Today I found a very sinister picture of mathematician John Napier (after whom Edinburgh Napier University is named) in this collection of proofs of Pythagoras’s Theorem: files.eric.ed.gov/fulltext/ED0...
This EEF spokesperson is confusing precisely estimated close-to-zero effects and imprecisely estimated close-to-zero effects. The former might be informative, the latter are not.
Evaluating the evaluation of psychology in UK universities…
@lizstokoe.bsky.social @mjinglis.bsky.social @colinfoster77.bsky.social @hugolf.bsky.social @profvicsimms.bsky.social share tales from the Research Excellence Framework.
www.bps.org.uk/psychologist...
I haven’t read all the articles in this special issue on bases in numeration systems yet, but the ones I have read are excellent. royalsocietypublishing.org/toc/rstb/cur...
For anyone interested in #psychology, #research assessment and evaluation, how the expert panel rated research submitted to #REF2021 - and especially the fate of #qualitative research - our article in Cogent Psychology is #OpenAccess (link in next post).
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My colleague Colin Foster has released a new resource designed for secondary mathematics teachers: “Teaching the Big Ideas in School Mathematics”. Available here: bigmathematicalideas.org
Powerful photographic testimony in this local news article.
This THE article quotes an EEF spokesperson discussing a 2019 Educational Researcher article on RCTs I coauthored. But the EEF has misunderstood: “uninformative” does not mean “finds no difference”. https://www.timeshighereducation.com/news/time-review-sidelining-education-faculties-researcher
👀 A new forthcoming paper with @mjinglis.bsky.social is up on the Philsci Archive.
"Interesting and Important Mathematics"
A corpus linguistics study of the uses of the words "interesting" and "important" in maths preprints.
philsci-archive.pitt.edu/29996/1/Tans...
Elizabeth Stokoe, Matthew Inglis, Colin Foster, Hugo Lortie-Forgues and Victoria Simms share tales from the Research Excellence Framework.
My paper "Base structures across lexical and notational numeral modalities" (PhilTransB) addresses a whole class of questions around the role that semiotic modality, and specifically number words vs. number symbols, plays in the structure of numerical systems.
The base concept in number systems is realized differently across multiple representational modalities—frameworks that incorporate sensory channel, medium of expression and semantic structures into integrated semiotic systems. Because these three factors ...
