Math Camp 2014

Between July 2nd  – August 1st, 2014, the Department of Mathematics, the Office for Aboriginal Peoples and the IRMACS Centre, with the support of NSERC, the SFU Faculty of Science and PIMS offered the first SFU Academic Summer Camp for Aboriginal Students. 

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Small Number and Salmon Harvest

Small Number is a young boy who gets into a lot of mischief.  He lives in a small village by the water with his mother and father. It is a crisp autumn day and Small Number is helping his father to prepare the nets for tomorrow’s salmon harvest.

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School Visits

The IRMACS Centre welcomes the Nass Valley

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Science AL!VE 20th Anniversary Open House!

Math Catchers, Janelle, Ivy, Shawn, Matthew, and Veselin, participated in the celebration of the 20th anniversary of the Science Al!ve program. Our tables were very busy from the opening to the closing time. Dozens of visitors built hexastixs and tensegrities, played with the mathematical toys, and solved puzzles.

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Small Number and the Basketball Tournament

Small Number is a young boy who gets into a lot of mischief. Twice a week, after school, he goes with his friends to the Aboriginal Friendship Centre. There the boys first have a snack and then they do mathematics for half an hour. Sometimes they do algebra in their workbooks, but usually they play mathematical games. They also love playing basketball in the Centre’s gym and wish to enter a tournament. Small Number demonstrates how a basic understanding of combinatorics can help in all aspects of life, even basketball!

Small Number and the Old Canoe

In Small Number and the Old Canoe, mathematics is present throughout the story with the hope that this experience will make at least some members of our young audience, with the moderator’s help, recognize more mathematics around them in their everyday lives. Using terms like smooth, shape, oval, and surface, and mathematical phraseology like It must be at least a hundred years old, the artist skillfully presents reflection (symmetry) of trees in water, and so on. The idea behind this approach is to give the moderator a few openings to introduce or emphasize various mathematical objects, concepts and terminology. The short film is a little math suspense story and our question is related only to one part of it. The aim of the question is to lead to an introduction at an intuitive level of the concept of a function and the essence of the principle of inclusion-exclusion as a counting technique. The authors would also like to give their audience an opportunity to appreciate that in order to understand a math question, one often needs to read (or in this case, watch) a problem more than once.