Philip Leverhulme Prize Winners 2017

The 2017 Prizes for Mathematics and Statistics have been awarded to Dr Anders Hansen, Dr Oscar Randal-Williams and Dr Carola-Bibiane Schönlieb all of the University of Cambridge; Professor Dominic Vella (University of Oxford) and Dr Hendrik Weber (University of Warwick). The Society congratulates all the award winners, in particular LMS members Dr Oscar Randal-Williams, also a 2017 LMS Whitehead Prize winner and Dr Carola-Bibiane Schönlieb, the 2018 LMS Mary Cartwright Lecturer. 

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2018 Louis Bachelier Prize - call for nominations

The Louis Bachelier Prize is a biennial prize jointly awarded by the London Mathematical Society (LMS), the Natixis Foundation for Quantitative Research and the Société de Mathématiques Appliquées et Industrielles (SMAI). The winners are prominent personalities, widely recognized in the academic and professional worlds of quantitative finance and/or risk management.

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Publications

The London Mathematical Society has published mathematical texts since its founding in 1865. These international publications are critical to the Society's delivery of its charitable activities in the advancement and support of mathematics and the wider mathematical research community.

Landon T. Clay

The founder of the Clay Mathematics Institute (CMI) Landon T. Clay passed away on July 29. Clay was a generous benefactor to mathematics and founded CMI in 1998 with his wife, Lavinia D. Clay The primary objective of CMI is to ‘encourage the increase and dissemination of mathematical knowledge’.

Clay was not himself a mathematician, having graduated from Harvard with a degree in English. His career as a successful businessman and in finance and science-based venture capital funding allowed him to devote his time and energy to philanthropic causes

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Smith Review of Post-16 Mathematics

The London Mathematical Society welcomes the report, published today, of Professor Sir Adrian Smith’s review of post-16 mathematics.  As part of the mathematics community, we welcome its recognition of the importance of mathematics, and its analysis of the need to improve take-up and achievement in 16-18 mathematics.  The report makes significant recommendations for strengthening the provision of a variety of post-16 mathematics pathways, so that within a decade all 16-18 students should have access to appropriately rewarding and challenging routes of study.

 

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