ISSN 2053-1451

Just published:

Volume 12 (2020)

• G. Cherlin, A. Deloro, and U. Karhumaki, A Verdict in the Bogazici University ‘Turkish Delights’ Trial, The De Morgan Gazette 12 no. 1 (2020), 1-13. bit.ly/2R5lZXP

Volume 11 (2019)

• K. Fried and C. Szabo, Practices for identifying, supporting and developing mathematical giftedness in school children: The Hungarian scene (long version), The De Morgan Gazette 11 no. 3 (2019), 15-29. bit.ly/2s2CVo8
• A. Deloro, Justice Spring and the Caglayan College (On some hearings of October 15, 2019 before the 32nd Court,  The De Morgan Gazette 11 no. 2 (2019), 9-14. bit.ly/2PJsZtl
• U. Karhumaki, Turkish undergraduate students on trial, The De Morgan Gazette 11 no. 1 (2019), 1-8. bit.ly/2UmtVmu

The De Morgan Gazette is a part of a wider online forum and blog on mathematics education — The De Morgan Forum —  hosted by the London Mathematical Society for the benefit of the mathematics community. It was previously published under the name of The De Morgan Journal and had ISSN 2049-6559.

The aims of The Morgan Gazette 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.

The De Morgan Gazette  (ISSN 2053-1451):

Volume 12 (2020)

1. G. Cherlin, A. Deloro, and U. Karhumaki, A Verdict in the Bogazici University ‘Turkish Delights’ Trial, The De Morgan Gazette 12 no. 1 (2020), 1-13. bit.ly/2R5lZXP

Volume 11 (2019)

1. U. Karhumaki, Turkish undergraduate students on trial, The De Morgan Gazette 11 no. 1 (2019), 1-8. bit.ly/2NWECtn
2. A. Deloro, Justice Spring and the Caglayan College (On some hearings of October 15, 2019 before the 32nd Court,  The De Morgan Gazette 11 no. 2 (2019), 9-14. bit.ly/2PJsZtl
3. K. Fried and C. Szabo, Practices for identifying, supporting and developing mathematical giftedness in school children: The Hungarian scene (long version), The De Morgan Gazette 11 no. 3 (2019), 15-29. bit.ly/2s2CVo8

Volume 10 (2018)

1. A. D. Gardiner, Towards an effective national structure for teacher preparation and support in mathematics, The De Morgan Gazette 10 no. 1 (2018), 1-10. bit.ly/2N9NU7W
2. A. Borovik, Mathematics for teachers of mathematics, The De Morgan Gazette 10 no. 2 (2018), 11-25. bit.ly/2NWECtn

Volume 9 (2017)

1. A. Borovik, What Students Like, The De Morgan Gazette 9 no. 1 (2017), 1–6. bit.ly/2ie2WLz
2. R. Brown, Tutorials for mathematics students, The De Morgan Gazette 9 no. 2 (2017), 7–10. bit.ly/2lGUhj2
3. R. Kossak, Anecdotal evidence, The De Morgan Gazette 9 no. 3 (2017), 11–16. bit.ly/2mz5pS2
4. A. Borovik, What can specialist mathematics schools give to students that mainstream schools cannot? The De Morgan Gazette 9 no. 3 (2017), 17–25. bit.ly/2mSXnzC
5. R. Brown and T. Porter,  The methodology of mathematics, The De Morgan Gazette 9 no. 5 (2017), 27–38. bit.ly/2xH4kOy

Volume 8 (2016)

1. A. Borovik,   Sublime Symmetry: Mathematics and Art, The De Morgan Gazette 8 no. 1 (2016) 1-8.
2. A. Borovik, Comments on “Stop Ruining Math! Reasons and Remedies for the
   Maladies of Mathematics Education” by Rachel Steinig, The De Morgan Gazette 8 no. 2 (2016) 9-18. bit.ly/2b8nSht
3. P. Ransom, Some recollections of early experiences with mathematics, The De Morgan Gazette 8 no. 3 (2016) 19-26. bit.ly/2bM0RyS
4. D. Pierce, Thales and the Nine-point Conic, The De Morgan Gazette 8 no. 4 (2016)  27-78. bit.ly/2hlyHzZ
5. V. Solomonov, Short Rules for Russians Teaching Calculus and Lower-Level Classes in USA, 8 no. 5 (2016), 79–84 ISSN 2053–1451. bit.ly/2izEyR2

Volume 7 (2015)

1. D. Donmez,  Ankara Fen Lisesi (Turkey), The De Morgan Gazette 7 no. 1 (2015) 1-3.

Volume 6 (2014)

1. A. D. Gardiner, Teaching mathematics  at secondary level,  The De Morgan Gazette 6 no.1 (2014), 1–215.

Volume 5 (2014)

1. W. Marsh and R. Elwes, Let’s Get Real, The De Morgan Gazette 5 no.1 (2014), 1-4.
2. J. Blankenship,  RobotBASIC in the Classroom, The De Morgan Gazette 5 no. 2 (2014), 5-18.
3. D. Edwards,   The Math Myth, The De Morgan Gazette 5 no. 3 (2014), 19-21.
4. M. Gavrilovich, Point-set topology as diagram chasing computations, The De Morgan Gazette 5 no. 4 (2014), 23-32.
5. R. Hanson, National Assessment Reform – Where are we now? The De Morgan Gazette 5 no. 5 (2014), 33-39.

Volume 4 (2013)

1. The De Morgan Journal: Change of the name, The De Morgan Gazette 4 no. 1 (2013), 1.
2. A. D. Gardiner, Mathematics GCSE (England). Proposed subject content: Suggested revisions. The De Morgan Gazette 4 , no. 2 (2013), 3-11.
3. A. D. Gardiner, National curriculum (England), September 2013; Attainment targets and programmes of study (key stages 1–3). Comments and suggested necessary changes. The De Morgan Gazette 4 , no. 3 (2013), 13-57.

Archive of The De Morgan Journal (ISSN 2049-6559):

Volume 3 (2013)

• E. I. Khukhro, Physics and Mathematics School by Correspondence at the Novosibirsk State University, 1–6.
• A. D. Gardiner,  Mathematics GCSE (England). Proposed subject content: Suggested revisions. I. 3 no. 2 (2013), 7–15.

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. bit.ly/2iWdyih
• M. Lemme, Utter elitism: French mathematics and the system of classes prépas, pp. 5-22. bit.ly/2jJDYRs
• A. V. Borovik, “Free Maths Schools”: some international parallels, pp. 23-35. bit.ly/2jhXHcA
• D. Yumashev, ZFTSh: A specialist correspondence school, pp. 37-41. bit.ly/2j5Rxsz
• P. Tanovic, Matematicka Gimnazija, pp. 43-46. bit.ly/2jib8cr
• P. Juhász, Hungary: Search for mathematical talent, pp. 47-52. bit.ly/2iW8mLg
• F. Truong and G. Truc, ‘Studying in a prépa as surviving in hell’: untold episodes from a mythical media tale, pp. 53-61. bit.ly/2k94vHQ
• D. Pierce, St. John’s College, pp.63-73. bit.ly/2jTVhSG
• A. V . Borovik and A. D. Gardiner, Mathematical abilities and mathematical skills, pp. 75-86. bit.ly/2jTYy4r
• A. D. Gardiner, Nurturing able young mathematicians, pp. 87-96. bit.ly/2jR3nLo
• Acceleration or enrichment: Report of a seminar held at the Royal Society
  on 22 May 2000, pp. 97-125. bit.ly/2jpdHqW

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.

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.