the way maths is taught in school (and in non maths courses at uni) is extremely unhelpful for it as a subject that should have wide appeal
this is a hill I am willing to die on
@alegyptiano@_NuhuAdams@FIFAWorldCup Not unless my dad has resurrected himself ๐ but yeah, they grew up close to where my dad was from so definitely related somehow, it's not a common name with that spelling
@thomasforth meaning everything has to go through there anyway. Leads to surface level geo diversity but perpetuates the problem. In maths ICMS in Edinburgh has alleviated this somewhat, but not only somewhat. 2/2
@thomasforth What I have found (in my limited experience) is that there is superficial appetite from funders to (see for e.g. recent networkPlus calls from UKRI) geographically diversify, but when push comes to shove all the infrastructure is in SE (spec Oxbridge for academia) 1/2
@cpfcmarlo I'm going to ignore the specifics of this tweet, but it does make sense and it's actually due to a statistical effect called regression to the mean. In this case it means being exceptional in one regard means more likely to be closer to average in another
@thomasforth I'm sure this has been pointed out before, possibly by you elsewhere, but among other things it just creates a crazy (dis)incentive structure for the councils: why make any effort to source cheaply/efficiently if it's not even the people who vote you in that will pay?
@thomasforth devolved, i.e. small villages being devolved). Is this true? If it is, how, with this in mind, do we find the balance in a given context? Is there anything 'better' than decades long trial and error? 2/2
@thomasforth This may be ill-posed/irrelevant but your thread made me think about it:
The argument for devolution generally is convincing to me. But in the limit, it feels more difficult (both the limit of devolution, i.e. full independence, and the limit of the size of things being 1/2