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Every culture has contributed to maths just as it has contributed to literature. It's a universal language; numbers belong to everyone.
With English literature, if you do a bit of shonky spelling, no one dies, but if you're half-way through a maths calculation and you stick in an extra zero, everything just crashes into the ravine.
When I multiply numbers together, I see two shapes. The image starts to change and evolve, and a third shape emerges. That's the answer. It's mental imagery. It's like maths without having to think.
As a kid I quite fancied the romantic, Bohemian idea of being an artist. I expect I thought I could escape from the difficulties of maths and spelling. Maybe I thought I would avoid the judgement of the establishment.
I'm not into politics but I am committed to a cause: ensuring design technology and engineering stays on the U.K. curriculum, alongside science and maths - grounding abstract theory, merging the practical with the academic.
Maths should be more practical and more conceptual, but less mechanical.
My background is economics and maths. I think one of the reasons I studied humanities at all, or even went into journalism, is because, like, science and maths wasn't cool in England when I was growing up. No one ever talked to the engineering students at Oxford.
The arts, sciences, humanities, physical education, languages and maths all have equal and central contributions to make to a student's education.
Some people are better at maths than others: no one thinks you can be 'taught' to be a mathematical genius. And no one thinks of teaching, in that context, as a kind of forcing of the will. But there seems to be an idea of writing as an intuitive pastime which is being dishonestly subjected to counterintuitive methods.
There's a snobbery at work in architecture. The subject is too often treated as a fine art, delicately wrapped in mumbo-jumbo. In reality, it's an all-embracing discipline taking in science, art, maths, engineering, climate, nature, politics, economics.