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Solving linear simultaneous equations

$\frac{z}{3}=x, x=670+y,z-x=1346, solution: 3x-x=1346 \mapsto 2x=1346 \mapsto x=\frac{1346}{2}\mapsto x=673, z=3.673\mapsto z=2019,y=3$

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BBC RADIO - A Brief History of the Mathematics

BBC RADIO - A Brief History of Mathematics

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Newcastle Higher Homological Algebra 2019- Papers

Model categories of quiver representations
Indecomposable objects determined by their index in Higher Homological Algebra
Grothendieck groups of triangulated categories
Maximal τd-rigid pairs
Lattice bijections for string modules, snake graphs and the weak Bruhat order
d-Auslander-Reiten sequences in subcategories
An expansion formula for type A and Kronecker quantum cluster algebras
Tropical friezes and the index in higher homological algebra
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Snake graphs and continued fractions
Almost split morphisms in subcategories of triangulated categories
c-vectors of 2-Calabi--Yau categories
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Roots of the Quadratic equation

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Riemann Hypothesis

The Riemann Hypothesis by Peter Sarnak
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Riemann Hypothesis

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Useful Websites and Resources for a range of levels

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Cambridge Mathematics

Digital maths - always an improvement?
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O ΑΡΡΗΤΟΣ ΑΡΙΘΜΟΣ Π

“Αεί ο Θεός ο Μέγας γεωμετρεί, το κύκλου μήκος ίνα ορίση διαμέτρω, παρήγαγεν αριθμόν απέραντον, καί όν, φεύ, ουδέποτε όλον θνητοί θα εύρωσι” το οποίο αντιστοιχεί στην παρακάτω δεκαδική προσέγγιση του π=3,1415926535897932384626

Maryam Mirzakhani

Maryam Mirzakhani was an Iranian mathematician and a professor of mathematics at Stanford University. Her research topics included Teichmüller theory, hyperbolic geometry, ergodic theory, and symplectic geometry. Wikipedia

Born: 12 May 1977, Tehran, Iran

Died: 14 July 2017, Stanford Hospital at 300 Pasteur Drive, Palo Alto, California, United States

Spouse: Jan Vondrák (m. 2008–2017)

Place of burial: Los Gatos Memorial Park, San Jose, California, United States

Awards: Fields Medal, Blumenthal Award, Ruth Lyttle Satter Prize in Mathematics, Clay Research Award

Education: Harvard University (2004), Sharif University of Technology (1999), Tehran Farzanegan School

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Wolfgang Gabcke: On a fair copy of Riemann's 1859 publication created by Alfred Clebsch

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The (relativity of the) whole as a fundamental dimension in the conceptualization of the fraction concept: a study of its evolving meaning in an inservice project

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Preservice Teachers’ Mathematical Understanding: Searching for Differences Based on School Curriculum Background

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Μαθηματικά γενικής παιδείας πανελλήνιες 2018
Απαντήσεις Πανελλήνιες, Μαθηματικά Γενικής Παιδεία...

EEΠEK

ΤΑ ΠΡΑΚΤΙΚΑ ΤΟΥ ΠΡΩΤΟΥ ΣΥΝΕΔΡΙΟΥ
ΤΑ ΠΡΑΚΤΙΚΑ ΤΟΥ ΔΕΥΤΕΡΟΥ ΣΥΝΕΔΡΙΟΥ
ΤΑ ΠΡΑΚΤΙΚΑ ΤΟΥ ΤΡΙΤΟΥ ΣΥΝΕΔΡΙΟΥ ΕΕΠΕΚ
ΤΑ ΠΡΑΚΤΙΚΑ ΤΟΥ ΤΕΤΑΡΤΟΥ ΣΥΝΕΔΡΙΟΥ ΕΕΠΕΚ

Background Tutorials

Virtual Nerd was originally developed as a supplemental learning resource for teachers and students, with a focus on middle school and high school mathematics.

Further Mathematics Conference 2019

Advanced Mathematics Support Programme The Advanced Mathematics Support Programme is a government-funded initiative, managed by MEI. It aims to increase participation in Core Maths, AS/A level Mathematics and Further Mathematics, and improve the teaching of these level 3 maths qualifications. The programme provides national support for teachers and students in state-funded schools and colleges in England. Additional support is offered in areas of low social mobility so that, whatever their gender, background or location, students can choose their best post-16 maths pathway and have access to high quality teaching
During Spring term 2019, the AMSP held four one-day professional development and networking conferences, dedicated to the teaching of AS and A level Further Mathematics. It was designed to provide teachers with the opportunities to: experience interesting and stimulating ways of introducing Further Mathematics topics in the classroom. gain support in meeting the challenges of establishing and sustaining AS and A level Further Mathematics. network and share ideas with fellow teachers

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Math Khan Academy
Maths teaching resources

Functions and Representations

Τhe relationship to each value of the variable x corresponds to two values of the y variable is not a function
The intersection points between the parabole and t...

Secondary Accountability Measures

Information for schools about secondary school accountability measures, including Progress 8 and Attainment 8

ΕΛΛΗΝΙΚΗ ΜΑΘΗΜΑΤΙΚΗ ΕΤΑΙΡΕΙΑ

Θέματα διαγωνισμών

ΕΛΛΗΝΙΚΗ ΜΑΘΗΜΑΤΙΚΗ ΕΤΑΙΡΕΙΑ

ΑΘΑΝΑΣΙΟΣ ΦΩΚΑΣ

ΕΚΠΑΙΔΕΥΤΙΚΟ ΥΛΙΚΟ

Παραρτήματα Ε.Μ.Ε.
Σημειώσεις Διαγωνισμών
Περιοδικά
Πρακτικά Συνεδρίων

ΜΟΥΣΕΙΟ ΑΡΧΑΙΑΣ ΕΛΛΗΝΙΚΗΣ ΤΕΧΝΟΛΟΓΙΑΣ

Tο Mουσείο Αρχαίας Ελληνικής Τεχνολογίας Κώστα Κοτσανά
Museum of Ancient Greek Technology

ΜΑΘΗΜΑΤΙΚΟΣ ΔΙΑΓΩΝΙΣΜΟΣ

Ο Μικρός Ευκλείδης

ΜΑΘΗΜΑΤΙΚΗ ΟΛΥΜΠΙΑΔΑ

Τα θέματα της μαθηματικής Ολυμπιάδας 2017

ΑΝΑΡΤΗΣΕΙΣ ΤΟΥ ΙΣΤΟΛΟΓΙΟΥ

Το πεδίο έρευνας των μαθηματικών
Απόσπασμα από τα Στοιχεία του Ευκλείδη
To θεώρημα του Πυθαγόρα
Εις άτοπον απαγωγή
Ευκλείδεια και μη-Ευκλείδεια γεωμετρία
Γεωδεσιακά τρίγωνα στην επιφάνεια μιας σφαίρας
Γεωμετρία και Αριθμητική
Σύνολα και σχέση ισοδυναμίας
Η κβαντική μηχανική
Η Στατιστική
Στη μαθηματική λογική, μια θεωρία είναι σύνολο από...
Ο Αρχιμήδης
Ο Θαλής ο Μιλήσιος, (640 ή 624 π.Χ. - 546 π.Χ.)

EXAM PREPARASION

The complete exam preparation service, prepared by...

Video Lessons GCSE Maths

Numbers
Fractions, decimals,percentages

The Clay Mathematics Institute

Publications

Qualified Teacher Status
Master Thesis

Math in Society

Math in Society is a free, open textbook
Probability
Statistics
Describing Data
Historical Counting Systems
Sets
Logic
Fractals

Math websites

Math is Fun

Maths resources

Closing the Word Gap Activities Primary
Closing the word gap activities secondary

7 Steps to Prepare an Exciting and Effective lesson plan

7 Steps to Prepare an Exciting and Effective lesson plan. A well planned lesson can be described with two words: exciting and effective. In fact these two adjectives are interlinked as any lesson that is exciting for students will have some educational value and will be effective. This is because learning should essentially be associated with positive motivation, excitement and passion. So whatever is taught with these qualities in mind will stay with students for longer and will help them develop lifelong skills and attain knowledge.

Mathematics > Number Theory

Cracking the problem with 33

«Ελληνικά Ακαδημαϊκά Ηλεκτρονικά Συγγράμματα και Βοηθήματα / Κάλλιπος»

Μαθήματα εφαρμοσμένων μαθηματικών Συγγραφείς: Μπράτσος, Αθανάσιος
Μαθήματα ανώτερων μαθηματικών Συγγραφείς: Μπράτσος, Αθανάσιος
Καλώς ήρθατε στο Αποθετήριο «Κάλλιπος»

Ανοικτά Πανεπιστημιακά Μαθήματα

Εφαρμοσμένα Μαθηματικά Συμμετέχοντες Γενικά ΜΙΓΑΔΙΚΗ ΑΝΑΛΥΣΗ ΓΡΑΜΜΙΚΗ ΑΛΓΕΒΡΑ ΑΝΑΛΥΣΗ FOURIER ΠΙΘΑΝΟΤΗΤΕΣ

ΙΣΤΟΛΟΓΙΑ

Ιστολόγιο με μαθηματικό περιεχόμενο και εκπαιδευτικό υλικό
Ιστολόγιο με εκπαιδευτικό υλικό και με βίντεο εκμάθησης των εφαρμογών της Microsoft
Ιστολόγιο αφιερωμένο στους μαθητές της δευτεροβάθμιας εκπαίδευσης με εκπαιδευτικό υλικό
Ιστολόγιο με λυμένες ασκήσεις Μαθηματικών και βιντεοσκοπημένα μαθήματα
Ιστολόγιο με ψηφιακά βιβλία Μαθηματικών της μέσης εκπαίδευσης
Ιστολόγιο με μαθηματικό περιεχόμενο
Mαθημαατικά της δεύτερης εκπαιδευτικής βαθμίδας
Ιστολόγιο με μαθηματικό περιεχόμενο στα Αγγλικά

ΠΑΝΕΛΛΗΝΙΕΣ ΕΞΕΤΑΣΕΙΣ

Μαθηματικά γενικής παιδείας
Μαθηματικά θετικού προσανατολισμού

ΒΙΒΛΙΑ ΜΑΘΗΜΑΤΙΚΩΝ

Γεωμετρία Riemann και ομάδες Lie

American Mathematical Society Resources (available in PDF format)

Principles of Analysis A one-semester introduction-to-proofs course. Topics include elementary logic and set theory, axioms for the real numbers, sequences, functions of one variable, continuity, integration, differentiation, the fundamental theorems of calculus, and elementary transcendental functions
Linear Algebra My son's "text"/notes he used to teach a class.
A Crèche Course in Model Theory An introduction to pure model theory and first-order definability
Dynamical Systems I ODEs & Introduction to Nonlinear Dynamics A two-part course Ia and Ib (currently only part Ib available) on ordinary differential equations and nonlinear dynamics
A brief introduction to group representations and character theory These are notes for a brief unit on representation theory at the end of a standard graduate abstract algebra course. The notes assume no special preparation for representation theory, but take advantage of efficiencies of exposition made possible by an assumed basic graduate-level background in module theory, canonical forms, etc.
Homotopy coherent structures These lecture notes were prepared to accompany a three-hour mini course entitled “Homotopy coherent structures” delivered at the summer school accompanying the “Floer homology and homotopy theory” conference at UCLA from July 10 - 14, 2017: https://sites.google.com/site/floerhomotopy2017/home
Contact Topology Lecture notes from Prof. Robert Gompf's Contact Topology course at UT Austin, Fall 2017. (posted with permission from Robert Gompf)
Combinatorics The Art of Counting This is a preliminary version of a book which I intend to publish with the AMS. My editor is Ina Mette
Free Probability Theory This in an introduction to free probability theory, covering the basic combinatorial and analytic theory, as well as the relations to random matrices and operator algebras. The material here was presented in the winter term 2018/19 at Saarland University in 26 lectures of 90 minutes each. The lectures were recorded and can be found online at https://www.math.uni-sb.de/ag/speicher/web_video/index.html
The spectral geometry of arithmetic hyperbolic 3-manifolds These notes introduce the reader to the spectral geometry of arithmetic hyperbolic 3-manifolds and the number theoretic techniques which arise in their study.
Lecture notes on stability theory Combinatorial stability theory grew out of Shelah's work on Morley's conjecture concerned with the number of uncountable models of first-order theories. The subject gained a stronger geometric aspect and found applications to algebra and number theory through the work of Zilber, Hrushovski, Pillay and many others. In recent year, many of its methods were generalized to larger classes of theories. These lecture notes provide an introduction to this area.
Graph Theory Basics, trees, Caley's formula, matrix tree theorem, connectivity, theorems of Mader and Menger, Eulerian graphs, Hamilton cycles, theorems of Dirac, Ore, Erdös-Chvatal, matchings, theorems of Hall, König, Tutte, planar graphs, Euler's formula, Kuratowski's theorem, graph colorings, Brooks' theorem, 5-colorings of planar graphs, list colorings, Vizing's theorem, Ramsey theory, Turán's theorem

Usefull links

BBC Maths

KS3 Statistics resources

Finding the Mean Step-By-step
Choosing an average
Average and Range Posters
Averages and Range Worksheet
Explaining in Maths Poster - Mode
Explaining in Maths Posters

Framework update 2018

Cambridge Mathematics Framework update

Euclid's Elements

Bill Casselman
David Joyce's Euclid
Euclid Index

450+ maths lessons and worksheets linked with an i..

450+ maths lessons and worksheets linked with an i...

Nested Intervals Theorem and Applications

In mathematics, a sequence of nested intervals is understood as a collection of sets of real numbers In such that each set In is an interval of the real line, for n = 1, 2, 3, ..., and that further In + 1 is a subset of In for all n. In other words, the intervals diminish, with the left-hand end moving only towards the right, and the right-hand end only to the left.

What are mathematical processes?

computational strategies, connecting, representing, and communicating. The Seven Math Processes

Map Scale and Distance Calculator

Map Scale and Distance Calculator

Digital Education Resource Archive

Formative assessment: implications for classroom practice

Teacher Subject Specialism Training Mathematics Course

Strands and Units

Online Radio Stations

Radio Art
Radio Stations playing Jazz
Allzic Stations in Family

Greek Mathematical Society

Topics of Mathematical Contests

Σχολικά βιβλία Υπουργείο Παιδείας

Σχολικά βιβλία Υπουργείο Παιδείας

Basic geometry's elements

The elements of Geometry

EDUCATION

How to Engage the 7 Types of Learners in your Classroom

Belief Statements

Thinking Through Mathematics

GPA Calculator The Ultimate Guide on GPA College GPA Calculator High School GPA Calculato

Grade point average famously known as GPA is the calculated average of grades you earn during a stated period of time, it could be a term, semester or session. GPAs are usually determined by the accumulation of course credits, individual grades and semester hours spent in the class. It follows a 0 to 4.0 or 5.0 scale. Some colleges and universities prefer using percentage grades e.g.: 50% instead of letter grades e.g.: B. It is therefore necessary to ask about their grading system before reporting.

Learning Activities

Alignment to the England maths curriculum
Practice maths and englisch
Free-Range Functions
Welcome to the dashboard
Welcome to your teacher dashboard!
The exponential function

Lesson plans

Data compression Huffman coding
Huffman coding
Data compression(Introductionand Run Length Encoding (RLE))
Introduction and Run Length Encoding
Representing sound
Converting between number bases
Lesson plan and printable activities
Sorting algorithms
Lesson plan and printable activities: decomposition
Searching algorithms
Fundamentals of algorithms

Math Blog

Basic Mathematical presentations

School Books

Metric conversions
School Books in digital form
Educational material

Primary Assessments to download or order in print

End of term progress check
End of term progress check
End of Block Assessments

Guidance for Primary Schools

Calculation Guidance for primary schools
Calculation Guidance for primary schools

Welcome to Maths Genie

Maths online by providing video tutorials and practice questions

GCSE MATHEMATICS

Sample Scheme of Work and Lesson Plans

Teacher Subject Specialism Training (TSST) Mathematics Courses

These free courses are funded by the National College of Teaching and Leadership. They are designed for teachers in secondary schools who want to retrain to become teachers of mathematics or for individuals returning to teaching after a break in service

GCSE Maths Online Tests

GCSE Maths Quizzes
GCSE Exam Papers (Edexcel)
Math Quiz
Maths Made Easy

GSCE

Test-Generator Page

GCSE Higher

Mathematics Paper 3
Mathematics Paper 1 (non-Calculator)
Mathematics Paper 2

GCSE Mathematics

GCSE - Summer 2018 Higher
GCSE Mathematics June 2017 Foundation Paper 1
GCSA Mathematics June 2017 Foundation Paper 2
GCSE Mathematics June 2017 Foundation Paper 3
GCSE Mathematics 1heigher 2017
GCSE Mathematics 2higher 2017

Educational Resources

The Center of Maths

Promoting Mathematical Thinking ... the home of John Mason & Anne Watson

Institute for Mathematical Pedagogy (IMP)

Mathematics and Music

Pythagoras is said to have noticed that thedifferent musical notes emitted from a blacksmiths workshop depended onthe lengths of the metal objects being struck

Maths blogs

Basic Maths Skills Videos
Mr Barton Maths Blog

Annual Reports

The Fields Institute's Annual Report is published electronically each fall.

Annual Report 2019
Annual Report 2018
Annual Report 2017
Annual Report 2016
Annual Report 2015
Annual Report 2014
Annual Report 2013
Annual Report 2012
Annual Report 2011
Annual Report 2010
Annual Report 2009
Annual Report 2008
Annual Report 2007
Annual Report 2006
Annual Report 2005
Annual Report 2004
Annual Report 2003
Annual Report 2002
Annual Report 2001
Annual Report 2000
Annual Report 1999

The Institute's Newsletter, renamed Fields Notes in 2004, presents more timely information and is published throughout the year.

Fields Notes, Summer/Fall 2019: PDF | E-Magazine
Fields Notes, Winter/Spring 2019: PDF | E-Magazine
Fields Notes, Summer/Fall 2018: PDF
Fields Notes, Winter/Spring 2018: PDF | E-Magazine
Fields Notes, Fall 2017: PDF | E-Magazine
Fields Notes, Summer 2017: PDF | E-Magazine
Fields Notes, Spring 2017
Fields Notes, Fall 2016
Fields Notes, Summer 2016
Fields Notes, Winter/Spring 2016
Fields Notes, Summer 2015
Fields Notes, Winter 2015
Fields Notes, Spring/Summer 2014
Fields Notes, Spring/Summer 2013
Fields Notes, Winter 2013
Fields Notes, Spring/Summer 2012
Fields Notes, Fall 2011/Winter 2012
Fields Notes, Spring/Summer 2011
Fields Notes, Winter 2011
Fields Notes, October 2010
Fields Notes, May 2010
Fields Notes, January 2010
Fields Notes, September 2009
Fields Notes, May 2009
Fields Notes, January 2009
Fields Notes, September 2008
Fields Notes, May 2008
Fields Notes, January 2008
Fields Notes, September 2007
Fields Notes, May 2007
Fields Notes, January 2007
Fields Notes, September 2006
Fields Notes, May 2006
Fields Notes, January 2006
Fields Notes, September 2005
Fields Notes, May 2005
Fields Notes, January 2005
Fields Notes, September 2004
Fields Notes, May 2004
Fields Notes, January 2004
Newsletter, September 2003
Newsletter, June 2003
Newsletter, January 2003
Newsletter, September 2002
Newsletter, June 2002
Newsletter, December 2001
Newsletter, September 2001
Newsletter, June 2001
Newsletter, December 2000

The elements of Euclid

The elements of Euclid for the use of schools and ...
The first six books of the elements of Euclid, in ...
The First Six Books of The Elements of Euclid With...

School e-books

Primary and Secondary level

Algebra

Automata theory and its applications
rings algebra
ring homomorphism
ring homomorphism
ring homomorphism

Foundamental Mathematics

Roots of the Quadratic equation
Trigonometric Numbers of Rectangular Triangle
Solving one linear simultaneous equations algebraically

On the Duffin-Schaeffer conjecture

On the Duffin-Schaeffer conjecture

International Mathematical Olympiads

International Mathematical Olympiad 2018
IMO 2018 1first 's problem solution
ΙΜΟ 2018 1o πρόβλημα και προτεινόμενη λύση

The first 10 digits of pi (π) are 3.1415926535

The first 10 digits of pi (π) are 3.1415926535

Guide to AS and A level results for England, 2019

Guide to AS and A level results for England, 2019

Archive of Annual Reports and Newsletters published by the Fields Institute

Archive of Annual Reports and Newsletters published by the Fields Institute

Lesson plans

Lessonplans

Scientix

Website
The community for science in Europe

Stored Energy

Introduction. We all rely on energy being stored in various ways. Thismay be medium term storage in batteries, short term storage in capacitorsand springs or a whole variety of other storage techniques. It is interestingthat the formulas for different types of stored energy have the same form

Math websites

Welcome to Maths Genie
GCSE Maths
GCSE & A LEVEL MATHS
SOFATUTOR
SOCRATIC

Math Problems

Find the Gradient of the Curve at Specific points
Geometry

Math Problems

Find the Gradient of the Curve at Specific points
Geometry

Calculator

Angle activity with online protractor
Graphing calculator
Graphs online
Online calculator

Mathematics and Education

The purpose of the assessment
Indefinite integrals- The method of integration by...
Indefinite Integral of a Function f Defined in a Space D

International Project on Mathematical Attainment (IPMA)

This is a longitudinal, international project in mathematical attainment, monitoring the mathematical progress of pupils in primary schools and relating that progress to several factors including style of teaching and organisation of curriculum. The aim is to provide recommendations for good practice in primary mathematics education

Free online math e-books pdf

Free online mathematics e-Books

The National curriculum UK

The National curriculum UK

Lesson Plans

Lesson Plans: Success by Design

Assesments

The Purpose of the Assessment

Assessments

Standardized Testing
Performance Assessment
Formative Assessment
An Introduction to Comprehensive Assessment
Assessment for Learning: 5 Key Strategies for Higher Student Achievement

The Centre for Innovation in Mathematics Teaching (CIMT)

The Centre for Innovation in Mathematics Teaching (CIMT) was established in 1986. The centre is a focus for research and curriculum development in Mathematics teaching and learning, with the aim of unifying and enhancing mathematical progress in schools and colleges. This CIMT Web-site was started in May 1995, and moved to University of Plymouth servers at the end of July 2005. To enter the site, click on one of the links below

Classroom Resources

Interactive Whiteboard Resources
Consolidate learning with our range of classroom resources

Distortion and Distribution of Sets under Inner Functions

Distortion and Distribution of Sets under Inner Fu...

Math Problems

Find the Gradient of the Curve at Specific points
Geometry

STEM Learning Magazine: Primary

STEM Learning primary magazine 2015-2016-2017
STEM Learning primary magazine - summer 2017
STEM learning primary magazine - autumn 2017
STEM learning primary magazine - autumn 2017
STEM Learning primary magazine - spring 2018
STEM Learning primary magazine - summer 2018

STEM Learning Magazine: Secondary

STEM Learning Magazine: Secondary 2015-2016-2017
STEM Learning magazine: secondary and post-16 - summer 2017
STEM learning secondary and FE magazine: autumn 2017
STEM learning secondary and FE magazine: spring 2018
STEM learning secondary and FE magazine: summer 2018

Timeline of child rights

1924

The League of Nations adopts the Geneva Declaration on the Rights of the Child, drafted by Eglantyne Jebb, founder of the Save the Children Fund. The Declaration articulates that all people owe children the right to: means for their development; special help in times of need; priority for relief; economic freedom and protection from exploitation; and an upbringing that instils social consciousness and duty.

1946

The United Nations General Assembly establishes the International Children’s Emergency Fund, UNICEF, with an emphasis on children throughout the world.

1948

The United Nations General Assembly passes the Universal Declaration of Human Rights, in which Article 25 entitles mothers and children to ‘special care and assistance’ and ‘social protection’.

1959

The United Nations General Assembly adopts the Declaration of the Rights of the Child, which recognizes, among other rights, children’s rights to education, play, a supportive environment and health care.

1966

With the International Covenants on Civil and Political Rights and on Economic, Social and Cultural Rights, United Nations Member States promise to uphold equal rights – including education and protection – for all children.

1968

The International Conference on Human Rights is convened to evaluate the progress made by countries in the 20 years since the adoption of the Universal Declaration of Human Rights. An agenda for future work is drafted and national commitments to upholding human rights are bolstered.

1973

The International Labour Organization adopts Convention 138, which sets 18 as the minimum age for undertaking work that might be hazardous to a person’s health, safety or morals.

1974

Concerned about the vulnerability of women and children in emergency and conflict situations, the General Assembly calls on Member States to observe the Declaration on the Protection of Women and Children in Emergency and Armed Conflict. The Declaration prohibits attacks against or imprisonment of civilian women and children, and upholds the sanctity of the rights of women and children during armed conflict.

1978

The Commission on Human Rights puts forth a draft of a Convention on the Rights of the Child for consideration by a working group of Member States, agencies and intergovernmental and non-governmental organizations.

1979

To mark the twentieth anniversary of the 1959 Declaration of the Rights of the Child, the United Nations General Assembly declares 1979 as the International Year of the Child, in which UNICEF plays a leading role.

1985

The United Nations Standard Minimum Rules for the Administration of Juvenile Justice detail the principles of a justice system that promotes the best interests of the child, including education and social services and proportional treatment for child detainees.

1989

The Convention on the Rights of the Child is adopted by the United Nations General Assembly and widely acclaimed as a landmark achievement for human rights, recognizing the roles of children as social, economic, political, civil and cultural actors. The Convention guarantees and sets minimum standards for protecting the rights of children in all capacities. UNICEF, which helped draft the Convention, is named in the document as a source of expertise.

1990

The World Summit for Children is held in New York. The Guidelines for the Prevention of Juvenile Delinquency outline strategies for preventing criminality and protecting young people at high social risk.

1991

Experts from UNICEF, Save the Children, Defence for Children International and other organizations meet to discuss data gathered from the reporting process of the Convention on the Rights of the Child. The meeting leads to the formal establishment of the Child Rights International Network (CRIN) in 1995.

1999

The International Labour Organization (ILO) adopts the Worst Forms of Child Labour Convention, calling for the immediate prohibition and elimination of any form of work that is likely to harm the health, safety or morals of children. UNICEF has been working with the ILO since 1996 to promote the ratification of international labour standards and policies concerning child labour.

2000

The United Nations General Assembly adopts two Optional Protocols to the 1989 Convention on the Rights of the Child, obligating State Parties to take key actions to prevent children from partaking in hostilities during armed conflict and to end the sale, sexual exploitation and abuse of children.

2002

At the United Nations Special Session on Children, child delegates address the General Assembly for the first time. The World Fit for Children agenda was adopted outlining specific goals for improving the prospects of children over the next decade.

2006

UNICEF co-publishes the Manual for the Measurement of Juvenile Justice Indicators with the United Nations Office on Drugs and Crime. The Manual enables governments to assess the condition of their juvenile justice systems and make reforms as necessary.

2010

The United Nations Secretary-General issues the Status of the Convention on the Rights of the Child.

2011

A new Optional Protocol to the 1989 Convention on the Rights of the Child is adopted. Under this Optional Protocol on a communications procedure, the Committee on the Rights of the Child can field complaints of child rights violations and undertake investigations.

2015

Somalia and South Sudan ratify the Convention. The Convention is the most widely ratified international instrument with 196 States. Only the United States has not ratified to date.

Convention on the Rights of the Child text

Resources on the Convention on the Rights of the Child
The Convention on the Rights of the Child: The children’s version
Read and download the Convention on the Rights of the Child
For students and teachers

CRM-Fields-PIMS Prize

The CRM-Fields-PIMS prize is the premier Canadian award for research achievements in the mathematical sciences. It is awarded jointly by the three Canadian mathematics institutes. The winner receives a monetary award and an invitation to present a lecture at each institute within one year after the award is announced.

The prize recognizes exceptional achievement in the mathematical sciences. It was established by the Centre de recherches mathématiques (CRM) and The Fields Institute as the CRM-Fields prize in 1994.

In 2005, the Pacific Institute for the Mathematical Sciences (PIMS) became an equal partner in awarding the prize. The name changed to the CRM-Fields-PIMS prize, the award level increased, and the terms of reference were revised. The winner is selected by a committee appointed by the three institutes.

Previous CRM-Fields-PIMS Prize Winners

2020 - Catherine Sulem, University of Toronto

2019 - Nassif Ghoussoub, University of British Columbia

2018 - Jeremy Quastel, University of Toronto

2017 - Henri Darmon, McGill University

2016 - Daniel Wise, McGill University

2015 - Kai Behrend, University of British Columbia

2014 - Niky Kamran, Université McGill 

2013 - Bruce Reed, Université McGill 

2012 - Stevo Todorcevic, University of Toronto

 2011 - Mark Lewis, University of Alberta 

2010 - Gordon Slade, University of British Columbia 

2009 - Martin Barlow, University of British Columbia 

2008 - Allan Borodin, University of Toronto

 2007 - Joel S. Feldman, University of British Columbia

 2006 - Nicole Tomczak-Jaegermann, University of Alberta

Previous CRM-Fields Prize Winners

2005 - David Boyd, University of British Columbia

2004 - Donald Dawson, Carleton University

2003 - John McKay, Concordia, and Edwin Perkins, University of British Columbie (joint winners)

2002 - John B. Friedlander, University of Toronto

2001 - William T. Tutte, University of Waterloo

2000 - Israel Michael Sigal, University of Toronto

1999 - Stephen A. Cook, University of Toronto

1998 - Robert Moody, University of Alberta

1997 - James Arthur, University of Toronto

1996 - George A. Elliott, University of Toronto

1995 - H.S.M. "Donald" Coxeter, University of Toronto

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