Once you’ve finished optimising and fitting things there is a lot of connections to statistical mechanics and related fields - which is, of course, a complex system and applied mathematics.

And don’t get me started on student perception of teaching, especially when not controlling for learning, and comparing between distinct cohorts.

These rankings that we invented as an arbitrary combination of metrics of dubious relevance don’t work …. let’s make up some new ones, that’ll fix it.

Of course the problem has now (in WA at least) become one of equity as access to higher mathematics at high school is limited (because so few take it) - unless you happen to be in the right postcode, or paying for your kids to wear blazers, ties and boaters to school.

I really taking aim at the minimisation of pre-requisites for university entrance - engineering and physical science degrees that don’t “require” higher level maths at high school but then impose *additional* bridging units.

How about, I dunno, making kids learn stuff (to be clear - the universities are largely to blame in trading entrance requirements for actual prerequisites).

I missed the “pre” and just saw “new print” and thought: cool it is rather pretty (just loose the axes and it could hang in a gallery somewhere).

That would be no fun.

@UWAMathsUnion - come mingle after too! 🍷🧀

Congratulations to all of our graduates!