Research on the reasoning, teaching and learning of probability and uncertainty

In this editorial, we set out the aims in the call to publish papers on informal statistical inference, randomness, modelling and risk. We discuss how the papers published in this issue have responded to those aims. In particular, we note how the nine papers contribute to some of the major debates in mathematics and statistics education, often taking contrasting positions. Such debates range across: (1) whether knowledge is fractured or takes the form of mental models; (2) heuristic or intuitive thinking versus operational thinking as for example in dual process theory; (3) the role of different epistemic resources, such as perceptions, modelling, imagery, in the development of probabilistic reasoning; (4) how design and situation impact upon probabilistic learning

Making mathematics phenomenal : Based on an Inaugural Professorial Lecture delivered at the Institute of Education, University of London, on 14 March 2012

Mathematics is often portrayed as an 'abstract' cerebral subject, beyond the reach of many. In response, research with digital technology has led to innovative design in which mathematics can be experienced to some extent like everyday phenomena. I examine how careful design can 'phenomenalise' mathematics - that is to say create mathematical artefacts that can be directly experienced to support not only engagement but also focus on key ideas. I argue that mathematical knowledge gained through interaction with suitably designed tools can prioritise powerful reasons for doing mathematics, imbuing it with a sort of utility and offering learners hooks on which they can gradually develop fluency and connected understanding. Illustrative examples are taken from conventional topics such as number, algebra, geometry and statistics but also from novel situations where mathematical methods are juxtaposed with social values. The suggestion that prioritising utility supports a more natural way of learning mathematics emerges directly from constructionist pedagogy and inferentialist philosophy

Mechanical equipment in Antarctica and the relation of laboratory research to field performance

Imperial Users onl

Implications of the unusual structure in the pp correlation from Pb+Pb collisions at 158 AGeV

The recent NA49 measurement of two-proton correlation function shows an interesting and unexpected structure at large relative momentum. Applying source imaging techniques to the measurement, we find an unusually steep drop-off in the two-proton source function. We show that the steep drop-off is due to the structure in the correlation and the drop-off cannot be explained using conventional correlation analysis. We suggest possible physics reasons for the unusual source function.Comment: 6 pages, 3 eps figures, uses RevTex.sty. To appear in Physics Letters B. Updated 10/26/99 with cleaner figures and added discussions of analysis done in nucl-ex/9905001 and of imagin