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UID:/NewsandEvents/Archives/2019/newsitem/10603/29
---30-April-2019-Mathematical-Collaboration-III-Br
istol-England
DTSTAMP:20190429T141221
SUMMARY:Mathematical Collaboration III, Bristol, E
ngland
DTSTART;VALUE=DATE:20190429
DTEND;VALUE=DATE:20190430
LOCATION:Bristol, England
DESCRIPTION:We are pleased to announce the third e
dition of the Mathematical Collaboration workshops
. After the previous two successful workshops on g
roup knowledge and mathematical collaboration (Oxf
ord 2017) and social virtues in mathematics (St An
drews 2018), this year we return with a focus on c
ommunities and communication in mathematics. Math
ematical progress is a collective endeavour. Resea
rchers build on one another’s work, collaborate, a
nd rely on one another to learn techniques, and to
identify interesting problems. Well-designed comm
unities can support inquiry, foster collaboration,
and include diverse researchers. Badly-designed c
ommunities can stymie inquiry, block collaboration
, and can exclude people from marginalised groups.
To understand what well-functioning communities l
ook like, and how institutional structures in math
ematics might be designed to best support intellec
tual progress, we need to engage in interdisciplin
ary inquiry, bringing together mathematical practi
ce, social epistemology, sociology, education, and
computer science. We also need to include working
mathematicians, and researchers who are working o
n practical projects to improve the profession.
X-ALT-DESC;FMTTYPE=text/html:\n We are pleased
to announce the third edition of the Mathematical
Collaboration workshops. After the previous two s
uccessful workshops on group knowledge and mathema
tical collaboration (Oxford 2017) and so
cial virtues in mathematics (St Andrews 2018), thi
s year we return with a focus on communities and c
ommunication in mathematics.

\n\n Mathemati
cal progress is a collective endeavour. Researcher
s build on one another’s work, collaborate, and re
ly on one another to learn techniques, and to iden
tify interesting problems. Well-designed communiti
es can support inquiry, foster collaboration, and
include diverse researchers. Badly-designed commun
ities can stymie inquiry, block collaboration, and
can exclude people from marginalised groups. To u
nderstand what well-functioning communities look l
ike, and how institutional structures in mathemati
cs might be designed to best support intellectual
progress, we need to engage in interdisciplinary i
nquiry, bringing together mathematical practice, s
ocial epistemology, sociology, education, and comp
uter science. We also need to include working math
ematicians, and researchers who are working on pra
ctical projects to improve the profession.

URL:https://mathscollaboration.wordpress.com/mathe
matical-collaboration-iii/
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