ISSN 2049-6559 (online)

The De Morgan Journal is a part of a wider online forum and blog on mathematics education, hosted by the London Mathematical Society for the benefit of the mathematics community.

The aims of The De Morgan Journal are

•  to encourage academic mathematicians to reflect on current issues in education,
• to encourage them to explore the links between higher mathematics and elementary mathematics,
•  to examine policy implications which could be important for the wider mathematical/ educational/scientific community.

The general editorial control of the Blog and co-hosted repositories of papers, video and audio materials, etc., belongs to the Education Committee of the London Mathematical Society.

The editorial process is simplified and light touch and is concerned mostly with general readability and decent (non-managerialist!) style. However all papers are open for post-publication discussion, comments and review in the associated Blog (and comments are warmly welcome); in that sense, all contributions and papers will be post-reviewed. Click here for  submission procedure.

Contents of Volume 3 (2013)

• E. I. Khukhro, Physics and Mathematics School by Correspondence at the Novosibirsk State University pp. 1–6.

Contents of Volume 2 (2012)

Volume 2, Issue 4

• D. G. Wells,  Can mathematicians help? pp. 1–4.
• S. S. Kutateladze, Nomination and definition, pp. 5–8.

Volume 2, Issue 3: National Curriculum

• A. D. Gardiner, A draft school mathematics curriculum for all written from a humane mathematical perspective: Key Stages 1–4, pp. 1–138.
• A. D. Gardiner, Observations on the LMS Response to Draft Programme of Study in Mathematics, Key Stages 1–2, 139–148.

Volume 2, Issue 2:  Specialist Mathematics Schools and Education of “Mathematically Able” Children

• A. D. Gardiner, Introduction, pp. 1-4.
• M. Lemme, Utter elitism: French mathematics and the system of classes prépas, pp. 5-22.
• A. V. Borovik, “Free Maths Schools”: some international parallels, pp. 23-35.
• D. Yumashev, ZFTSh: A specialist correspondence school, pp. 37-41.
• P. Tanovic, Matematicka Gimnazija, pp. 43-46.
• P. Juhász, Hungary: Search for mathematical talent, pp. 47-52.
• F. Truong and G. Truc, ‘Studying in a prépa as surviving in hell’: untold episodes from a mythical media tale, pp. 53-61.
• D. Pierce, St. John’s College, pp.63-73.
• A. V . Borovik and A. D. Gardiner, Mathematical abilities and mathematical skills, pp. 75-86.
• A. D. Gardiner, Nurturing able young mathematicians, pp. 87-96
• Acceleration or enrichment: Report of a seminar held at the Royal Society
  on 22 May 2000, pp. 97-125.

Volume 2, Issue 1: Undergraduate Mathematics Education

• A. D. Gardiner, JMC Report: Digital Technologies and Mathematics Education, pp. 1-7.
• A. V. Borovik, Information and Communication Technology in University Level Mathematics Teaching, pp. 9-39.
• R. Brown and T. Porter, What should be the context of an adequate specialist undergraduate education in mathematics?, pp. 41-67.
• O. Yevdokimov, Notes about teaching mathematics as relationships between structures: A short journey from early childhood to higher mathematics, pp. 69-83.
• D. Wells, Response to the paper “What should be the context of an adequate specialist undergraduate education in mathematics?”, by Ronnie Brown and Tim Porter, pp. 85-98.
• D. Pierce, Induction and Recursion, pp. 99-125.
• S. Huggett, Multiple choice exams in undergraduate mathematics, pp. 127-132.

Contents of Volume 1 (2011)

• A. De Morgan, Mathematical induction, pp. 1–2.
• R. Howe, Three pillars of first grade mathematics, pp. 3-17.
• D. Tall, Perceptions, operations and proof in undergraduate mathematics, pp.19-27.