MESSAGE FROM THE PRESIDENT

My year as President of your Association is drawing to a close and so it's time to reflect on the past year. I have always found it odd that the President of the Mathematical Association gives the Presidential address at the end of the year as an almost final act before handing over to the new incumbent. At the same time he/she writes a message in the Annual Report often introducing him/herself. It seems the wrong way round really. Perhaps it would be better to say at the beginning "this is who I am and this is what you've got!" instead of "this is who I am and this is what you've had!". Mind you I suppose that at the end of the year it's too late to change if you do not like the sound of your President. I will start in the traditional way with a few words about how I came to be here in Plymouth.

I was born in Wetherby as my parents lived in Leeds. That gave me two great starts in life: the first is being a Yorkshireman and there was time that you needed to be born in the county to play the great summer sport (and during the eighties when Yorkshire cricket was at its lowest ebb I reckon I was almost good enough!!) and the second was to be born in a fine manor house in view of the race course (the house was being used as a hospital during the war!).

This will explain to you my support for Leeds United soccer club and Yorkshire cricket. As a family we moved to London before I started school. My father joined the growing Heathrow Airport in the air traffic control section and so home as a boy was first Ilford, London ar~d then from the age of five years Yiewsley (near West Drayton). I attended the local Church of England junior school and then, after two years in the local secondary modern school, I passed the 13+ examination and went to Southall Technical School. The three tier system introduced in the 1944 Education Act served me very well. Yes I was one of the many failures at 11 years old. Robbed of a grammar school education I never looked back! At the technical school I could study mathematics and sciences to my heart's content. From my school days I picked up two further passions to add to my interest in playing sport, these are choral music and mathematics.

At school I found mathematics very easy and very enjoyable. I can remember telling my parents that all I wanted to study was maths, maths and more maths. Then came the opportunity to do so as an undergraduate at the University of Leicester. What a surprise that first term was! Suddenly mathematics was not quite what I found it to be at school. Along came abstract algebra and analysis, projective geometry, topology etc. and some lecturers more interested in anything else than teaching. It's a pity that thirty years later my son had the same bad experiences in his first year at another University! Sometimes it's no surprise to me that sixth form students are reluctant to study mathematics in higher education when the welcome at so many traditional universities is so cold.

However I got over the 'first term shock tactics for new undergraduates' and look back with fond memories of my three years in Leicester. I had the pleasure of meeting my wife there too. After graduating, I sought a return to my 'home lown' and went to work as a research student with Professor Goldsworthy at the University of Leeds. The research for my PhD was in the field of Astrophysics investigating models of star foimation. What followed has been a career in higher education that has taken me to the University of Ulster in Coleraine, Sheffield City Polytechnic (now Sheffield Hallam University), The Open University and finally to a chair in mathematics education at the University of Plymouth. I am often asked why the change from Astrophysics to Education? Of course there are many reasons, probably the contrast between the generally high quality of teaching in schools to that which often goes on in higher education is one reason (forget the contrived Quality Assessment Exercise of higher education!). The quality of discussion about teaching and learning and course production at the Open University is another.

I have for many years been interested in school mathematics and in particular investigating ways of developing good conceptual understanding in mathematics as well as developing good algorithmic skills. In Plymouth we have a small group in our mathematics education Centre working both locally and nationally on promoting mathematics among the school children through our Mathematics Enrichment Programme and working with teachers on the use of technology and practical activities in teaching and learning mathematics. I believe that we should recognise that today's children are as good at mathematics as they were in the golden days (which is of course when you, the reader, went to school!) but the school national curriculum is failing to give them the opportunity to show it.

Now to my year as President. I came to the Mathematical Association through our local Branch and being involved in the Plymouth Annual Conference. After three years as Chair of Branches Committee I thought that it was time to settle back to the lazy golfing life of the South West! Thus it came as a surprise and an honour to be invited to be President of our Association. The President has considerable scope in their role. I asked Chair of Council what was expected and in her usually kind helpful way, she said whatever you like but try not to upset our members! I believe that one of the important features of the Mathematical Association is the Branch structure and I am saddened to see the decline in active Branches (including the West Devon and Cornwall Branch). Thus one of my wishes as your President was to visit as many Branches as possible to support and thank the active members who keep their Branch alive. Now I realise the reality of the travelling salesman problem and the challenge of travelling from Plymouth to the far flung corners of the UK (and Ireland) by public transport. But it has been possible and I have enjoyed visits to Dublin, Belfast, Exeter, Liverpool, Cheltenham, Leeds, Cardiff, London, Norwich, Sheffield and Hull as well resurrecting our local Branch in the Southwest. I had the pleasure of visiting Glasgow two years ago and I look forward to Newcastle in May.

I have been disappointed not to be able to continue the groundwork laid by last year's President Chris Robson in finding ways of co-operating and collaborating with the ATM. The year started well with the splendid joint Annual Conference in Liverpool. Many teachers commented on how good it was to have a joint conference so that members of each association could meet together and enjoy each other's strengths and speakers. Perhaps one day ....

I believe that the Mathematical Association has an exciting future. During the year Council appointed a Professional Development Officer who will take the Association forward into the important work of continuing professional development for colleagues in schools and colleges. The Association has taken on the Teachers Teaching with Technology in-service programme sponsored by Texas Instroments. This international project provides training in the appropriate use of technology in teaching and learning mathematics. In most other countries the project is run by mathematical associations so that our Association will be able to play a leading international role in this area. The Branch structure should be revitalised as it acts as an organisational framework for CPD courses. Some time has been spent during the last year on a five year development plan for the Association in which the need for a Chief Executive is a key component of taking the MA forward. I wish your new President, Steve Abbott, best wishes as he is chairing the group that is putting forward a framework for the future.

Finally I express my sincere thanks to Sue Sanders as Chair of Council. Her wonderful way of sending email messages asking if I might do such and such has reminded me of what a President should be doing! I am delighted that Sue will be President for the year 2001/2002. With Steve followed by Sue and with Bill in the Chair the future is certainly bright! I hope that all members will support the MA through your local Branch.

John Berry (President)

COUNCIL

Council met as usual four times during the year and this year Standing Committee was able to carry out much of its business using ICT. Once again Council co-ordinated and oversaw the work of the many committees and initiatives of the Association and responded to a range of reports and recommendations. These ranged from the National Curriculum proposals to the criteria for the 2001 Research Assessment Exercise in higher education. Once again we incorporated use of the Website and other ICT in order to involve as many members as possible. As I outlined last year in the report from Council we have sought to enhance communication between members and trust that the combination of the tried and trusted methods such as the Newsletter and notes from Council and the growing use of the Website have resulted in a more informed membership. In the next year it is intended that minutes of Council meetings, once agreed, will be posted on the Website. These developments have resource and training implications and these are now planned. Council believes that Branches have a pivotal role in the widening of participation and we look forward to developments in that area.

Council has also continued a pro-active role in dialogue with politicians and government agencies over a range of issues of interest to the profession. For example, the President, Professor John Berry, other officers and Council members have lobbied regarding recruitment and retention of teachers. The recently announced payment to trainee mathematics teachers is in line with the Association sta

It has also been necessary to engage in lengthy dialogue with the Charity Commissioners and Council is indebted to Peter Bailey for his excellent work in this area.

This year has seen some interesting new developments intended to enhance the effectiveness and efficiency of the Association. These include the appointment of Marcia Murray as Office Manager at headquarters and the appointment of Ros Hyde as professional development officer. Great progress has been made in both those areas and we look forward to going from strength to strength. Ros's appointment has allowed the Association to take advantage of the current commitment by government to work with the subject associations. Headquarters is now open five days a week and with the increased staffing it is envisa;ed that members find it easier to make contact. It will also mean that we will be able to sustain a high profile for the Association at events and conferences both nationally and in the case of lCME in Japan this year, internationally. We are sorry to have lost two members of Headquarters staff ( Christine Harrison and Jill Appleton) and at the last Council meeting a reception was held to say goodbye to Jill after over seventeen years of service.

Council is losing three members this April, Professor Chris Robson, past-president, Tony Robin, and Dr. Jim Message. We thank them all for their hai-d work and individualistic style.

My term of office has come to an end and I would like to thank all members of Council past and present and all members of Headquarters staff for their support over the last three years. Bill Richardson will become Chair of Council.

The President-designate, Steve Abbott, has led Council members through a series of meetings and discussions towards an exciting development plan for the next two to three years. It will take hard work and commitment on the part of the Association, not just members of Council, to see these excellent ideas through but I believe that it is only through such a focused plan that The Mathematical Association will flourish and deliver to members the support and leadership that is needed in this Millennium.

Sue Sanders (Chair of Council)

BRANCHES COMMITTEE

The Committee met twice during the year, once at the 1999 Annual Conference and once at Branches Day in Leicester in November 1999. We are pleased to report that both the Yorkshire Branch and the London Branch hosted successful Primary Mathematics Days, which are being repeated during 2000.

We welcome the South East Scotland branch to the fold, trusting that they will provide a focus for mathematical activities north of the border. Finally, branches rules and regulations have been brought up to date, in accordance with MA policy.

Bob Francis (Chair of Branches Committee)

Held jointly with the Liverpool Mathematical Society and the ATM 6 - 9 April, 1999

The annual conference this year was held jointly with the Liverpool Mathematical Society and the ATM. It was the second joint annual conference following on from the success of the 1992 joint conference in Nottingham. Over 500 delegates attended for all or part of the conference held at Liverpool Hope University College from the 6th to 9th April.

The theme of the conference was hundreds and thousands in recognition of the centenary of the Liverpool Mathematical Society. In all, a total of 162 presentations were offered organized into 9 sessions over the four days of the conference. Together with stalls selling goodies from all three associations, the magnificent publishers' exhibition and extra sessions, there was a plethora of exciting activities. A ceilidh and quiz were held in the evenings together with formal receptions and the conference dinner with after-dinner speaker Margaret Brown. The workshop was open in the bar throughout the conference together with displays from the Women's Institute, the Magic Mathworks Travelling Circus, Maths and Knots, the Funmaths Roadshow and the Crystal Maze from the North East Maths Fair.

The opening lecture was delivered by Mike Askew who spoke about "Teaching Numeracy", the Hilary Shuard Memorial Lecture was given by Anita Straker on "If Numeracy is 100 What is Mathematics?" and the inimitable Adam MeBride admirably closed the conference with his "Presentation Box of Mathematical Bon Bons". Chris Robson gave his Presidential Address and enlightened us on how he came into mathematics and some of the work he has undertaken. All of these sessions were well attended, stimulating and entertaining.

The conference was a great success thanks to all the hard work put in by the organizing team both before and during the conference. The Annual Conference is an ideal place to share ideas, meet and make friends, and recharge your mathematical batteries. It is certainly excellent value for money and I would encourage all members of the Association to come to conference soon and better still, bring a friend! You'll go back after the Easter break feeling refreshed, better informed and more enthusiastic.

The repoirt on the 2000 Exeter Conference will appear in the next Annual Report, and we look forward to seeing you at future conferences; the next one is at St. Martin's College, Lancaster from the 8th to 11th April 2001.

Martin Bailey (Chair of Conferences Committee)

EDITORIAL BOARD: The Association's Periodicals

The seven regular journals published by the Association and its Website continue to flourish. All seven publications have been published to time, although in one or two cases there was some slippage. Most editors would appreciate more contributions as there are shortages from time to time. In the list above, there are indications of changes in personnel. Joyce Porteous, after many years of service, has passed the Newsletter over to Peter Ransom, whose first issue was the one in Autumn 1999. Mike Wilkinson worked hard for us in launching the Primary Magazine but, after three years, the second editor, Malcolm Sanders, has taken over. Malcolm's first issue was the one which appeared in March 2000. Finally, after many years involvement with Symmetry and then SymmetryPlus, Martin Perkins has handed over to Mike Moon. Mike's first issue was the Spring 2000 issue. We owe a great debt to the three retiring editors and to their successors and, of course, to those who are continuing in their editorial chairs.

There was a meeting of the Editorial Board in July 1999 which gave all who attended a chance to compare notes and hear how others handled their procedm-es. Also, the meeting gave editors the opportunity to meet Janet Powell, who we employ as an advertising agent. There was a lively discussion about whichjournals should carry advertisements and a policy now exists.

Overall, the journals continue to provide a good service to members. The first year of having Mathematics in School as an in-house publication has resulted in an improvement in the Association's finances so, all in all, the Association's Periodicals are doing well.

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 is in a healthy state. Geoff and his team continue to work very hard and come up with lots of ideas. As usual, we would still like to see more copies being sold.
• SymmetryPlus is also in good condition and we can be confident that it will continue that way in the hands of its new editor. It has many fascinating items and deserves a wider audience. How can we improve its circulation?

For teachers and the membership at large

• The Equals team continues to work hard and produce an excellent magazine. At many of the events at which we have displays, Equals is singled out as being very good. It too deserves a wider circulation.
• The Primary Mathematics Magazine is now running to schedule. We can expect that the new editor can and will continue to build on the foundations laid by his predecessor to the benefits of the Association and subscribers to the magazine.
• Mathematics in School continues to produce its wide range of items five times a year. It is very definitely a backbone magazine which is looked forward to by its readers, The editors would welcome more contributions.
• The Mathematical Gazette continues to thrive. It is flourishing to such an extent that we have had to seek for further help in the editorial process. Its future seems very secure.
• The Newsletter continues to provide a valuable service, keeping members infonned of the activities within the Association. Peter does his best to gather information but cannot seek news from everyone; so, if you have any item which would interest members of the Association, please do send in your contribution. It will be most welcome.
• Finally, the Website continues to flourish with the drive and enthusiasm of Peter Thomas. It has developed enormously and will continue to do so. We are actively considering how it can be improved and what extra aspects can be incorporated Your views would be welcome.

In conclusion, I would like to reiterate my thanks to all who work on our publications. Perfection is hard to achieve, but it is a goal to which we aspire. We would like to hear comments from members on the magazines (apart from suggestions that we should start any more!). Offers of help would be particularly welcome as we need your support. As this is my last report as Editor-in-Chief, I should like to thank all those who have been involved in whatever capacity and to wish my successor, Susie Jameson, every success in the future.

Bill Richardson (Editor in Chief)

PROFESSIONAL DEVELOPMENT COMMITTEE

This has been an active year for Professional Development in the Mathematical Association. We have appointed Rosalyn Hyde as Professional Development Officer and in the short time she has been working for the MA she has acquired some significmt and exciting projects. The Teacher Training Agency supported a research conference in Warwick on the 'systematic improvement of mathematics'. Several teachers are following this up with small-scale research projecls that they will describe in future editions of Mathematics in School. If you are interested in having one of these conferences run in your region please contact the Leicester office.

We are in the process of developing courses for teachers in partnership with Texas Instruments on the use of graphics calculators in the mathematics classroom. Any budding authors out there who would like to be involved in writing materials for these courses should also contact the Leicester Office. If you do not have time to write but think that your expertise in using graphics calculators would be of use then please let us know.

Watch out for further exciting developments on the professional development front. We are expecting to announce new courses any moment. If you have any particular requests for professional development courses then we would like to know about them. We are also beginning to keep a database of all members who have something they can contribute to professional development so don't be shy, let us know your strengths.

Sue Jennings (Chair of Professional Development Committee)

PUBLICATIONS COMMITTEE

Members of the committee have had a busy year. Ian Evans, Mike Price, Carole Tilt, Bil1 Richardson, Colin Abell, David Hodgson and Graham Richards have attended, with visits from Doug French and Marcia Murray.

The following publications have been reprinted during the year: Getting Started, Secondary Maths Clubs. Chrismaths had a reprint in the previous year. New publications during the year: A pocket map of algebruic manipulation, Problem Pages, Can you prove it? and our new Publications Booklet. During the year, much work has been done by Publications Committee and Teaching Committee in trying to ensure that our publications are effective, and are produced efficiently.

Work continues on several projects: a new version of Starting as a Secondary Maths Teucher, Mechanics Dictionary. We also need volunteers to help on our index of articles from Mathematics in School. Publications Committee is selling a few publications from other sources: Derek Holton's booklets, Lighting Mathematical Fires, Number Quest. We are maintaining our pages on the website, thanks to the work of Peter Thomas.

In the future, we are keen to work with the new MA Professional Development Officer in any publications coming from development work for courses, and with sub committees of Teaching Committee. We are also very keen to advertise our publications on the CD ROM which Bill Richardson is developing. Council rightly asks us to improve our financial performance (as well as produce good materials!). We try to keep costs down and sell more.

We are keen to sell our publications to a wider market. We have produced our new Publications Booklet, and we are trying to present our publications more professionally. We are working on a wider list of journals which might publish reviews of our books. Consideration is being given to seeking outside advice on how to sell our books in mainstream bookshops.

I would like to record particular thanks to Bill Richardson whose voluntary work in preparing nearly all our materials for publications has helped us so much. Thank you Bill. Thanks also to Graham Richards and to other staff at HQ who do so much work in preparing and selling our publications.

Finally, all this work takes time and energy! We can always do with some more people on the committec. We meet only three time a year in Leicester - can you join us?

Peter Bailey (Chair of Publications Committee)

PUBLICITY AND MEMBERSHIP COMMITTEE

My initial task was to familiarise myself with the structure of the Association and to decide on some achievable priorities for the rest of the year.

Raising the profile of the Association amongst the mathematical communities seemed important. The Association has had a manned display at an increased number of events including The Education Show at the NEC, BETT at Olympia, North West Education Conference at Bolton, NAMA Conference at Harrogate, Hereford LEA Teacher Day and MEI at Aston. Publicity material was supplied to the Yorkshire Branch Primary Day, BCME at Northampton and a Somerset LEA Teacher Day. I hope to continue this range of events and increase the geographical coverage, particularly through LEA contacts.

I also looked at Membership and wrote to all LEA Mathematics Advisers and Teacher Training Institutions regarding Association activities. This did not produce a particularly good response and a different approach will be used this Summer. I am looking for a named contact, preferably an Association member, in each LEA, University and College.

I am looking at ways to increase the sales of the excellent SymmetryPlus to pupils, through schools purchasing (many!) packs of 10 copies and selling them on. If you are a teacher please consider doing this.

I am looking to update the publicity materials and the membership details held at headquarters. If you have e-mail please e-mail your e-mail address to Headquarters.

Finally may I thank all the Headquarters Staff and the Association members who have helped me this year.

David Hodgson (Chair of Publicity amd Membership Committee)

TEACHING COMMITTEE

Teaching Committee and its Subcommittees

The objects of Teaching Committee shall be:

• to keep under review matters concerning the teaching and learning of mathematics and to address matters of potential future importance;
• to advise the Council on responses and representations by the Association to outside bodies on matters which affect the teaching and learning of mathematics;
• to initiate, in collaboration with other Committees of the Association, the dissemination of its findings through publications, conferences, meetings and other appropriate means.

Teaching Committee consists of a chair, secretary, treasurer, up to eight elected members and several ex-officio members. As its Chair since last April I should like to record my thanks to my predecessor, Jan Jagger, for all the good work she did in steering the Committee through difficult times. Jan is continuing as a member of the Committee and I am pleased that she has agreed to take on the role of treasurer as Richard Wilson's term of office comes to an end this year. Richard has been treasurer for a period of four years and we are grateful to him for the quietly efficient and effective way he has fulfilled that role. Finally I should like to thank all the other members of the Committee for all their help and support during the year, and to all the chairs and members of subcommittees for all the good work that they are doing.

It is important to recognise that all who contributes to the work of Teaching Committee is doing so as a volunteer, giving up their precious free time to further the work of the MA, as well as doing a full time job in some sector of the education system. I am acutely aware of the demands that are put upon people in their everyday posts and can only express my admiration and gratitude that so many are prepared to give so generously of their time and energies.

We try to make Teaching Committee as representative as possible of the wide range of mathematical interests to be found amongst the members of the MA. We have a wide geographical spread - from Exeter to Elgin ? and have a variety of members from secondary and higher education. The Committee meets three times a year in York and holds an Open Meeting each year at Conference. We are always on the lookout for new recruits to the Committee and would particularly welcome a representative from the primary sector and from further education, but we would also very much welcome more people willing to contribute to the work of our subcommittees, where there is great scope for expansion. There is no shortage of ideas, but we need members who are willing to develop them.

The major element of Teaching Committee's work is done by the subcommittees. These have a variety of roles and take many different forms. A typical one may have about six members, meet once a term on a Saturday and aim to produce a publication over a period of two or three years. Other subcommittees consist of only one or two people or conduct their business by e-mail and may have more of a focus on making a contribution to conference or to the Association's website. The rich variety of activity is described in greater detail in the rest of this issue of Teaching Committee News, but I should like to highlight some aspects of the work that is going on.

The following table gives the sales figures of some publications which have been published in recent years. There is obvious scope for boosting sales, because surely each of these titles ought to be found in at least every secondary school in the country, but it would be even better if every mathematics teacher bought a copy of each! Every member can help by urging their school or department, and their colleagues and friends to buy our publications. If you contact HQ they can arrange to supply members with publications on a sale or return basis to sell to colleagues.

The 11 - 16 subcommittee, chaired by Robert Barbour, is producing a set of problems to appear on the web site in conjunction with Maths Year 2000; the AS/A subcommittee, chaired by Charlie Stripp, is producing a leaflet on A level Further Maths and a book of A level problems, available at conference this year, and a subcommittee chaired by Linda Moon is revising the publication Starting as a Secondary Maths Teacher. Also there are active subcommittees concerned with FE, undergraduate mathematics, Scottish interests and maths books for the school library. An ICT subcommittee has been established, chaired by Adrian Oldknow, and this has represented the MA in various ways and contributed some useful material to the website. Two subcommittees have started work during the year, one chaired by Cathleen Brunt which is to produce a publication on Numeracy across the Curriculum and another, chaired by Will Connolly, which is working on a new handbook on Managing a Mathematics Department.

Robyn Pickles has agreed to chair a Primary subcommittee which we hope will begin work this year and we are pursuing other ideas in relation to geometry, with a publication in 2002 to celebrate the centenary of TC, and a sequel, aimed at the 14 to 16 age range, to the 9 to 13 Spreadsheets book. We are particularly anxious to find members who would be interested in contributing to these two initiatives, the former because we would like to expand the Association's contribution to mathematics in the primary sector and the latter because we would like to build on the success of the first spreadsheets book which is obviously meeting a real need for resources which encourage the use of ICT by mathematics teachers.

The MA Website is developing rapidly and is offering a valuable new outlet for the work of Teaching Committee, several subcommittees are making use of it to disseminate ideas. So do keep a constant eye on www.m-a.org.uk and keep up to date with what is going on.

All members will share Teaching Committee's serious concerns about the way in which decisions are being taken at national level without adequate consultation with organisations like the Mathematical Association which directly represent those who have particular interest, enthusiasm, expertise and experience in mathematics education at all levels. The Association responds to all consultation documents from government agencies, often operating against very tight deadlines, but a failure to take account of significant concerns that have been expressed has been evident in the recent consultation on the National Curriculum in England, and in decisions about 16 to 19 assessment and GCSE assessment. Teaching Committee seeks to keep abreast of what is happening at all levels throughout the UK and has contributed to a variety of responses to consultations made by Council. However, we would welcome comments on issues as they arise so that we are better informed about members ideas and reactions to proposals. We would urge you both to write to us about matters of concern and to keep an eye on the website for news and requests to responses.

Teaching Committee looks forward to an active year working to enhance mathematical education at all levels, but we are very dependent on the contributions and help of members. Various key areas of activity have been highlighted in this report, and we would urge all members, both young and old, to consider how they can contribute to our work. We would welcome your comments, your ideas and above all your offers to contribute to our work in whatever way reflects your interests and concerns. Do come along to the Open Meeting at Conference to find out more and do write to us with your thoughts and contributions.

Teaching Committee Membership February 2000

Doug French (Chair of Teaching Committee)

Reports from Subcommittees

28 Maths in Further, Tertiary and Continuing Education Subcommittee

The subcommittee met twice in 1999 and would like to hear from other members involved in the post-16 sector. It is helpful to the subcommittee to have contact on an informal basis with colleagues working in the sector. Even if you don't feel you can spare the time to be a subcommittee member you can still make a useful contribution so please get in touch.

Members of the group ran five sessions at the 1999 Joint Conference. A double session on Key Skills brought delegates up to date with developments and reassured them that the plans for external assessment were still in the melting pot. A Maths for Adults session provided a useful insight into how to give adults the confidence to achieve their potential in mathematics. The first FE Forum enabled delegates to share ideas on a variety of issues while discussion in the second led to the production of a discussion paper GS Level Maths. A summary of this paper appeared in the June 99 issue of MA News.

We are running Key Skills sessions and an FE Forum at the 2000 MA Conference at Exeter. We will also be offering two sessions at the ATM Conference at Oxford to renew acquaintance with delegates we met at last year's Joint Conference.

Valerie Seabright (Chair)

64 A and AS Level Mathematics Subcommittee

The aims of the subcommittee are to

1. produce resources to promote A and AS level Mathematics and to enhance their delivery.
2. help draft the MA's responses to issues relating to A and AS Mathematics from the Government or the media.

1999 The subcommittee met three times during 1999. It completed a new publication, Problem Pages, a photocopiable book of mathematics problems suitable for A level and upper secondary students which will be available for the 2000 MA conference. The Subcommittee has also produced a leaflet promoting the delivery of Further Mathematics A and AS level which it is hoped to send to every institution offering Mathematics A level.

2000 Currently the subcommittee is working to produce a series of articles for Mathematics in School, providing materials to stretch bright Year 11 students and keep them interested in Mathematics at a time when many of the brightest young mathematicians can become bored by the constraints of GCSE. There will be 2 sessions at the 2000 conference based on the work of the committee, one on Further Mathematics delivery strategies and one on A level resources.

Possible future projects include material and strategies to support weaker A and AS students and ideas for delivering key skills through A and AS level Mathematics.

Charlie Stripp (Chair)

93 Teaching and Learning Undergraduate Mathematics (TaLUM) Subcommittee

The subcommittee, which works mainly through its groups, has continued its work during the last year.

The Content Group (Convener Keith Austin) met three times (twice in Nottingham, and once following the TaLUM AGM in London) during the year. An article on "Supporting Student Learning", which reported the results of an electronically-conducted questionnaire, was written and is currently being reviewed. The survey focussed on the various methods used to offer additional support to student lectures - covering traditional methods such as problems classes and tutorials to more novel methods such as Internet use. A summary of the findings was also published in the Newsletter of the London Mathematical Society (who are one of the group's financial supporters) and will be included in a TaLUM Newsletter (available on the MA Website and the CTI Website). The group is currently deciding its next programme of activity.

The Assessment Group (Convener Gill Hatch) has also met three times (at the Institute of Education, London) during the year. Two activities occupied most of the group's attention. The first is a discussion of how teacher trainees (many on PGCE courses, but some on BEd programmes) view university mathematics. Responses were gathered from a fairly large group of students on Teaching Certificate courses at several major institutions; these are in the process of being analysed and it is hoped to write up some conclusions with a view to publication. The second activity was about how university mathematics colleagues assess students' attempts at problems, trying to identify not just what mark they would give for a particular attempt, but also the reasons why that mark was appropriate and what sort of mark-scheme they would have devised for it. Unfortunately, the group suffered a major loss when Christine Shiu died unexpectedly in the Autumn and a second colleague had a family bereavement, with the result that this particular investigation has had a temporary loss of momentum.

Bob Burn has continued valiantly to produce the TaLUM Newsletter. This is now electronically available, as are all previous Newsletters. Bob will give up this task this summer and, at the moment of writing, no successor has been identified.

Members of TaLUM, in various capacities and roles, have liased with other parties with concerns in Undergraduate Mathematics Education (the LMS, University Mathematics Teaching Conference (UMTC) and Heads of Departments of Mathematics (HoDoMs)).

Finally, TaLUM gratefully acknowledges the valuable financial support provided by The Mathematical Association, the London Mathematical Society and the Association of Teachers of Mathematics, without which its work would be much more difficult.

Johnston Anderson (Chair)

95 Scottish Interests Subcommittee

A small kernel of enthusiasts met on just three occasions during 1999, the membership of Scottish Interests being bolstered only at year's end through the recruitment of Katie Chisholm and Anne McVittie. The discussions and activities of the subcommittee centred around the interface between secondary and tertiary mathematics. Ultimately, the task of analysing, collating and summarising the information gathered, has proved overly demanding of time and energy. It is now thought that time and energy would be better used in 2000 on tractable alternatives, perhaps in support of the team rewriting Managing Mathematics: A handbook for the head of department (Subcommittee 120) or staging a Maths Year 2000 event.

Chris Pritchard (Chair)

110 11 - 16 Subcommittee

The 11-16 subcommittee has taken as its first task the creation of a collection of problems designed to support mathematics teaching. It is intended that this collection will be freely available on the Mathematical Association web site, and organised in a way that cross references to the National Curriculum. A prototype of the collection has been created. Further problems for inclusion in the collection would be most welcome. It is intended that the collection should be of a substantial size, and so we have christened it 1000 problems for the Millennium. The current rather small collection is aiming to demonstrate the main objectives, and to stimulate some discussion of the best structure. The main objectives are to:

• Support the new National Curriculum by providing opportunities for Using and Applying (AT1) across the attainment targets;
• Provide continuity with the National Numeracy Strategy in primary schools;
• Illustrate ways of using ICT to develop mathematics teaching;
• Provide opportunities for mathematical problems suitable for all pupils, not just the most able;
• Provide opportunities for teachers to illustrate the links between different areas of mathematics;
• Illustrate using and applying through a mixture from short to extended length problems.

The aim is not to produce a collection of "one-a-day" type problems, but to look for problems that can enrich normal mathematics teaching.

Are we succeeding so far? Not entirely, but please let us know what YOU think, and can you send us a problem of your own!

Robert Barbour (Chair)

114 Starting as a Secondary Mathematics Teacher

A draft outline of the new edition of this publication is now being updated and will be circulated for comments following meeting on 19th February, but the committee would welcome input from any NQT's/probationers. An illustrator has been found but there will be much typesetting to be done. Progress has been slower than anticipated due to the decreasing size of committee, and the workload of those remaining.

Linda Moon (Chair)

116 Maths Books for the School Library

The subcommittee is producing a list of recommended books for secondary school libraries, which will list books along with brief descriptions so as to assist teachers who want some help choosing titles for their schools. It is expected that the final version will be ready for publication - in paper form and also on the Internet - by Summer 2000.

David Forster (Chair)

118 ICT Subcommittee

The subcommittee was formed in March 1999 partly as a result of changes to the Association's committee structures and partly in response to approaches for subject advice in connection with ICT which the Association had received from external bodies. A number of developments taking place around that time made it likely that further such requests would be forthcoming, and that national decisions would be taking place about ICT in mathematics teaching to which the Association would wish to provide input. Thus it was agreed to set up a standing ICT subcommittee chaired by Adrian Oldknow, with Doug French as liaison member. The original membership was drawn from those who:

• had contributed to the Association's report on Symbol Manipulation with Computers and Calculators (1995-6),
• had been members of the DfEE's mathematics curriculum IT support (CITS) group (1993-1998),
• are members of the BECTa mathematics consultative group (1998-),
• are involved with planning NOF-funded ICT training for secondary school mathematics teachers (1999-) and/or
• are leading the field in the use of the Internet in mathematics teaching.

Some of those approached originally were, unfortunately, too heavily involved elsewhere to commit themselves. The existence of the subcommittee was publicised at the 1999 Liverpool Easter conference, but, despite a request, no further volunteers were forthcoming. The chair would particularly welcome approaches from those with experience in primary, numeracy and 16-19 work involving ICT. The subcommittee has not yet held a formal meeting, but rather tries to do its business by e-mail. From time to time, though, several members have been involved in meetings and conference at which they have been able to discuss matters of current interest.

NOF-funded ICT training Members of the subcommittee were approached by TTA to help with producing the ICT Needs Identification materials (paper-based and CD-Rom) for secondary school mathematics teachers which were produced in the Summer Term. These were demonstrated at a workshop as part of this year's BCME in Northampton. One of the larger NOF approved training groups is the Learning Schools Programme - a partnership between the Open University, Research Machines plc and about 100 LEAs. Both the ATM and the MA were approached to provide "critical readers" for their secondary mathematics materials as part of the associated Quality Assurance exercise. Two members of the subcommittee were involved in helping disseminate these materials to LEA personnel in September.

Use of the Internet BECTa commissioned reports in March 1999 from both ATM and MA on the use of the Internet in mathematics teaching. Since then the DfEE, through BECTa, has also approached the associations for bids to further develop their own web-sites as part of the drive to improve subject content on both the NGfL and VTC. The subcommittee is very grateful to the Association's webmaster, Peter Thomas, for the very rapid response to suggestions for the inclusion of ICT specific materials on the MA web-site. We now have a very good set of links to free, demonstration, sample and shareware sources of useful software. A number of subcommittee members have also developed impressive sites of their own.

BECTa Although now nearly two years' old, the British Educational and Communications Technology Agency (BECTa) has been rather inactive as far as mathematics is concerned. In October a number of subcommittee members were involved in a seminar commissioned by the DfEE to review the software position in secondary school mathematics. The report, collated by Richard Bridges and Adrian Oldknow, has yet to published. BECTa has now appointed a professional officer for secondary school mathematics and numeracy to take up post in January. He is David Wright (david.wright@newdur.ac.uk) and discussions are taking place about his hosting a meeting at BECTa with the subcommittee, and also representatives from the ATM, to discuss important issues regarding ICT and mathematics.

Professional Development The Association has appointed a professional development officer, Ros Hyde, who has already started discussing ICT issues with members of the subcommittee. Adrian Oldknow is in discussion with Sue Jennings, chair of the Professional Development committee, about possible cross-membership. There is an international organisation for the professional development of mathematics (and science) teachers in the use of ICT known as T-cubed (Teachers Teaching with Technology). This is now established in virtually all European countries. In many of these countries its home base is within a teachers' professional association, rather than with an HE institution. Discussions are taking place currently between the organisers of T-cubed Europe and representatives of the Association about the MA's role in such work.

Annual Conference, Exeter 2000 Members of the subcommittee will be making individual inputs about relevant ICT issues in mathematics to the conference. They will be very glad to discuss matters of interest and concern about mathematics and ICT informally with any interested members.

Adrian Oldknow (Chair)

119 Numeracy Across the Curriculum Subcommittee

This committee has had two meetings in the current year. It has been decided to work on a handbook for the numeracy co-ordinator in a secondary school. Much of the work is in adapting a document which has been produced by Mary Ledwick from Our Lady and St John School in Blackburn. If publication goes ahead we would aim to have this finished by September 2000. A proposal has been sent to Publication Committee for their February meeting.

Cathleen Brunt (Chair)

120 Subcommittee

Subcommittee 120 has met only once so far and plans to meet on a termly basis. We have eight members. Representation of current heads of mathematics is strong. Additional members would be welcome, in particular people with a different perspective e.g. from higher education or a local education authority. The committee aims to produce a replacement for the MA publication Managing Mathematics: A handbook for the head of department. At the first meeting we mostly brainstormed ideas. We agreed a need to shift the emphasis from `management' to `leadership' in line with recent national developments.

Will Connolly (Chair)

121 Primary Subcommittee

The Primary Sub-Committee has been set up recently with the aim of creating a stronger voice for primary teachers in the association. The group would be able to provide appropriate responses to initiatives that will directly affect primary schools and offer a presence at meetings where such initiatives or issues are discussed.

I have already been involved in the creation of a Primary Maths Challenge and would like to see the Primary Subcommittee having a stronger role in this type of project. Any suggestions for projects for the group will be happily received. I hope to recruit people with a keen interest or involvement in the Primary sector and look forward to hearing from any interested parties.

Robyn Pickles (Chair)

PRIMARY MATHS CHALLENGE

The UKMT organises maths challenges for pupils of secondary school age, but none has existed for primary pupils. The PMC is for them!

1999/2000 was a trial year, with feedback requested from all who took part. Here are some of the comments received:

"A challenge" "Enjoyable" "Fun" "Very good for the first of its kind" "It didn't feel like maths" "Very challenging" "Brilliant" "Kinda hard but fun" "Congratulations on an excellent initiative" "The questions were OK, not too hard" "It worked your brain" "Itreally made me think" "I really enjoyed doing that!" The pupils really enjoyed doing it! A good range of questions. Absolutely fine! A very easily administered challenge. An excellent choice of questions. "Exciting but challenging" says Josh. Gemma says "Challenge is the word!".

In total 311 schools in England, Wales, Scotland and Northern Ireland and overseas took the challenge; 1093 packs of 10 challenge papers together with gold, silver and bronze certificates were sold. Over 400 pupils were invited to take the PMC Finals in February 2000. The schools with high performing pupils are posted on the MA website. Two pupils received gold medals, 13 silver medals and 23 gold medals.

Feedback analysis showed considerable support for the PMC as it is. In response to comments there will be some changes: the PMC for 2000/2001 will have a changed format for the challenge papers, making the answer box clearer, and a more teacher-friendly Answer Sheet. There will be 20 easier questions (rather than 15) and 5 harder questions. The practice questions (on the front page) will be easy. For the PMC Finals, the Answer Sheets are likely to be replaced with OMR forms. Schools will be given more time (a fortnight) in which to do the PMC Finals.

The 2000/2001 PMC will be advertised more widely, aiming to provide more pupils with this mathematical opportunity and making money for the MA. Thanks to Trish Morgan, Robyn Pickles, Susie Jameson, Colin Abell for their great ideas and problems, and of course Marcia Murray and others at HQ for all their work.

Peter Bailey

PROBLEM BUREAU

I took over as Director of the Problem Bureau from the late Ralph Cobb in 1980. Since then, the Bureau has provided solutions to some 1800 questions. The number supplied this year has been a modest 40: a big reduction from the glory days of the Oxbridge Scholarship papers, when the number of solutions supplied was typically 250 or more. The Bureau, however, still offers a useful service to the few Members who use it, as well as trying to answer the occasional (often recondite) mathematical inquiries that our Headquarters office receives from members of the public.

After 20 years, I should be interested to hear from any Member who might like to take over the enjoyable and not now very onerous duties of Director of the Problem Bureau. I shall be pleased to provide any potential volunteer with further information and to answer any questions.

Please write to Roger Wheeler at The Old Quarry, Brimpsfield, Gloucester. GL4 8LF

Roger F Wheeler (Director of the Problem Bureau)