MESSAGE FROM THE PRESIDENT

My mathematical and educational life in recent years has been rather too public. So I shall follow the example of the previous President and put some private flesh on the public bones by indicating something of my background to illustrate the variety of routes by which individuals get embroiled in mathematics and in education.

Like many others in the 1920s, my father had a curious home life - being looked for most of his childhood after by a half-brother in Welling and another family in Wyke Regis, before going to a free military "school" in Dover (the only one of its kind) which was founded to care for orphans of soldiers by preparing them to follow in their fathers' footsteps. He duly left at age 14-15 and became a cadet in the Royal Artillery. He later went through the military academy in Woolwich and was commissioned as an officer in the Royal Signals - learning the necessary electrical engineering "on the job". My mother became a nurse and landed up with QARANC in India, where they married in 1943.

My early childhood was spent mostly out of doors, "playing" - in Singapore (1950-52, blissfully ignorant both of the continuing struggle in the Malaysian jungle, and of the Korean War for which Singapore was at the time a major staging post), Sheffield (1952-53, with Norton Park just over the wall at the bottom of our garden), and Hong Kong (1953-56, to which I returned in July and was surprised to find that I could still locate some of our old haunts which have recently been incorporated into the new Hong Kong Park). It was an unreal world, about which I have curiously few memories. In a typical army school children could (and did) arrive at any point in the school year. The Head would sirnply guess which form to put them in and leave them there unless the teacher noticed that something was wrong. After school each day it was straight down to the swimming pool, and then play outside until dark. I have no recolleclion of ever learning anything, though I must have done.

The repeated moves seemed likely to continue, and since the family had no money, and no tradition of "education", the obvious escape was for me to follow in my father's footsteps to his old "school" in Dover - which was free. The discipline was fierce and the outdoor life challenging: I learned very early that justice, integrity and survival do not come cheap. The teaching was probably better than I remember, wilh most of the tcachers doing a reasonable, job for a bunch of kids wilh few academic pretensions.

The expansion of higher education provided new opportunities. and in 1964 I went to Southampton to study Mathematics. We arrived in the midst of a building site that must have been fairly typical of campuses at the time. The maths building was not finished and we had lectures in strange places, often taking notes on our knees. No one complained. My most precious memories are of variety, of openness, and of challenge. After 8 years of strict military discipline, the freedom was at first unsettling. I did not find things easy; but for some reason I did not know enough to be intimidated. Some lecturers were awful - though they were generally careful and correct, and one could still learn from what they offered. But half of them had something distinctive to offer: they may have seemed strange at first, but the more one worked, the more one realised how varied "good teaching" could be (something which is threatened by thc new era of conformity in HE). I had been deemed too young to go to universily the year before, so had spent an extra year sitting at the back of the class working through problerns on things like projective geometry; this helped to prepare me for the novel idea that students and teachers "learn together". At Southampton I was lucky to have a tutor who continued this process.

The next move - from one building site to another- was to an M.Sc. course at Warwick. (This invaluable experience is now sadly denied to most English mathematics students, since M.Sc. courses are now largely restricted to "practical" subjects.) Here at last I began to grow up, amongst a remarkable group of 35 very bright students from all over the world (all far better prepared than I), and a pioneer band of lecturers determined to put Warwick on the map. It was a baptism of fire. (While I sympathise with those who find maths hard, the idea that some people find maths easy is profoundly misleading. I know no world class mathematician who would suggest that they find maths easy. My guess is that everyone finds it hard, but that some people's efforts get them a bit further along before they meet their Waterloo.)

After 4 months in Warwick, with 1968 in full swing, I applied for VSO, was rejected, and got a paid -job instead - teaching in the University of East Africa, where I completed my Warwick dissertation. As so often, I went with vague ideas of wanting to "help", but landed up benefiting from the generosity of others. After 18 months I returned to Warwick; then to Germany, London, Germany again, and finally Birmingham. Somewhere in all this I embraced the wild dream of trying to straddle the whole gamut of mathematics - from the young child learning about number, shape and logic to research. My wife and I started a Saturday morning maths club- which we used as a laboratory for trying out outrageous things on willing guinea pigs. I was also particularly fortunate to visit Freudenthal and his colleagues in the early days of their amazing research project in Utrecht. And the rest is history. I do not pretend to have fulfilled my wild dream, but I have tried to understand and to serve the needs of mathematics, teachers, and students as best I can.

I am grateful for the honour of having been elected President. I have tried during my year in office to represent the interests of our profession, our discipline of mathematics, and those we serve, by sharpening our responses to government consultations, by increasing our public profile, by bringing a new approach to the annual conference, and by encouraging developments on a number of fronts within the Association. If the Association is to flourish, it needs to double its membership - and then double it again! This will require a marked change in the way we operate. Whatever happens we will always need individuals prepared to get involved and to take a lead, a Council which by its support makes such involvement rewarding, and a permanent staff whom we value and who see themselves as an integral part of the Association and its work. After ten years of increasing centralisation in education, it is time for professional associations to regroup and provide that support for the profession which only they can provide.

Tony Gardiner (President)

COUNCIL

Council met, as usual, on four occasions and its Standing Committee on three during the year. As well as co-ordinating and overseeing the work of the many committees and initiatives of the Association as always there were reports from various government bodies to which the Association was asked to respond. For example, The Numeracy Task Force was very active during 1997/98 and responses were made at all stages of its work. The President, Dr. Tony Gardiner, maintained a high profile and busy schedule during the year and Council was involved in many interesting and challenging debates as a result.

The main areas considered by Council during the year involved:

• the assets and financial situation of the Association and way of enhancing these including ways of improving membership levels and income from conferences, sales of publications and other materials,
• the running of HQ to provide an efficient and effective service to members,
• the efficient and effective management of the publication and printing of the various Association journals,
• the management of responses to official publications etc.,
• the need to encourage and support the active participation of members, in particular younger members and those working in schools,
• the College of Teachers and the General Teaching Council.

Council invited Professor John Berry of the University of Plymouth to be MA President for 1999/2000.

In April, 1998, past President Peter Reynolds retired from Council. The MA owes an enormous debt to Peter who has worked so hard for the Association over a period of many years. We shall miss his contribution and friendship and wish him all the best for the future. Robert Barbour and Mike Mudge joined Council and we look forwwd to working with them in the future.

Sue Sanders (Chair of Council)

BRANCHES COMMITTEE

This year brought somewhat mixed fortunes for the Branches. Anticipation in the experimental offer of free Branch membership to all MA members in the respective vicinities of two particular branches proved to be ill-founded when the general scheme made little impact and each venture was terminated prematurely by its own particular problems.

Also it has been recorded that regular activities have been suspended in three branches: Cambridge, Dundee and Midland. There are now sixteen active branches, and there is expectation of the recognition of a branch in South-East Scotland.

In the Isle of Man the initiative of a few members of the Association is building a system of meetings for the teachers of mathematics. This tends to mirror the experience in the north of Scotland, where, despite the small numbers and the distances involved, groups come together to share experience.

In recent years the Mathematical Association and the Association of Teachers of Mathematics have both become more aware of the advantages of pooling local resources. We very much welcome the decision by ATM, indicating its wish that joint branches, including members of both ATM and MA, should be recognised by both Associations. Such collaboration will prove a spur to both Associations, increasing further their cooperation at national level.

John A Thurston (Secretary of Branches Committee)

Held at the University of Strathclyde 2 - 5 April, 1997

This year's Annual conference was held at the University of Strathclyde in Glasgow. It was a great success! The venue, accommodation, programme and organisation were excellent, the atmosphere was great and everyone seemed to be having a good time.

The opening lecture was given by Professor John Mason ("On being mathematical with and in front of students"), the Hilary Shuard Memorial Lecture was given by Sue Sanders ("Specialist teaching of Mathematics; a child-centred approach") and the closing lecture was given by Adam McBride ("A few of my favourite (mathematical) things"). It is always difficult to pick out any of the other 74 lectures/workshops for special mention (since they were all of the high standard regular conference goers have come to expect!), but in order that the range of topics can be seen they included sessions (in no particular order) on:

• Primary master classes (Jack Carr),
• Report on the Royal Society/JMC Algebra working group (Robert Barbour),
• The fall and rise of the geometric series (Ian Anderson),
• Mental methods (Doug French),
• Some items from the cor! syllabus (Nick Lord)
• Statistics, forensic science and the law (George Gettinby),
• Dice and other New Zealand problems (Derek Holton),
• Bridging the gap - primary and secondary working together (Margaret. Robinson),
• Fractals - the new geometry (Kenneth J Falconer).
• Why should anyone care about proof in school mathematics (Tony Gardiner),
• Using the TI-92 to enhance teaching and learning of A level Mathematics (Bob Francis),
• Using the Gazette to teach reading skills in mathematics (Steve Abbott),
• Pentagons (Nick MacKinnon)
• Did Pythagoras wear the kilt? (Roger Webster) - which seems like a good place to stop!

Some other highlights of this year's conference include Brian Bolt's ice-breaker on the first night, Dr. Colin Wright's Juggling, the publishers exhibition, the trips (to the Burrell collection, the Glengoyne Distillery (well how could you come to Scotland and not visit a distillery!) and to Ross Priory (on the shores of Loch Lomond), the Annual Dinner in the Glasgow City Chambers - complete with a kilted M A President, the University Reception in Barony Hall and the Ceilidh.

If you haven't yet sampled an MA conference you really must. You are missing a great opportunity to collect some new ideas, make new friends, get right up to date, reawaken your love of maths and have a brilliant holiday! To those who have attended, see you in Liverpool in 1999, Exeter in 2000 and Lancaster in 2001!

Susie G Jameson (Chair of Conferences Committee)

EDITORIAL BOARD: The Association's Periodicals

As can be seen, the Association produces seven 'journals' each of which has a distinct character and target audicnce. That they succeed as well as they do is due to the strenuous efforts of those 'volunteers' involved in their production. By that I mean the editorial teams and also those who compose materials. Few of our joumals suffer frorn a surfeit of material. Most of the editors worry more about obtaining copy than about which to reject! Particular shortage areas are in the Primary Mathematics Magazine, Equals and Mathematics in School. It is not the place of editors to write material not that they are banned from doing so, but their contributions should not be the mainstay. It is just such lack of copy which has caused the serious delays with the Primary Mathematics Magazine. However, numerous contacts have been made (notably at the MA Conference at Warwick) and the outlook is better. So, whilst most obligations have been filled more material is needed, particularly from classroom teachers. I will now move to a brief summary of the journals, giving comments as necessary. For this I will divide them into two sections: those mainly for pupils and those mainly for teachers.

For pupils

Mathematical Pie continues to flourish with lots of good ideas. Geoff has taken an even bigger share of the work by doing some typesetting but, although stretched, is managing to keep up. As ever, we would very much like to see more copies being sold to youngsters (of all ages).

Symmetry Plus is the 'brainchild' of Pat and Martin Perkins and they do the vast majority of the work. There is little doubt that this colourful and lively magazine is of an extremely high quality and deserves an even wider circulation.

For teachers and the membership at large

The Equals team have worked very hard this year to bring their issue dates into line with Mathematics in School so that the mailing can be combined. The Association is grateful for this as it saves a considerable amount of moncy. Despite this extra pressure, the quality remains as high as ever although new ideas are always welcome.

As mentioned above, the Primary Mathematics Magazine has had a considerable struggle. However, with Malcolm joining Mike things are likely to improve but they do need more ideas. Can you help?

Mathematics in School is going well with a wide range of interesting and challenging items. Lesley and John manage to rotate control mainly by looking after alternate issues with guest editors for some issues as well. MiS is a well-established rnagazine which, throughout its existence, has been produced by cornmercial publishers for the MA. This practice has caused a good deal of concern latterly and the decision has been taken that to move production of MiS in-house from January 1999. We are looking forward to the challenge!

The Mathematical Gazette continues in its usual fashion it almost seems to have an existence of its own. It attracts readers and authors from all corners of the globe and its future is a very bright one.

Finally the Newsletter, this has been edited for a number of years by Joyce Porteous and she has done an excellent job. However, she has indicated that the year just starting will be her last. Thankfully, we have found a successor and there will be a bit of job-shadowing going on over the next two or three issues.

In conclusion, I should like to reiterate my thanks to all who work on our publications. Perfection is hard to achieve (particularly when all have challenging day jobs) but it is a goal to which we aspire. I should like to hear comments from members on the magazines (apart from suggestions that we should start any more! ). Offers of help would be partlicularly welcome as we need your support.

Bill Richardson (Editor in Chief)

PROFESSIONAL DEVELOPMENT COMMITTEE

Most of our energies this year have been spent in an attempt to revive the Diploma of the Mathematical Association. A bid was submitted to the TTA for funding to assist in its delivery. Unfortunately the bid failed along with many other institutional bids. We have been asked to submit a new bid in the Autumn.

Several members of the committee have started to write modules for the new diploma to satisfy the requirements of the TTA Framework for Continuing Professional Development. This has proved to be a time-consuming task. The TTA has made it clear that they are keen to see subject associations become more involved in activities such as these. In particular they are keen to see subject associations interpret the subject leader criteria with respect to each individual subject. The Science, PE and some other associations are already doing this but they have the advantage of having full-time members of staff to undertake the task. The committee are exploring different funding possibilities to assist us in the task of interpreting the subject leader criteria for mathematics and developing modules for the diploma.

Meanwhile we continue to respond to documentation on teacher qualifications. One of the most recent publications has been 4/96 the new national curriculum for initial teacher training. The requirements include specific mathematics requirements for primary and secondary student-teachers. These, along with the requirements for ICT, are likely to have an impact on all mathematics teachers in the future. There are huge implications for continuing professional development of teachers who are already in post and returning teachers. The expertise of members of the Mathematical Association could form the basis of an extensive in-service programme. We should be interested in hearing members' views on this matter.

Sue Jennings (Chair of Professional Development Committee)

PUBLICATIONS COMMITTEE

Recently several publications have been produced including Chrismaths, and two books by Derek Holton (Math Problems via Down Under and Problems to Ponder). The Association is selling Mathematics Puzzling by Tony Gardiner and has reprinted Mental Methods by Doug French. Other publications continue to sell. Among them we Pig and Other Tales, Secondary Maths Clubs, Spreadsheets 9-l3.

There are some ideas for future publications. These include a book on proof written by members of the AS and A level Sub-Committee of Teaching Committee, a third book of problems by Derek Holton, a new edition of Starting as a Secondary Maths Teacher. A book of NMC problems produced by Tony Gardiner and Bill Richardson, and a work on GNVQ assignments which is being prepared by the Further, Tertiary and Continuing Education Sub-Committee of Teaching Committee. Other possibilities are in the pipeline. We are also working on the development of an index for our journal Mathematics in School.

The committee welcomes ideas and materials for publication though financial restraints demand that publications at least cover their costs!

Peter Bailey (Chair of Publications Committee)

PUBLICITY AND MEMBERSHIP COMMITTEE

No report.

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 plus up to eight elected members and some ex-officio members. Each subcommittee has one member of ECTC associated with it as liaison member. Current members of ECTC are listed in this report. Please contact any of them if you would like further information about TC work.

MA membership gives members access to TC work so all work done is likely to reach, and perhaps influence, 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.

During 1997 we sold the following numbers of books - all written by previous (or, occasionally, ongoing) subcommittees:

Current Work of Teaching Committee

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 year's new committees are numbers 114 and 116.

As last year, ECTC has again met at Trinity and All Saints in Leeds on three occasions. Richard Wilson is treasurer and at present we have six elected committee members including a new member Cathleen Brunt who we welcomed in February. We have been sorry to lose Barbara Cullingworth, Alan Green and Meryl Hargreaves who for various reasons have not been able to continue on the committee. I want to take this opportunity to thank them for the work they have done and to wish them well for the future.

We were very fortunate to have Joyce Brown as secretary until September but, due to the pressure of various commitments, she has resigned from her position with ECTC. Her support and attention to detail will be missed and I take this opportunity to thank her for all her hard work. Since then we have been without a secretary though Chris Pritchard has ably stepped in to be minutes secretary; thanks go to Chris.

Much of the work this year has been concerned with the organisation of ECTC; we re-wrote the Standing Orders for Subcommittees and I, as Chair of ECTC, sent a letter to each subcommittee together with a Help-Directory. We have discussed the role of the liaison member and suggested ways in which the subcommittees could feel more involved with ECTC. We are hoping that this enhances the work of the participating subcommittees.

How might YOU become involved?

Teaching Committee needs new ideas and dynamic commitment to furthering the teaching and learning of mathematics at all levels. In particular, we should like more classroom teachers to become involved as the classroom is still where most of the thinking is directed.

ECTC will continue to keep you up to date with its work and ask for ideas and for volunteers for working groups.

If you are interested in the work of any of the existing subcommittees, please get in touch with its chair, either directly or through one of the members of ECTC. Most groups will welcome new members. We are particularly keen to have names of members who would be willing to read draft versions of proposed publications or to help us with market research of proposed developments. Please let me know if you are willing to help.

If you have an idea for work which you would like to be involved with yourself, or would like TC to tackle, again please get in touch and let us know.

Making Contact

Please come to meet us at the Open Meeting of Teaching Committee at the Annual Conference. This meeting is designed for you to express your views and join in the usually lively debates, often upon national issues.

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

And finally ...
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.

The Executive Committee (ECTC) February 1998

Jan Jagger (Chair of Teaching Committee)

Reports from Subcommittees

Maths in Further, Tertiary and Continuing Education Subcommittee

The group met once during 1997. At our last meeting in March 1997 we discussed `A' Level reforms, GNVQ, Key Skills, Mathematics and FE Inspections, the provision of Maths in access to HE courses and the MEI GCSE syllabus. Do these issues concern you? We would welcome 2 or 3 new members to give us fresh ideas and impetus. We hope to run two sessions, with a particular tecus on Maths in FE at the 1998 MA Conference.

Dave Faulkner (Secretary)

A and AS Level Mathematics Subcommittee

Aims

• To provide material to enhance the teaching and learning of A level and Scottish Higher Mathematics.
• To help formulate the MA's response to any issues affecting the teaching and learning of mathematics at this level.

Last Year

The subcommittee met three times during 1997. The main focuses of thc subcobmittee's work were:

PIG And Other Tales, a book of readings from the Mathematical Gazette aimed at A level and Scottish Higher students, with questions and suggested solutions, was published in time for the 1997 conference.

Work was undertaken on a book on mathematical proof, pitched at a level to be accessible to A Level and Scottish Higher students.

Next Year

It is planned that the subcommittee will meet three times during 1998. Planned activities are:

• Completion of the book on proof, hopefully to enable publication in time for the Warwick conference.
• Development of a section on the Mathematical Association's Web page.
• Consideration of the use and implications of algebraic manipulators.
• Consideration of the new non-calculator papers at A level.

Any member of the Association who is interested in more details of the activities of the subcommittee is invited to contact the secretary.

Doug French (Chair)

Monitoring GCSE Papers for Bias Subcommittee

This small committee examines the contexts to GCSE mathematics questions. Our last report, produced in time for Conference 1997, was sent to the examining groups, to the DfEE and QCA. This resulted in some dialogue mainly about the cultural contexts of GCSE questions.

We have not produced a report on thc 1997 papers, but we will be looking at the 1998 papers carefully as it scems that there will be more abstract questions in future GCSE papers. Whilst GCSE examiners have, over recent years, broadly accepted gender issues as being important, thcy have not done the same for cultural issues. We will be looking for cultural diversity in a possibly smaller number of questions which have real-life contexts.

Help will be needed. Please contact me if you wish to be involved.

Peter Bailey (Chair)

Teaching and Learning Styles Subcommittee

This subcommittee is now chaired by Bernard Bagnall and has been mceting for a little over a year. We are considering a publication that will deal with the teaching and learning styles that are evident in the age range of pupils from 5-18. We have been looking at different characteristics of different styles of teaching. We havc also been looking at the different ways in which pupils learn and seeing what is important for those pupils to learn well. We find these issues quite wide ranging. We've looked briefly at some other countries' work that is going on at the present time. We have looked at the document that came out of the first committee and printed by the interim committee during 1994. We hope to start writing during 1998 and look for a completed document for us to present to the MA during the middle of 1999. We would be pleased to receive any information from teachers involved in something different in the way that they approach the teaching of Mathematics. Please contact thc Chair.

Bernard Bagnall (Chair)

Teaching and Learning Undergraduate Mathematics (TaLUM) Subcommittee

During the course of the year, one significant change has taken place within the overall structure of TaLUM. The Newsletter group, whose principal members are Bob Burn, Bill Brakes, Eric Love and Allan Norcliffe, has taken on an independent role and now constitutes a separate working subgroup of the MA Teaching Committee. It intends to produce several Newsletters a year and will solicit articles from the continuing TaLUM working groups.

The Assessment group, convened by Gill Hatch, has met three times during the past year. Discussions have centred around criteria for assessing student work, marking schemes and reliability. It is hoped, during the next year, to carry out a study among university colleagues to explore issues arising from our discussions. One such issue is whether different colleagues reward different aspects of a student's partial solution to an examination question or piece of coursework in roughly similar ways, or whether there are significantly diverse expectations about what is necessary to earn the same amount of credit.

The Content group, convened by Keith Austin, has also met threc times. A joint paper from the group, drafted by Peter Kahn, entitled The significance of ideas in undergraduate mathematics: a case study of the views of lecturers and students has been accepted for publication in the IMA journal Teaching Mathematics and its Applications. The group is now considering a survey of the different measures of teaching support offered to undergraduates by Mathematics departments in order both to assess the variety of what is offered across the countrv and to ascertain whether there are particularly ceffectivce vehicles which deserve wider dissemination.

The TaLUM group is grateful for the considerable help and support provided by Pam Bishop at CTI, Birmingham, in setting up electronic information about TaLUM and its activities and for distributing the TaLUM Newsletter with the CTI Newsletter.

Johnston Anderson (Chair)

Scottish Interests Subcommittee

Scottish Interests has turned its attention to the production of the January 1999 issue of Mathematics in School. Whilst this special Scottish issue will give the full flavour of mathematics teaching north of the border there will be plenty of interest for readers far and wide. Thankfully, those who have been invited to contribute have been quick to accept and material is already coming in to the editorial team.

Chris Pritchard (Chair)

Material for Mathematical High Fliers Subcommittee

The work of the subcommittee is drawing to a conclusion with final touches being made to a handbook for teachers working with mathematically more able pupils in primary school. Areas covered in the handbook include recognition and identification, policy development, selecting appropriate material, methodology, classroom organisation and management, monitoring and evaluation, case studies to identify appropriate activities and suggested rcsources.

The work of the subcommittee has been supported by Suffolk LEA who were keen to develop a similar resource and therefore the production of the handbook has become a shared initiative as thc teachers involved were Suffolk based.

Janet Rees (Chair)

Mathematics Curriculum in Schools Subcommittee

This committee is the succcssor to the Curriculum for the Year 2000 and was established for a limited time period only. The group consists of heads of mathematics of comprehensive and independent schools and sixth form colleges, between them representing all three maths associations. The group has produccd an extensive report covering the place of mathematics in the national curriculum, the structure and content of the curriculum, assessment, technology, textbooks, INSET and recruitment. The report aims to provide a map of "where we go from here", for all the different and various messes we are in. We hope that the report will be published as a series of articles in Mathematics ln School.

Having done its work, the group has wound itself up.

Robert Barbour (Chair)

Careers

This subcommittee is not active at the moment. The MA often receives enquiries about careers with maths, so we would welcome some offers of help. Please get in touch with Jan Jagger.

Starting as a Secondary Mathematics Teacher

The first meeting of this suhcommittee was held on Saturday 18 October, 1997, at MA HQ, Leicester.

The subcommittee's brief is to produce an update to the handbook Starting as a Secondary Mathematics Teacher. We are keen to make the publication as relevant and helpful as possible and thus any suggestions to augment this aim would be very much appreciated.

In order to facilitate usage, we suggest that the main section of this booklet be presented in four parts:

• Before you even start
• The first few weeks
• The rest of the first year
• Future Development

Please communicate any ideas to Linda Spibey.

Linda Spibey (Chair)

Maths Books for the School Library

Many years ago the Mathematical Association produced a list of mathematical books suitable for the school library. This recently inaugurated subcommittee has accepted the challenge of producing an updated list for the turn of the millennium. Critically, if it is to be succcssful in its work it will need the support of MA members. Firstly, if there is anyone wishing to join this subcommittee we would be delighted to hear from you. Secondly, if you could take the time - it should in most cases take only a few minutes - to compile a list of books you would recommend, then we will do the rest. Lists should be forwarded to David Forster. This may be of any length but should include as much detail as you can supply including, if possible, a brief overview or reasons for your recommendation of each book.

David Forster (Chair)

PROBLEM BUREAU

There was a slight increase in activity this year: 35 solutions were supplied in response to 20 requests.

Roger F Wheeler (Director of the Problem Bureau)