We are delighted to announce the launch of Moduli, a new open access journal owned by the Foundation Compositio Mathematica and published in collaboration with the LMS and CUP.

The Institute of Mathematics and its Applications, Royal Statistical Society and London Mathematical Society will be offering the Higher Education Teaching and Learning Workshop Series for 2022/23.

The Council for the Mathematical Sciences (CMS) is delighted to announce an important step towards the creation of a National Academy for the Mathematical Sciences (NAMS) with the appointment of the Executive Committee and Executive Director to carry out the feasibility and set-up phase. The proposed academy will represent and advocate for the mathematical sciences and people who work in them including educators, practitioners and academics. It will operate across the whole of the mathematical sciences, including mathematics, statistics and operational research.

Much has been written, over the last twenty years, about the difficulties that young people of Black heritage face in STEM. Yet, despite this awareness, there has been very little progress. Last year, the Royal Society issued a call to action, saying the "STEM sector must step up and end unacceptable disparities in Black staff and students’ academic progression and success".

Registration is now open for the British Mathematical Colloquium 2023. The early bird rate (until 4 December 2022) is £75. BMC 2023 will be held at the University of Bath from Monday 3rd to Thursday 6th April 2023. 

Register to attend here.

Read more about the event here.

Last year, the LMS released a joint statement with the Institute of Mathematics and its Applications and the Royal Statistical Society highlighting concerns about the move to online assessment for university students. This statement has now been updated following the news that some universities are planning to remove, either partially or in full, on-campus examinations and closed-book assessments. The latest statement stresses that, in the interests of fairness, all learners must be given equal opportunities to demonstrate their knowledge.