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Serious chip bugs
Security researchers have found eight novel flaws in computer chips that are similar to the "se...

Brain-Computer Interfaces
Brain-Computer Interfaces (BCIs) allow the direct communication of the brain with a computer.

JORS April 2018
Articles Published in JORS Vol 69 Issue 4

Chinese police have used facial recognition technology
Chinese police have used facial recognition technology to locate and arrest a man who was among...

The right to be forgotten
A businessman fighting for the "right to be forgotten" has won a UK High Court action against G...


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A window on the world of O.R.?
The “invisibility cloak” of science fiction is now fact, albeit with limitations. O.R. could claim to have had the power of invisibility for years, though not by desire; what we want is the opposite - a high-visibility jacket! Indeed, part of the mission of the OR Society is to help make our presence more visible. But perception involves both the observed and the observer. And all of us have open and hidden parts.

YOR18 – OR – A Twenty Twenty Vision
The 18th Young [to] OR Conference got off to a great start with the plenary session given by the President of the OR Society, Dr Geoff Royston. Antuela Tako, the chair of the organising committee, began the proceedings by telling the audience what had been planned for them and how to find out more about streams.

The Education & Research Committee
- Roles and Responsibilities: Brian Dangerfield (Liaison with ESRC)
Ruth Kaufman, Inside OR February 2013

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Posted on 31 January 2018


School children struggle to achieve maths potential

When it comes to maths, many primary school children in the UK are struggling to achieve their potential, according to new research.

The recent report from the Education Policy Institute and UCL’s Institute of Education shows that England has one of the biggest gaps between high and low performing students in the developed world. Only New Zealand and Turkey have a bigger disparity. So while England’s top performing maths pupils achieve a very high standard, the bottom performers lag far behind – with this gap well established before pupils reach secondary school.
It’s not surprising then that “mastery” has become something of a buzzword in the UK in the last five years. It’s a word with lots of different meanings, but it’s usually linked to how mathematics is taught in East Asia – particularly in Shanghai and Singapore. Both of which are very successful in international league tables such as PISA.
In Shanghai and Singapore the mastery method involves whole class interactive teaching as the main approach. The idea is that by using teacher questions, step by step progression, diagrams and carefully designed practice exercises, all pupils progress together. And daily intervention is also used to support those pupils who need extra tuition.
Interest in adopting East Asian approaches to maths have recently been made an educational priority by the UK government. In the recent budget, the chancellor Philip Hammond announced plans to invest £27m in the expansion of the Teaching for Mastery maths programme to a further 3,000 schools.
The outcome is often lots of experimentation and variation in schools – and ultimately, lots of different versions of mastery. But overall, the types of changes schools make after the exchange are ones mathematics educators have advocated for a long time and are backed by research.