Welcome to our roundup of all things Cambridge Mathematics

A message from our Director

Dear Ray

Marhaba,

One of the things I admire about Cambridge Mathematics, and the Cambridge family as a whole, is how diverse it is. One telling example is the various cultures represented in our team, as we come from 5 different countries, or 11 overall if we count every Cambridge Mathematics team member since its inception, and many more if we add all collaborators and contributors. Our group is beautifully enriched by this multitude of native languages and cultural backgrounds, as well as our diverse academic qualifications; this richness enhances our creativity and strengthens the skill set we bring to all aspects of our work. 

October was declared Black Mathematician Month a few years back by various entities, and I admit that I was not aware of the mathematical element until very recently. I investigated it, and not only do I now know more about its background, but I also got drawn into reading more about the achievements and mathematical contributions of scientific figures like Benjamin Banneker, David Blackwell, Katherine Johnson and Dudley Weldon Woodard. Honouring notable people and causes is a noble human act, but going through this exercise made me reflect: while a nudge is needed at times to pay attention to certain matters in various aspects of life, should we always wait for one to do the needful? While certain reminders are a solemn invitation to pay respects, don’t some hide at their core an acknowledgement of a widespread failure disguised as a celebratory event? While prominent mathematicians of all backgrounds should be celebrated, should the fact that mathematicians-to-be-celebrated can be of all backgrounds and that people of all backgrounds can become celebrated mathematicians need a reminder? It is true that constant dripping wears away a stone, but a systemic problem must not be addressed one drop at a time, but rather through continuous efforts and consistent follow-throughs. If peace is not appreciated and truthfully practiced by all, daily, then a day in its name will not silence the cannons, and if nature is not being practically cared for, daily, then a no-plastic-straw day will not save our oceans. I would never disparage the challenges faced by any person or community, and I would definitely not trivialise the efforts of individuals or groups who are invested in any righteous mission, but at the same time I am not personally into commemorative days or months; I feel many are like applying a bandage in an attempt to cure a chronic disease while failing to address the underlying contributing factors. Moreover, such acts can be perceived as superficial and limited in scope, leading at times, even if not intentionally, to estranging this or that group or cause and alienating others. There are not enough days in a year to name after everyone and everything worthy of admiration or support, and the more we pack these events into a calendar the more we dilute the real messages and key takeaways. We should appreciate the contributions of mathematicians as mathematicians, before any other attribute, and instead of just having days in their name and calling it a day (and I am mainly talking about policymakers here), we should have these scholars enshrined in our textbooks and mathematics lessons. Instead of promoting a tokenistic, oversimplified and segregationist approach, we must promote one that is sincerely inclusive, intricately fair, and unifying, be it in societies, schools, or workplaces. This is what education needs more than anything, in mathematics and in all other subjects and aspects: we need to live a real daily celebration of success and not be actors in a staged one. 

Maya Angelou once said: 'We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.' Mathematical and scientific tapestries need all their interlacing threads, and no colour is to be omitted in a masterpiece; what is The Starry Night without its yellow brushstrokes? Our human experience has taught us that our mathematical knowledge is enduring and has been shaped by diverse scholars from various time periods, different ethnicities and many backgrounds. They all built modern mathematics to become what it is, and everyone is still invited to contribute. Consider this: Would Pythagoras' theorem be less significant to you if Pythagoras had a different name or even if it was a pseudonym for a given group? Does it matter what the religious beliefs of Al-Battani or Al-Tusi were when it comes to using trigonometric functions? Do you worry about the native language of De Moivre or Gauss when working with the normal distribution? Do you need to know where Ramanujan and Mādhava were born to appreciate their work on series? Does the fact that Noether was a woman make you perceive her work in abstract algebra differently? It is not about who these scholars are or where they came from, it is what they contributed and how meaningful their work is. I am not claiming that no biases have been present throughout the ages in practice, be it against a given race or gender or for other reasons; they are there, and this should change with contributions to come from all stakeholders. Indeed, while the diverse mathematicians and their contributions should be the weft of our collective mathematics tapestry, the warp must be offering a fair opportunity to everyone and acknowledging all accomplishments. Credit should be given where credit is due, confidently and ceaselessly and not complaisantly through specific days or months in a year. 

In this newsletter I am happy to introduce to you our new team member, Nadezhda 'Nadia' Aplakova de Carvalho, who joins us as Framework Writer and Implementation Lead, focusing on developing the Cambridge Mathematics Framework and using it in our upcoming projects. Please join me in welcoming Nadia to the team and wishing her a successful journey with Cambridge Mathematics! I am also happy to share with you two pieces I wrote on AI and education, as part of our AIMED content, focused on the need of being inclusive and avoiding a polarised approach. We also have two new episodes of our Staffroom Catch-Up podcast, where Fran interviews two mathematics specialists who share great stories and insights with us from their daily practices.

Finally, allow me to remind you to follow us on our social media channels and to invite all the mathematics fans and practitioners you know to do the same and subscribe to our newsletter. Also, please do get in touch and share your thoughts and feedback! We always appreciate your input. 

Best wishes,

Before joining Cambridge Mathematics, Nadia had 21 years of experience in mathematics and mathematics education: 11 years working as a mathematics educator and educational leader and 10 years actively competing in mathematics competitions and presenting at conferences at national and international levels.

Choose the time slot that works best for your schedule—either 10:00-10:45am (Webinar 1) or 2:00-2:45pm (Webinar 2)—and watch your class dive into dynamic activities that develop their confidence with fractions! Whether your students are just beginning their fraction journey or need to consolidate their understanding, this webinar offers the perfect blend of clear instruction and playful practice. Spaces are limited, so register your class for a place today and get ready for a fraction-filled exploration that will make you think.

World Innovation Summit for Education (WISE) 12

The organisers say: In a world facing transformative challenges and opportunities, education must evolve to empower people with the tools and mindsets needed to thrive in a rapidly changing landscape. The 12th edition of the World Innovation Summit for Education (WISE) centers around the theme "Humanity.io: Human Values at the Heart of Education."

WISE 12 will further the conversation on the purpose of education and its vital role in serving humanity even as it incorporates exciting new technologies and innovations. The ".io" serves as a symbolic bridge between technology and humanity, reminding us that innovation in education must remain deeply human-centered.

At its core, the summit will examine how bold system-level change, anchored in human values, can ensure education remains adaptable, accessible, and relevant. This theme places equity, empathy, and human dignity at the core of how we imagine education in an AI-powered world.

Attending the conference

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