How do you take a foundational mathematical concept like Boolean logic and explain it to a mass audience in under five minutes? I recently had the opportunity to work as the script consultant for the BBC Ideas animation, _The deceptively simple power of Boolean logic_ , narrated by Dr Katie Steckles and made in partnership with the Royal Society. My role was to ensure that while the complex mechanics of binary logic were distilled into clear, engaging concepts, the narrative maintained strict historical accuracy and mathematical integrity. The animation explores how George Boole managed to separate human thought from ambiguous language, turning logical arguments into mathematical statements that eventually became the bedrock of modern computing, search engines, and circuit boards. Crucially, the script highlights the often-overlooked story of Mary Everest Boole, a self-taught mathematician and pioneer of progressive education, who spent decades writing popular books to help children and adults understand the value of George’s work. It was a brilliant project to be involved with, balancing historical storytelling with everyday analogies (like cars and cupcakes) to show how a simple 19th-century idea completely reshaped our modern digital lives. ## Where to watch: You can watch the full animated short in the player below, or stream it via the official BBC Ideas YouTube Channel. ### Share this: * Share on LinkedIn (Opens in new window) LinkedIn * Share on Mastodon (Opens in new window) Mastodon * Share on Bluesky (Opens in new window) Bluesky * More * * Share on Facebook (Opens in new window) Facebook * Share on X (Opens in new window) X * Share on Threads (Opens in new window) Threads * Email a link to a friend (Opens in new window) Email * ### _Related_

Mathematics - Heritage - Education

What does a “busperson’s holiday” look like when your job is tracking down the hidden mathematics embedded in history? In this episode of the Talking Maths in Public podcast, I sit down with host Katie Steckles to discuss my professional journey – from teaching in the classroom and spending seven years leading bits of the education programme at Bletchley Park, to carving out a unique niche as a full-time freelance museum learning consultant. The conversation dives into the “maths of history,” challenging the common misconception that mathematics is just an isolated set of rules discovered by a few ancient scholars. Instead, we explore how mathematical thinking has always been deeply entangled with human culture, trade, architecture, and even historical astrology. Rather than plastering a standard multiplication worksheet over a historical exhibit, I share my framework for empowering museum staff to find the authentic mathematical threads already bubbling under the surface of their own stories. I highlight a few favorite behind-the-scenes projects, from a long-lasting “make-your-own Napier’s bones” family resource designed for Maths Week Scotland (by me), to an ingenious ratio-hunting activity at St. Paul’s Cathedral inspired by Sir Christopher Wren’s obsession with the architectural dimensions of dachshunds (not by me!). It’s a lighthearted, conversational look at why using explicit mathematical language outside the classroom matters, complete with a closing plug for the History and Mathematics in Education Network (HaMiEN). This episode also includes fascinating conversations with Nada (about the King’s Factor outreac project) and Emma Couts (about the Campbell Maths Gym). ## How to listen: You can catch the full interview in Series 2, Episode 3 of the Talking Maths in Public podcast. Listen via the player below! Alternatively, it’s available on all major podcast platforms, or you can stream it directly alongside the show notes via the Talking Maths in Public Website. ### Share this: * Share on LinkedIn (Opens in new window) LinkedIn * Share on Mastodon (Opens in new window) Mastodon * Share on Bluesky (Opens in new window) Bluesky * More * * Share on Facebook (Opens in new window) Facebook * Share on X (Opens in new window) X * Share on Threads (Opens in new window) Threads * Email a link to a friend (Opens in new window) Email * ### _Related_

When mathematics is taught, the focus is almost always on absolute rigour, formulae, and immediate practicality. But what happens when we look at math as a deeply collaborative, creative human endeavor? Co-authored with doctoral researcher Jason H. M. Yip, this article traces our journey from a practical classroom research project in a Milton Keynes secondary school to a much broader conversation about teacher collaboration, representation, and professional learning communities across the UK and Europe. Rather than treating the history of mathematics as a separate, isolated topic, this piece explores how we seamlessly wove historical narratives, biographical sketches, and classical artifacts directly into everyday Key Stage 3 lessons. By sharing our experiences presenting at various national and international conferences (ranging from research-focused meetings like the British Society for the History of Mathematics (BSHM) to teacher-facing events like #MathsConf39) we discuss the very real, practical challenges teachers face when trying to fit these ideas into tightly structured syllabi. Ultimately, it’s an invitation to bridge the gap between research and the classroom, detailing how we established the History and Mathematics in Education Network (HaMiEN) to help educators share resources and collaborate without adding to their curricular burden. ## Where to read it: The full article is published in Mathematics Today (October 2026, Vol. 62, No. 5, pp. 138-140). If you are a member of the Institute of Mathematics and its Applications (IMA), you can access the full issue via the IMA’s Mathematics Today Archive. ### Share this: * Share on LinkedIn (Opens in new window) LinkedIn * Share on Mastodon (Opens in new window) Mastodon * Share on Bluesky (Opens in new window) Bluesky * More * * Share on Facebook (Opens in new window) Facebook * Share on X (Opens in new window) X * Share on Threads (Opens in new window) Threads * Email a link to a friend (Opens in new window) Email * ### _Related_

As a freelancer who helps heritage sites and cultural organisations communicate the mathematics hidden within their collections, my ideal holiday naturally involves visiting as many museums as possible. This article explores what happens when we intentionally look for mathematical threads in cultural spaces. Inspired by a session I ran at the Talking Maths in Public (TMiP) conference (where I discovered that even dedicated mathmaticians often overlook these connections when exploring heritage sites) this piece is an open invitation to look at history through a completely different lens. Illustrated with photographs taken during my own travels, the article highlights a few fascinating examples of “maths in the wild.” I guide readers through everything from wartime trigonometry at the Cornwall at War Museum and architectural geometry at Raglan Castle, to game theory and historical datasets at the British Library and Wellcome Collection. It is a lighthearted but passionate argument for viewing museums as vital spaces for informal learning, complete with a practical call-to-action on how visitors can encourage museums to make their mathematical stories visible. ## Where to read it: The full article is published in the Summer 2026 “Maths on Holiday” special edition of Mathematics Today (June 2026, Vol. 62, No. 3, pp. 70-71). If you are a member of the Institute of Mathematics and its Applications (IMA), you can read the issue via the IMA Mathematics Today Archive. ### Share this: * Share on LinkedIn (Opens in new window) LinkedIn * Share on Mastodon (Opens in new window) Mastodon * Share on Bluesky (Opens in new window) Bluesky * More * * Share on Facebook (Opens in new window) Facebook * Share on X (Opens in new window) X * Share on Threads (Opens in new window) Threads * Email a link to a friend (Opens in new window) Email * ### _Related_

We are looking to recruit a Creative Ground Programme Manager to lead an ambitious new learning programme as part of a partnership between RHS and Tate Britain. Based within the […]

A moment of repartee from a set at the Dry Dock.