The De Morgan Gazette
The De Morgan Gazette is a part of a wider online forum and blog on mathematics education. It was previously published under the name of The De Morgan Journal and had ISSN 2049-6559.
The aims of The Morgan Gazette are
- to encourage academic mathematicians to reflect on current issues in education,
- to encourage them to explore the links between higher mathematics and elementary mathematics,
- to examine policy implications which could be important for the wider mathematical/ educational/scientific community.
The editorial process is simplified and light touch and is concerned mostly with general readability and decent (non-managerialist!) style. However all papers are open for post-publication discussion, comments and review in the associated Blog (and comments are warmly welcome); in that sense, all contributions and papers will be post-reviewed.
The De Morgan Gazette (ISSN 2053-1451):
Volume 12 (2020)
- G. Cherlin, A. Deloro, and U. Karhumaki, A Verdict in the Bogazici University ‘Turkish Delights’ Trial, The De Morgan Gazette 12 no. 1 (2020), 1-13.
Volume 11 (2019)
- U. Karhumaki, Turkish undergraduate students on trial, The De Morgan Gazette 11 no. 1 (2019), 1-8.
- A. Deloro, Justice Spring and the Caglayan College (On some hearings of October 15, 2019 before the 32nd Court, The De Morgan Gazette 11 no. 2 (2019), 9-14.
- K. Fried and C. Szabo, Practices for identifying, supporting and developing mathematical giftedness in school children: The Hungarian scene (long version), The De Morgan Gazette 11 no. 3 (2019), 15-29.
Volume 10 (2018)
- A. D. Gardiner, Towards an effective national structure for teacher preparation and support in mathematics, The De Morgan Gazette 10 no. 1 (2018), 1-10.
- A. Borovik, Mathematics for teachers of mathematics, The De Morgan Gazette 10 no. 2 (2018), 11-25.
Volume 9 (2017)
- A. Borovik, What Students Like, The De Morgan Gazette 9 no. 1 (2017), 1–6. z
- R. Brown, Tutorials for mathematics students, The De Morgan Gazette 9 no. 2 (2017), 7–10.
- R. Kossak, Anecdotal evidence, The De Morgan Gazette 9 no. 3 (2017), 11–16.
- A. Borovik, What can specialist mathematics schools give to students that mainstream schools cannot? The De Morgan Gazette 9 no. 3 (2017), 17–25.
- R. Brown and T. Porter, The methodology of mathematics, The De Morgan Gazette 9 no. 5 (2017), 27–38.
Volume 8 (2016)
- A. Borovik, Sublime Symmetry: Mathematics and Art, The De Morgan Gazette 8 no. 1 (2016) 1-8.
- A. Borovik, Comments on “Stop Ruining Math! Reasons and Remedies for the
Maladies of Mathematics Education” by Rachel Steinig, The De Morgan Gazette 8 no. 2 (2016) 9-18.
- P. Ransom, Some recollections of early experiences with mathematics, The De Morgan Gazette 8 no. 3 (2016) 19-26.
- D. Pierce, Thales and the Nine-point Conic, The De Morgan Gazette 8 no. 4 (2016) 27-78.
- V. Solomonov, Short Rules for Russians Teaching Calculus and Lower-Level Classes in USA, 8 no. 5 (2016), 79–84 ISSN 2053–1451.
Volume 7 (2015)
- D. Donmez, Ankara Fen Lisesi (Turkey), The De Morgan Gazette 7 no. 1 (2015) 1-3.
Volume 6 (2014)
- A. D. Gardiner, Teaching mathematics at secondary level, The De Morgan Gazette 6 no.1 (2014), 1–215.
Volume 5 (2014)
- W. Marsh and R. Elwes, Let’s Get Real, The De Morgan Gazette 5 no.1 (2014), 1-4.
- J. Blankenship, RobotBASIC in the Classroom, The De Morgan Gazette 5 no. 2 (2014), 5-18.
- D. Edwards, The Math Myth, The De Morgan Gazette 5 no. 3 (2014), 19-21.
- M. Gavrilovich, Point-set topology as diagram chasing computations, The De Morgan Gazette 5 no. 4 (2014), 23-32.
- R. Hanson, National Assessment Reform – Where are we now? The De Morgan Gazette 5 no. 5 (2014), 33-39.
Volume 4 (2013)
- The De Morgan Journal: Change of the name, The De Morgan Gazette 4 no. 1 (2013), 1.
- A. D. Gardiner, Mathematics GCSE (England). Proposed subject content: Suggested revisions. The De Morgan Gazette 4 , no. 2 (2013), 3-11.
- A. D. Gardiner, National curriculum (England), September 2013; Attainment targets and programmes of study (key stages 1–3). Comments and suggested necessary changes. The De Morgan Gazette 4 , no. 3 (2013), 13-57.
Archive of The De Morgan Journal (ISSN 2049-6559):
Volume 3 (2013)
- E. I. Khukhro, Physics and Mathematics School by Correspondence at the Novosibirsk State University, 1–6. tinyurl.com/bwnf2z4c
- A. D. Gardiner, Mathematics GCSE (England). Proposed subject content: Suggested revisions. I. 3 no. 2 (2013), 7–15.
Volume 2 (2012)
Volume 2, Issue 4
- D. G. Wells, Can mathematicians help? pp. 1–4.
- S. S. Kutateladze, Nomination and definition, pp. 5–8.
Volume 2, Issue 3: National Curriculum
- A. D. Gardiner, A draft school mathematics curriculum for all written from a humane mathematical perspective: Key Stages 1–4, pp. 1–138.
- A. D. Gardiner, Observations on the LMS Response to Draft Programme of Study in Mathematics, Key Stages 1–2, 139–148.
Volume 2, Issue 2: Specialist Mathematics Schools and Education of “Mathematically Able” Children
- A. D. Gardiner, Introduction, pp. 1-4.
- M. Lemme, Utter elitism: French mathematics and the system of classes prépas, pp. 5-22.
- A. V. Borovik, “Free Maths Schools”: some international parallels, pp. 23-35. tinyurl.com/355ac33c
- D. Yumashev, ZFTSh: A specialist correspondence school, pp. 37-41. tinyurl.com/7sc5zs6e
- P. Tanovic, Matematicka Gimnazija, pp. 43-46.
- P. Juhász, Hungary: Search for mathematical talent, pp. 47-52.
- F. Truong and G. Truc, ‘Studying in a prépa as surviving in hell’: untold episodes from a mythical media tale, pp. 53-61.
- D. Pierce, St. John’s College, pp.63-73.
- A. V . Borovik and A. D. Gardiner, Mathematical abilities and mathematical skills, pp. 75-86.
- A. D. Gardiner, Nurturing able young mathematicians, pp. 87-96.
- Acceleration or enrichment: Report of a seminar held at the Royal Society
on 22 May 2000, pp. 97-125.
Volume 2, Issue 1: Undergraduate Mathematics Education
- A. D. Gardiner, JMC Report: Digital Technologies and Mathematics Education, pp. 1-7.
- A. V. Borovik, Information and Communication Technology in University Level Mathematics Teaching, pp. 9-39.
- R. Brown and T. Porter, What should be the context of an adequate specialist undergraduate education in mathematics?, pp. 41-67.
- O. Yevdokimov, Notes about teaching mathematics as relationships between structures: A short journey from early childhood to higher mathematics, pp. 69-83.
- D. Wells, Response to the paper “What should be the context of an adequate specialist undergraduate education in mathematics?”, by Ronnie Brown and Tim Porter, pp. 85-98.
- D. Pierce, Induction and Recursion, pp. 99-125.
- S. Huggett, Multiple choice exams in undergraduate mathematics, pp. 127-132.
Volume 1 (2011)
- A. De Morgan, Mathematical induction, pp. 1–2.
- R. Howe, Three pillars of first grade mathematics, pp. 3-17.
- D. Tall, Perceptions, operations and proof in undergraduate mathematics, pp.19-27.