MESSAGE FROM THE PRESIDENT

Originally from the north-east of England, the Richardson family moved to the 'Black Country' when my father became the head of Hill and Cakemore Secondary Modern School in 1950. It was in this area that I received my schooling, initially at Olive Hill Primary School and then at Halesowen Grammar School (now Earls High School). I am told that on my first day at primary school I announced 'My name is Bill Richardson. I'm good at sums.' An apocryphal tale no doubt! My days at school were happy ones. Perhaps the teachers in those times were less pressured than we are now, they certainly seemed more relaxed. In the secondary school, I did show some mathematical ability but that was pretty well all. I really enjoyed learning about mathematics although I'm not so sure that I would have thrived with the modern day approaches. After taking four O levels, I dutifully did my three A levels, Mathematics, Further Mathematics and Physics. I flirted with A level Geography but decided there were too many words. Somehow or other, I had squashed seven years into six so was barely seventeen when I had my first try at A levels. I stayed on and tried for Cambridge - a salutary experience - there were 108 candidates and my ranking also contained three digits. So I went to the University of Manchester. In 1963, the mathematics department had just moved into the Williamson Building, resplendent with its 'Golden Pancake'. I was in a hall of residence so spent little time in the department, even when doing an MSc course. I suppose it was that postgraduate year which determined my career. Both parents were teachers and they didn't seem very enthused with their although it was never discussed. This meant that, whilst I didn't know what I wanted to do after graduating, I definitely did not want to teach! However, postgraduate students helped at undergraduate examples classes and I really enjoyed it. So I did my one year PGCE course at Manchester with teaching practice at the Manchester Grammar School and at William Hulme's Grammar School. I managed to get a job at the latter and worked there from 1968 to 1973. At that point, the Head of Department retired and I became restless. In those days, there was a free weekly which advertised jobs (do you remember The Grapevine?). In on particular issue, there was an advert for "Principal Teacher of Mathematics in Elgin Academy". Having checked the location, I duly applied. The date of the interview is etched in my mind - Friday 13th April 1973. For me it was not a "Black Friday". Krys and I had hired and towed a small caravan north, thinking we would have a few days on the west coast on the way back to Cheadle Hulme. This was not to be as the time was spent looking at houses. Job wise, that's where I remain - same room - same coat of paint! My activities have not been confined to the classroom. In my time in Elgin I have been involved in numerous educational activities, competitions and the Scottish Mathematical Council. I have also had a long, and continuing, association with the Scottish Examination Board (recently reincarnated as the Scottish Qualifications Authority).

One activity which the observant reader may have noticed, so far by its absence, is the Mathematical Association. My father was a mathematics graduate, of Armstrong College, and taught the subject in County Durham before and after the War. I do not know when he joined the MA but, as far as I was concerned, he had always been a member. So once I began teaching, I joined too. Whilst in Manchester, I went to some branch meetings at Didsbury College, but attended and no more. Once in Elgin, there was little opportunity for direct involvement until, in 1985, the Annual Conference was held in Dundee. I reckoned (and so far I've been right) that this was as close as the conference would get to me, so I went. It was great! There were lots of interesting sessions and even more interesting and friendly people. That first conference has determined my Easter holidays ever since with the one in Strathclyde being number thirteen. I suppose my face (and hairstyle) gradually became known and knowledge of my name followed in due course (even if one leading MA member knew me for some time as Bill Elgin). I became involved with Teaching Committee which led to Council. Somewhere along the line I became involved with the Gazette too but it all reached, in my view, a crescendo with my year as President.

So, you may ask, what does the President of the MA do? The simple answer is that the President does what the President wants to do (within reason). Unlike other Association Officers, there is no job specification for President. It would be possible for a President to attend a minimal number of meetings and do nothing more. At the other extreme, a President who had time and energy could do much more in the way of representing the Association than I have been able to. I am at a disadvantage. I don't know about The National Curriculum and the acronym SCAA means virtually nothing to me (maybe I'm not at such a disadvantage after all). This has meant that it was inappropriate for me be involved in discussions of a curricular nature as there are other Association members better qualified so to do. What I have tried to to is to represent the Association wherever I can. So I went to the Royal Society Soirée in September which was held to mark the excellent performance of the British team in the 1996 IMO. I was at ICME in Seville and tried to make sure that the Association did not go unnoticed. More recently, I represented the MA at the events organised to mark the centenary of the death of JJ Sylvester (a former MA president among his many other achievements). As well as these "outside" activities, I have done my best to get to and have contact with, as many groups within the Association as I could possible manage. As well as the usual committees, ECTC, Publication Committee, Council etc, I was very pleased to be asked to speak to the Lancaster Branch which I did in October. So I have tried. I mentioned earlier that I viewed the year as President as a crescendo. To continue the musical metaphors, I sincerely hope that it is not a finale, however grand. I still feel that I want to play whatever part I can in the life of the Association and do whatever is possible to support Tony Gardiner and Chris Robson in the immediate future and whoever else comes along in due course. Thank you very much for allowing me to hold this high office.

Bill Richardson (President)

COUNCIL

Council met, as usual, on four occasions and its Standing Committee on three.

The main decisions taken during the year invloved:

• the establishment of a new computer system at HQ which, it is hoped, will lead to greater efficiency,
• the creation of a single new journal `Symmetry/Plus' to replace the individual `Symmetry' and `Plus' journals,
• the launch of a new primary journal to replace `Prism' packs and `Maths round the country',
• a new, simplified structure for subscriptions,
• developments within the Association Branches (see Branches Report for details),
• the running down of the National Committee for Mathematical Contests and its replacement by the United Kingdom Mathematics Trust,
• ways of improving membership levels and income from sales of publications and other materials,
• responses to official publications from SCAA, TTA and other bodies,
• the creation of a network of MA members to form a `tactical response force' able to respond quickly to events and initiatives,
• the setting in place of an appraisal system for staff at HQ.

Council invited Professor Chris Robson to be MA President for 1998/9.

In April, 1997, the chair of Council (Mike Cornelius), the treasurer (Anne Thomas) and the secretary (Kathleen Shaw) retire. Three members of Council without office, David Green, Graham Hoare and Simon Rathbone also retire. The MA owes a debt to all these people who have worked hard for the Association over periods of many years.

Michael Cornelius (Chair of Council)

BRANCHES COMMITTEE

Branches can feel encouragement this year in the Presidency of Bill Richardson, a long-standing supporter of Branches Committee, and in particular of local activity in the Scottish Highland area. We valued his contributions at the annual meeting in July of our standing committee, and in November at Branches Day.

The preparations for the Glasgow Conference, the thorough campaigning by the Scottish Interests Group, and Bill's unique commitment have coincided with most welcome signs of rebirth of Branch activity in areas of Scotland.

South of the border two Branches (Exeter and Midland) are trialling a year's "Extended Membership" scheme, whereby all MA members in an agreed area have been offered free Branch membership for the year 1996/97. Currently fewer than three hundred members of the Association choose to join one of the nineteen local Branches.

More generally, Branches have had to be concerned about implications of the latest Charities Act. Historically the Association has welcomed among its Branches a few independent societies whose aims and practices match our own. This tradition continues, but those independent societies are now known as Designated Branches, while the remainder are named "Established Branches", and in financial considerations have become integral parts of the Association.

Repercussions of the MA's own restructuring, agreed in 1992, continue to me implemented; Branches Committee has come into line with other Committees in nominating its chair as its Council Representative.

During the year negotiations continued about the status of the new Lancaster group, which had hoped to become a joint branch of both the MA and ATM. It has become an Established MA Branch, but will continue its founding desire to support and work with both Associations.

There was a slight decrease in the number of Branches concerned in the staging of GEST/NCET Inset courses in 1996/97, a fall from six to four (Lancaster, Liverpool, Sheffield and Yorkshire).

John A Thurston (Secretary of Branches Committee)

Held at Trinity and All Saints, Leeds 10 - 13 April, 1996

This year's conference was organised by the Yorkshire Branch. Our thanks go to this branch and especially to Dr Janet Jagger and her team who did so much work and made this a highly enjoyable conference. Thanks must also go to Trinity and All Saints and in particular Ms Jacquie Cressey and her team for looking after us all so well.

The Opening Lecture was given by Dr Bernard Kutzler (Linz University, Austria) and was entitled "Teaching Mathematics in the Computer Age". This was a lively, entertaining and very informative lecture covering many aspects of the implications of computer algebra upon mathematics and the teaching of mathematics. (It was very impressive to watch Bernard deliver his lecture using interactive 'slides' from his lap top computer rather than OHP transparencies!)

The Hilary Shuard Memorial Lecture was to have been given by Ms Angela Walsh who was unfortunately indisposed and so Mr Len Frobisher very kindly, and very ably, stepped in at the eleventh hour and gave an excellent talk on primary school mathematics teaching that really set the "Primary Day" off to a good start.

The Closing lecture was given by Dr Tony Gardiner (Birmingham University) and was entitled "Mathematics: Queen or Cinderella?" This also was very lively, entertaining and informative. It was great to hear about, and see some of the work of, some very talented young mathematicians to select only one part of Tony's lecture. (I shall not forget the sight of an entire lecture room of people solemnly folding paper, staring at the result and then embarking on a geometrical exploration of the situation. I dread to think how many people were the recipients of strange looks from other passengers on the trains out of Leeds that day as they folded any spare pieces of paper that they found!)

It would be impossible to comment individually on the 72 other sessions that took place during the four-day conference! The was genuinely something for everyone in the programme (especially teachers) and the hardest problem people faced was in selecting which sessions to attend out of the many excellentones on offer. To give a hint of the flavour all I can do is quote the titles of some of the talks given:

• Accessible areas of non-Euclidean Geometry;
• Juggling - Theory and Practice;
• Introductory Workshop on the TI - 92;
• Mathematics and Dyslexia;
• Working with trainee Primary School Teachers in your School;
• Modelling skills in A- level Mechanics;
• Some of my Best Friends are Positive Integers.;
• Mathematical Proof;
• Examination Boards' Presentations;
• The Mathematics of Bowls;
• Developments in Undergraduate Mathematics";
• Using Tv and Computer Spreadsheets - an Integrated Package;
• Confessions of an Admissions Tutor................

The post-dinner sessions gave rise to some excellent entertainment involving "The Diaries of a Victorian Mathematician", a Chez Angelique and a Quiz Night. We also seemed to treated to the largest number of receptions I can recall!

Other events included the Presidential Address, AGM, Visits to local places of interest (York, Fountains Abbey to name but two) the Conference Dinner (After dinner speaker Professor Geoffrey Howson), the Publishers' Exhibition and hundreds of 'informal sessions' in foyers, corridors, bars etc. as people swap ideas and advice.

As always the atmosphere was excellent at this conference - everyone is so friendly! This is an event that shouldn't be missed. You leave the conference refreshed and inspired mathematically. I really would encourage any members who have not yet attended an Annual Conference to come and see for yourself exactly what is going on - but be warned you may get addicted!

Future Annual Conferences:
1998 Warwick 4th - 6th April
1999 Liverpool 6th - 9th April
2000 Exeter 12th - 15th April

Susie G Jameson (Chair of Conferences Committee)

EDITORIAL BOARD: The Association's Periodicals

This Easter sees the end of my five years as Editor in Chief. It has been a period of considerable change and of celebration. The year 1996 saw both the Centenary of The Mathematical Gazette and the 25th anniversary of Mathematics in School. Both continue to thrive under their enterprising editors; Steve Abbot for The Gazette and Lesley Jones and John Bradshaw for MiS. We are grateful to all contributors to these periodicals, but could always do with more articles, especially from practising class teachers.

Last Autumn saw the last editions of Mathematics Round the Country and PRISM, our two publications aimed at teachers in primary schools. Their editors, Sylvia Thistle and Ceri Morgan, have worked industriously for many years. We thank them for their efforts. This Spring sees the first issue of Primary Mathematics, our new journal for teachers in primary schools. Sylvia Thistle and David Neal, previously editor of MiS, have joined an editorial team led by Mike Wilkinson. This new venture deserves your support. They need articles urgently. This magazine fills a gap in the market. Please encourage teachers in primary schools to subscribe.

Yet another change has occurred with our periodicals aimed at pupils. Mathematical Pie continues in its well-known format edited by Geoff Fowler and his team of helpers. However, last summer saw the last issues of PLUS and Symmetry. The success of the former has resulted from the tireless efforts of Arthur Dodd. The latter, a newer venture led by Pat Perkins, as part of SYMS. Both are involved in our new venture Symmetry+, which uses the attractive format of Symmetry but in expanded form. The first issues have been attractive and stimulating. Please encourage your pupils to subscribe. Martin Perkins, who edits the new journal, would also like to hear from teachers interested in contributing items for future issues.

Equals, our magazine concerned with teaching mathematics to pupils with special educational needs, continues to be edited by Ray Gibbons, supported by a team who meet regularly at SENJIT. This link is proving more stimulating than our previous collaboration with NASEN. Please read the magazine, it is interesting, even if you don't think your pupils have special needs.

Some periodicals have continued to arrive late. Sometimes this is our fault, sometimes the editors' fault and recently with MiS the publisher's fault. The latter resulted from a change of typesetter with whom we are not satisfied. Lateness of one journal has a knock-on effect, as often we send journals out together to save postage. We will do everything we can to get periodicals to you on time, but please remember that editors all have full-time jobs as well!

Oh, and last but not least, the Newsletter which Joyce Porteous continues to edit enthusiastically. Once again I must thank all the editors and contributors. The editorial teams putin great great effort on behalf of the Association. Please let us know ways they could improve. My successor, Bill Richardson, will be pleased to hear from you. But most important of all, please encourage teachers and pupils to subscribe to our periodicals.

David M Bain (Editor in Chief)

PROFESSIONAL DEVELOPMENT COMMITTEE

During 1996, the committee continued to work on some of the issues which had been identified in the previous year. The reshaping of diploma and certificate requirements was the most time consuming item on the agendas.

Sadly, the new awards have not taken off although there has been quite a lot of interest from teachers including the newly established Numeracy Centres. Despite this setback, it is hoped that a few teachers will enrol soon. It is difficult to know the reason for the lack of applicants.

Certainly, the lack of funding available to teachers to attend substantial in-service courses is still a matter of concern. Other factors may include the fact that teachers feel overwhelmed by the increasing administrative burden imposed on them and the fact that promotion to a post of leadership in mathematics rarely requires more than minimum qualifications.

For some time, the PDC has been exploring ways of making in-service information more widely available. The Internet appears to offer the best way forward and it is fairly certain that the Association will have a presence on the Internet before the end of 1997. Apart from the obvious provision of information, it is hoped that the Internet will enable members to discuss professional development issues although, for the immediate future, this may exclude most primary teachers since few primary schools have access. (Watch the newsletter for information of the MA web site.)

The most significant development in 1996 was the increasing importance of the Teacher Training Agency which has taken over most of the DfEE role in controlling the professional life of teachers from recruitment, through initial teacher training, professional development (including new qualifications for subject leaders and headteachers) and the retention of experienced teachers. The establishment of a "framework" will dominate the TTA's activities in the near future. This is a new development and the Association did not have a committee with a brief to deal with all the consultation papers, requests to attend meetings etc. which arrived with increasing regularity at HQ. Council decided that until it reconsidered the role of committees, that the PDC is the appropriate committee to deal with all matters concerning the professional life of teachers.

The members of the committee during 1996 were:

Peter Reynolds (Chair of Professional Development Committee)

PUBLICATIONS COMMITTEE

During the year we are pleased and proud to have completed several publications which have been developed by the Teaching Committee of the MA. Getting Started was published at Easter 1996 with work by Jim Smith. Spreadsheets 9-13 by Lesley Ravenscroft, Diana Cobden, Colin Abell and Elaine Griffin, and Secondary Mathematics Clubs by Helen Critcher, Martin Bailey, Moira Crocker, John Rigby and Wendy Stevens, were published towards the end of 1996. We aim to produce A Leve1 Readings before the 1997 Annual Conference.

Some changes have been made to a Careers Guidance Pack, coordinated by Peter Thomas. There will be further changes in the future.

Discussions are continuing with the work on Best of Prism, which will be published by Claire Publications.

There has been a correspondence between the Publications Committee and the ATM which is aiming at working towards links between the two associations. We have agreed to place both publication lists in conference folders and are looking at placing fliers for publications in journals.

Publications Committee is re-looking at the pricing policy for publications and at whether the Association should involve itself in producing high-volume material for pupils and parents, as well as publications from Teaching Committee groups.

Peter Bailey (Chair of Publications Committee)

PUBLICITY AND MEMBERSHIP COMMITTEE

Staff from the Headquarters in Leicester have dealt with routine enquiries in the absence of a chair of committee. Publicity was included in the mathematics and competitions' mailing.

Exhibitions at which we had a presence were BETT at London Olympia, the Education Show at NEC, Birmingham and two conferences for technology schools held by the DfEE in Leeds and London.

There were mailshots to Mathematics Advisers and Colleges during the summer. There has been a good response from the advisers with enquiries for both membership forms and conference applications. The college mailing was aimed at student membership.

Trish Haslam (Chair of Publicity and Membership Committee)

TEACHING COMMITTEE

Teaching Committee (TC) consists of members of the MA who work on behalf of the Association in promoting the teaching and learning of mathematics. This results in shared thinking and in the provision of ideas and resources for mathematics teachers.

In the main, this work is done through subcommittees of TC. The work of many subcommittees is based on ideas suggested by members. A subcommittee is a formally constituted working group, consisting of a chair, secretary and members, with a well identified brief. Work done is voluntary, but reasonable expenses are paid by the MA. It is expected that the results of the work done will be disseminated to MA members by some means, for example, a short report, a conference, a published document, or articles in MA journals. It is also hoped that one (or more) of the working group can attend the Annual Conference and provide a short session sharing the work of the group with conference delegates; alternatively a poster to inform delegates of the work can be sent to the conference organisers.

Subcommittee work as a whole is managed by the Executive Committee of the Teaching Committee (ECTC) whose members are the chair, secretary and treasurer of TC plus eight elected members and some ex-officio members. Each subcommittee has one member of ECTC associated with it as liaison member.

MA membership entitles members to access TC work, so all work done is likely to reach, and perhaps intluence, a large proportion of this membership. It is therefore worthwhile for the work, as well as being worthy and of interest, to be dynamic, captivating and even provocative.

In this report you will find brief descriptions of the work of current subcommittees. You will see that they address a wide range of issues. These issues and the pupils aimed at give some indication of the breadth of membership of the MA.

This last year, under the new chair, we have met at Trinity and All Saints College in Leeds. Doug French has stepped down as Treasurer and in his place we have Richard Wilson. I want to thank Doug for his work over the years and I am pleased that he is still with us on the committee. Ceri Morgan has recently resigned from the committee and we are now seeking a new committee member. We have been pleased to welcome the current President and also Heather Whitby to several of our meetings. As the new chair, I have found their presence a great help. We are looking forward to an active and productive year.

The officers of TC and members of ECTC are always ready to receive suggestions and consider ideas. Please get in touch to offer ideas or request information.

I would like to take this opportunity to thank, on behalf of the MA, those who work on subcommittees and ECTC to fulfil requests from members and work for their benefit.

At the Annual Conference in 1996 I took over as the Chair of Teaching Committee, replacing Sue Sanders who had served for six years. Sue was ably supported by her secretary Bill Richardson who is now our President. They were incredibly active and deserve our thanks for having done such a wonderful job. In fear and trepidation, I am doing my best to follow them. I want to thank the Committee for helping my faltering steps, and in particular I want to thank the secretary Joyce who has always made sure that I know what I should be doing!

Jan Jagger (Chair of Teaching Committee)

Reports from Subcommittees

Maths in Further, Tertiary and Continuing Education Subcommittee

The committee did not meet in 1996, but hopes to get going again in 1997. Anyone interested should contact the secretary.

Dave Faulkner (Secretary)

A and AS Level Mathematics Subcommittee

During 1996 the sub-committee has completed its work on a book of readings, taken from the Gazette, with comprehension questions and solutions. This should be published during 1997.

Work is now proceeding on a book on proof which will consider various aspects of teaching about proof, and will include a variety of ideas and materials for classroom use.

A successful joint meeting was held with the Teaching and Learning Undergraduate Mathematics subcommittee, where issues concerning the interface between school and university mathematics were discussed. It is hoped to have a similar joint meeting during 1997.

The subcommittee has discussed the Dearing 16 to 19 Review and the revision of the AS and A level subject core, and will continue to debate matters that arise from there in the coming year.

Doug French (Chair)

Monitoring GCSE Papers for Bias Subcommittee

This committee produced a report on the main 1996 GCSE mathematics papers, examining them from a cultural perspective. Copies of the report are still available from me. The report was sent to the DfEE, SCAA and some exaininers.

The papers no longer have a gender bias, although some mathematics teachers might say that many questions show bland contexts to situations. However, as in previous reports, papers from all boards show a minimal token regard to multi-culturalism. As before, there are almost no references to black people at all, and "British-Asian" people are involved in mainstream activity. There is an increasing interest, however, in exam performance for different cultural groups. This might prompt a closer look at the papers themselves.

A report on the 1996 papers was produced in time for the 1997 Conference. We will always welcome MA members to join us in our monitoring.

Peter Bailey (Chair)

Teaching and Learning Styles Subcommittee

This subcommittee held two one-day meetings and did some additional work in preparation for these.

The first, held in February, considered TLS in Numeracy and in using IT for mathematics. Members of the group wrote papers on these themes. We also considered recommendations from SCAA, including the shape of the Non-Statutory Guidance, and anything from Ofsted.

The second meeting in July considered TLS in the context of the wider international scene. It focused on work surrounding numeracy in the primary phase, and on enhancing the teaching and learning of mathematics in secondary schools. Subcomittee members agreed to write papers on themes of particular personal interest arising out of this meeting.

Keith Cadman (Chair)

Implications of Symbol Manipulators for Mathematics 5-19 Subcommittee

The book from this subcommittee has now been published. There was an advertisement in the last Gazette and orders have started coming in. There will be further advertisements in the Newsletter and Mathematics in School in the new year. The subcommittee has now completed its work.

Teaching and Learning Undergraduate Mathematics (TaLUM) Subcommittee

The TaLUM working group has continued to operate through its four subgroups during the last year.

The Interface group, convened by Bill Cox and Les Mustoe, held a day meeting last Spring at Aston University. Problems of mutual interest were discussed, and this was attended by around 30 people drawn from schools and colleges, as well as Higher Education.

The Assessment group, convened by Gill Hatch, has met three times during the past year. One outcome has been to discuss in depth, and write a review of, the HEFCE report "Mathematics Learning and Assessment - Sharing Innovative Practices." The group's work will continue by looking at further means of innovative assessment drawn from the practice of its members, with a view to disseminating useful examples of good practice.

The Content group, convened by Keith Austin, has also met three times and has produced a 25 page article Do Third Year Mathematics Undergraduates Know What They are Supposed to Know? based on a test taken by 155 students from 15 different UK universities. The group is now considering various possible topics for a new investigations within its terms of reference.

The TaLUM newsletter, edited by Bob Burn, has had two issues in the last year. The most recent included a number of short pieces by current teachers in Higher Education about significant intluences on their own teaching.

Finally, a small group of TaLUM met with the MA's A/AS level working group (convened by Doug French) for a day in London to discuss mathematical matters of mutual interest. It is hoped to repeat this exercise again at a mutually convenient time.

Johnston Anderson (Chair)

Scottish Interests Subcommittee

With the Annual Conference being held on home territory this Easter three members of the subcommittee ... Adam McBride, Anne Crew and Bill Richardson ... along with Linda Spibey of ECTC, have devoted a great deal of,time and energy planning and organising what is a major event. Bill, of course, has the added workload associated with his term of office as MA President.

Yet, despite being pressed for time, Scottish Interests has continued to meet and, in particular, to monitor the progress of two new MA branches. Tbe South East Scotland Branch, which meets in Edinburgh, has begun very promisingly with a full programme of meetings arranged, many of them with a Primary emphasis. The Highland Branch, centred on Inverness, has found it a little more difiicult to attract teachers from the vast hinterland around.

It is expected that after the Annual Conference in Glasgow, Scottish Interests will go forward with a fresh agenda and additional personnel.

Chris Pritchard (Chair)

Material for Mathematical High Fliers Subcommittee

The subcommittee have met at regular intervals, and although small in number, are big on enthusiasm! We feel we are at last beginning to sift and sort through the mass of information and data that we have gathered, and during Spring Term 1997 will make a start on putting it all together in its final format. Our last meeting is scheduled for April and we hope to be almost, if not completely, finished by then.

Janet Rees (Chair)

Secondary Maths Clubs Subcommittee

This group has now fmished its work. The book has been published and is selling well.

Spreadsheets 9-13 Subcommittee

This subcommittee has now completed its work and the book is available for purchase.

Mathematics Curriculum in Schools Subcommittee

This committee did not meet in 1996. A meeting was called for March 1997.

Robert Barbour (Chair)

World Wide Web Subcommittee

During 1997 it is hoped that the Mathematical Association will have its own World Wide Web site, featuring a home page and a number of interest areas, such as membership, publications, Branch activities, special events, conference publicity, etc. In addition we hope to create inter-active areas such as a members bulletin board.

A small group is currently developing these pages off-line and testing their use and usefulness on a small scale. Anyone interested in contributing to the development of the WWW site will be warmly welcomed!

Bob Francis (Chair)

Midlands Primary Mathematics Subcommittee

This newly formed group will be looking at issues linked to primary school teaching. Our initial focus will be looking at information available for schools to give to parents about mathematics and mathematics teaching. We intend to produce information for schools and possibly a leaflet for parents. If you are a primary school teacher in either key stage 1 or 2 you are welcome to come and join us. At the moment the majority of members are from the Hereford, Worcestershire and Warwickshire area, and we will be meeting in that locality. If anyone else would like to set up a group in their region then Meryl would be glad to hear from you.

Meryl Hargreaves (Chair)

PROBLEM BUREAU

This year there have only been 18 enquiries; 24 solutions have been requested. What will the next few terms of the sequence 103, 90, 74, 83, 70, 90, 54, 36, 24, ... be, now that it has settled into a monotonic decreasing pattern?

Roger F Wheeler (Director of the Problem Bureau)