Olympiad problems help able school students flex their mathematical muscles. Good Olympiad problems are unpredictable: this makes them worthwhile but it also makes them seem hard and even unapproachable. The Mathematical Olympiad Handbook contains some of the problems and solutions from the British Mathematical Olympiads from 1965 to 1996 in a form designed to help bright students overcome this barrier.

-~- T he articles in this book are dedicated to Martin Gardner, the world's greatest expositor and popularizer of mathematics. While our papers are confined to this single subject, Gardner's interests and accomplishments have a wide range of subjects. Hence, we have entitled the book the Mathematical Gardner, and would like to see other volumes such as the Magical, the Literary, the Philosophical, or the Scientific Gardner accompany it. Of course, our title is also an appropriate pun, for Martin Gardner's relationship to the mathematical community is similar to a gardener's relationship to a beautiful flower garden. The contributors to this volume comprise only a small part of a large body of mathematicians whose work has been nurtured by its exposition in "Mathematical Games"; Martin's column which appears every month in Scientific American. More than just a mathematical journalist, Martin connects his readers by passing along problems and information and stimulating creative activity. Thus, he is a force behind the scenes as well as a public figure. Two people were particularly helpful in putting this book together.

The international New Math developments between about 1950 through 1980, are regarded by many mathematics educators and education historians as the most historically important development in curricula of the twentieth century. It attracted the attention of local and international politicians, of teachers, and of parents, and influenced the teaching and learning of mathematics at all levels—kindergarten to college graduate—in many nations. After garnering much initial support it began to attract criticism. But, as Bill Jacob and the late Jerry Becker show in Chapter 17, some of the effects became entrenched. This volume, edited by Professor Dirk De Bock, of Belgium, provides an outstanding overview of the New Math/modern mathematics movement. Chapter authors provide exceptionally high-quality analyses of the rise of the movement, and of subsequent developments, within a range of nations. The first few chapters show how the initial leadership came from mathematicians in European nations and in the United States of America. The background leaders in Europe were Caleb Gattegno and members of a mysterious group of mainly French pure mathematicians, who since the 1930s had published under the name of (a fictitious) “Nicolas Bourbaki.” In the United States, there emerged, during the 1950s various attempts to improve U.S. mathematics curricula and teaching, especially in secondary schools and colleges. This side of the story climaxed in 1957 when the Soviet Union succeeded in launching “Sputnik,” the first satellite. Undoubtedly, this is a landmark publication in education. The foreword was written by Professor Bob Moon, one of a few other scholars to have written on the New Math from an international perspective. The final “epilogue” chapter, by Professor Geert Vanpaemel, a historian, draws together the overall thrust of the volume, and makes links with the general history of curriculum development, especially in science education, including recent globalization trends.

During the Victorian era, industrial and economic growth led to a phenomenal rise in productivity and invention. That spirit of creativity and ingenuity was reflected in the massive expansion in scope and complexity of many scientific disciplines during this time, with subjects evolving rapidly and the creation of many new disciplines. The subject of mathematics was no exception and many of the advances made by mathematicians during the Victorian period are still familiar today; matrices, vectors, Boolean algebra, histograms, and standard deviation were just some of the innovations pioneered by these mathematicians. This book constitutes perhaps the first general survey of the mathematics of the Victorian period. It assembles in a single source research on the history of Victorian mathematics that would otherwise be out of the reach of the general reader. It charts the growth and institutional development of mathematics as a profession through the course of the 19th century in England, Scotland, Ireland, and across the British Empire. It then focuses on developments in specific mathematical areas, with chapters ranging from developments in pure mathematical topics (such as geometry, algebra, and logic) to Victorian work in the applied side of the subject (including statistics, calculating machines, and astronomy). Along the way, we encounter a host of mathematical scholars, some very well known (such as Charles Babbage, James Clerk Maxwell, Florence Nightingale, and Lewis Carroll), others largely forgotten, but who all contributed to the development of Victorian mathematics.

This book is the first complete biography of George Minchin Minchin (1845–1914), professor of applied mathematics at the Royal Indian Engineering College. Minchin’s extraordinary range of accomplishments offers a unique inside view of the major technological and educational developments of late nineteenth century Britain. The scientific community’s excitement during the early days of electromagnetic theory, wireless telegraphy, and x-rays are revealed by Minchin’s letters to eminent friends (notably the Maxwellians, Oliver Lodge and George Francis Fitzgerald). This book also traces Minchin’s little-known pioneering work on photoelectricity, which led to the first electrical measurements of starlight and laid the foundations for solar cells and television. Minchin’s mathematical textbooks were praised for their lucidity, and his advanced pedagogical thinking underpinned his lifelong work on reforming science education. He explained scientific concepts for a general audience using science fiction poetry and critiqued contemporary society in sharp and humorous satires. These works provide fresh perspectives on the place of science in Victorian society. This book is for anyone fascinated by the late nineteenth century revolution in electrical technologies.This is also a valuable read for historians of science, and for those interested in technical education, and science and society in Victorian Britain.

Motivating Mathematics demonstrates that pupils can be motivated by being given the Big Picture, including a clearer picture of the nature of maths, and by linking topics to the sciences, rather than teaching each topic in isolation. The author emphasises the many virtues of problem-solving, strongly emphasised in secondary education specifications, especially the role of perception, and the ability of pupils to create their own proofs and to appreciate 'cool' ideas and arguments.David Wells draws on his extensive experience of teaching primary and secondary pupils and his understanding not just of how students think about mathematics, but of how they feel about a subject which so often seems merely a collection of facts and rules to be mastered. This book will be of immediate practical use to teachers and students at all levels.Anyone involved in mathematics education will benefit from reading this inspiring book, whether classroom teacher, trainer, teacher in training or professional development, or even parent. The book will also be of interest to policy makers and others with an investment in the future of mathematics education.

The first book of a two-volume encyclopaedia which makes the vast and varied history of mathematics available in a reasonably compact format. The book offers in-depth accounts of the principal areas of activity up to the 1930s and touches on related topics, including ethnomathematics.

A compendium of over 5,000 problems with subject, keyword, author and citation indexes.

The International Mathematical Olympiad (IMO) is the World Championship Mathematics Competition for High School students and is held annually in a different country. More than eighty countries are involved. Containing numerous exercises, illustrations, hints and solutions, presented in a lucid and thought-provoking style, this text provides a wide range of skills required in competitions such as the Mathematical Olympiad. More than fifty problems in Euclidean geometry involving integers and rational numbers are presented. Early chapters cover elementary problems while later sections break new ground in certain areas and are a greater challenge for the more adventurous reader. The text is ideal for Mathematical Olympiad training and also serves as a supplementary text for students in pure mathematics, particularly number theory and geometry. Dr. Christopher Bradley was formerly a Fellow and Tutor in Mathematics at Jesus College, Oxford, Deputy Leader of the British Mathematical Olympiad Team and for several years Secretary of the British Mathematical Olympiad Committee.