Weezer.

Image credit: Lou Stejskal

*New guidance, released by Pearson, says: If we want to tackle maths anxiety in Britain, we have to change the negative perceptions and experiences that so many learners have when it comes to maths. In this blog, Dr Tom Crawford, maths tutor at the University of Oxford, shares his take on the out-of-the-box approaches to help engage young people with the subject, spark curiosity and inspire life-long interest in maths.*

**Maths is boring, serious and irrelevant to everyday life** – at least according to the results of my survey amongst friends, students and colleagues working in education. This isn’t necessarily something new, but it does highlight one of the current issues facing maths education: how do we improve its image amongst society in general?

With ‘Tom Rocks Maths’ my approach is simple: improve the image of maths by combatting each of the three issues identified above, and do it as creatively as possible…

The misconception that maths is a boring subject often develops from maths lessons at school. Due to the extensive curriculum, teachers do not have the time to explore topics in detail, and in many cases, resort to providing a list of equations or formulae that need to be memorised for an exam.

My attempted solution is to do the hard work for them by creating curiosity-driven videos that explain mathematical concepts in exciting and original ways. Take the example of Archimedes Principle – a concept that explains why some objects are able to float whilst others sink – a key part of the secondary school curriculum. It’s perhaps not the most engaging topic for teenagers with no interest in weight regulations for maritime vehicles. But, if instead the topic were presented as part of a video answering the question ‘how many ping-pong balls would it take to raise the Titanic from the ocean floor?’ then maybe we can grab their attention.

Generating curiosity-driven questions such as these is not always easy, but the core concept is to present the topic as part of the answer to an interesting question that your audience simply *has* to know the answer to.

When teaching my second-year undergraduate students about Stokes’ Law for the terminal velocity of an object falling through a fluid, we discuss the question ‘how long would it take for Usain Bolt to sink to the bottom of the ocean?’ – something I think almost everyone wants to know the answer to! (Don’t worry you can watch the video to find out).

Of all of the issues facing maths in society at the moment, this is perhaps the one that annoys me the most. The majority of people that I speak to who don’t like maths will tell me that it’s the ‘language of the universe’ and can be used to describe pretty much anything, but yet they almost always go on to say how they stopped trying to engage with it because it simply doesn’t apply to them. This is what we mathematicians call a contradiction.

To try to tackle this issue, I go out of my way to present as large a range of topics as possible from a mathematical viewpoint. This has seen me discuss the maths of dinosaurs, the maths of Pokémon and the maths of sport to name but a few. Throughout 2018, my weekly ‘Funbers’ series with BBC radio examined the ‘fun facts about numbers that you didn’t realise you’ve secretly always wanted to know’, where each week a new number would be discussed alongside an assortment of relevant facts from history, religion and popular culture. When working with the BBC, I was very insistent that the programmes were introduced as a ‘maths series’ to help listeners to make the connection between maths and everyday life.

At first this surprised me. I’d never personally thought of my subject as ‘serious’ and speaking to my friends and colleagues, they seemed equally perplexed. But then it hit me. Looking at maths and mathematicians from the outside, where you cannot understand the intricate details and beautiful patterns, calling the subject ‘serious’ is a very valid response. There are endless rules and regulations that must be followed for the work to make sense, and most people working in the field can come across as antisocial or introverted to an outsider, which is where I come in.

To try to show that maths isn’t as serious as many people believe, and just to have some plain old fun, I created my persona as the ‘Naked Mathematician’. This began with the ‘Equations Stripped’ video series on YouTube, where I strip-back some of the most important equations in maths layer by layer, whilst also removing an item of my clothing at each step until I remain in just my underwear. As well as providing an element of humour to the videos (as no mention is made of the increasing lack of clothing), the idea is that by doing maths in my underwear it shows that it does not have to be taken as seriously as many people believe.

I have also seen an added benefit of this approach in attracting a new audience that otherwise may not have had any interest in learning maths – from my perspective I really don’t care *why* people are engaging with the subject, so long as they have a good experience which they will now associate with mathematics.

Whilst I am aware that my approach to tackling the issues faced by mathematics in society may not be to everyone’s tastes, our current methods of trying to engage people with maths are not working, so isn’t it about time we tried thinking outside of the box?

The original article published by Pearson is available here.

Super-deep diamonds found in Brazil act as time capsules from the early years of the Earth’s formation and could give important clues to how life began on our planet… Live interview with BBC Radio Oxford.

Image credit: Suzette Timmerman

Tom Rocks Maths launches into Hilary Term on Oxide Radio – Oxford University’s student radio station – with the continuation of the million-dollar Millennium Problems series, an explanation of how Tom’s PhD research can be used to help clean-up our oceans, and conspiracy theories aplenty with Funbers 11. Plus, music from Kings of Leon, Biffy Clyro and new Found Glory. This is maths, but not as you know it…

It may sound like an easy question but the answer will surprise you! Live interview with BBC Radio Oxford.

Image credit: Thurner Hof

Dr Tom Crawford joined the Hall in October 2018 as a Stipendiary Lecturer in Mathematics, but he is far from your usual mathematician…

Tom’s research investigates where river water goes when it enters the ocean. A simple question, you might first think, but the complexity of the interaction between the lighter freshwater and the heavier saltwater, mixed together by the tides and wind, and pushed ‘right’ along the coast due to the Earth’s rotation, is anything but. The motivation for understanding this process comes from recent attempts to clean-up our oceans. Rivers are the main source of pollution in the ocean, and therefore by understanding where freshwater ends up in the ocean, we can identify the area’s most susceptible to pollution and mitigate for its effects accordingly.

To better understand this process, Tom conducts experiments in the lab and has conducted fieldwork expeditions to places as far-flung as Antarctica. What the southern-most continent lacks in rivers, it makes up for in meltwater from its plethora of ice sheets. The ultimate process is the same – lighter freshwater being discharged into a heavier saltwater ocean – and as the most remote location on Earth the influence of humans is at its least.

If you thought that a mathematician performing experiments and taking part in fieldwork expeditions was unusual, then you haven’t seen anything yet. Tom is also very active in outreach and public engagement as the author of the award-winning website tomrocksmaths.com which looks to entertain, excite and educate about all thing’s maths. The key approach to Tom’s work is to make entertaining content that people want to engage with, without necessarily having an active interest in maths. Questions such as ‘how many ping-pong balls would it take to raise the Titanic from the ocean floor?’ and ‘what is the blast radius of an atomic bomb?’ peak your attention and curiosity meaning you have no choice but to click to find out the answer!

Tom is also the creator of the ‘Funbers’ series which was broadcast on BBC Radio throughout 2018 telling you the ‘fun facts you didn’t realise you’ve secretly always wanted to know’ about a different number every week. From the beauty of the ‘Golden Ratio’ to the world’s unluckiest number (is it really 13?) via the murderous tale of ‘Pythagoras’ Constant’, Funbers is a source of endless entertainment for all ages and mathematical abilities alike.

And now for the big finale. If you are familiar with Tom’s work, you may know where we are heading with this, but if not, strap yourself in for the big reveal. Dr Tom Crawford is the man behind the ‘*Naked Mathematician’* (yes you did read that correctly). To try to show that maths isn’t as serious as many people believe, to try to engage a new audience with the subject, and just to have fun, Tom regularly gives maths talks in his underwear! His ‘Equations Stripped’ series on YouTube has reached 250,000 views – that’s a quarter of a million people that have engaged with maths that may otherwise have never done so. His recent tour of UK universities saw several thousand students come to a maths lecture of their own accord to learn about fluid dynamics. It may not be to everyone’s tastes, but our current methods of trying to engage people with maths are failing, so why not try something new? This is maths, but not as you know it.

You can find all of Tom’s work on his award-winning website and you can follow him on Facebook, Twitter, YouTube and Instagram @tomrocksmaths for the latest updates.

The original article published in the Aularian magazine can be found here.

Possibly my favourite science story of 2019 – scientists at the University of Liverpool conduct 3 experiments to show that caterpillars of the peppered moth see using their skin. Live interview with BBC Radio Oxford.

Image credit: Arjen van’t Hof, University of Liverpool

Incredibly excited to be featured on the legendary Numberphile explaining the million-dollar problem that is the Navier-Stokes Equations…