Prof. Tao, known by many in the mathematics community as Terry, was one of five individuals to be awarded the Companion of the Order of Australia (AC)

The appointment was made “for eminent service to the mathematical sciences, to the global mathematics community, and to tertiary education and academia.”

Each year, the King’s Birthday Honours List recognises Australians, including awards in the Order of Australia (General and Military Divisions), meritorious awards and recognition for conspicuous service.

Prof. Tao is an active member of ������’s Research Committee. He was also a member of our Advisory Board from 2002 to 2022. ������’s first director, Emeritus Professor Garth Gaudry, was Professor Tao’s mentor while he was as a student at , South Australia. Terry continues to be a strong advocate for the Australian mathematical sciences community abroad.

Born in Adelaide in 1975, Terry’s incredible mathematical ability was evident from a young age. He is one of just three children in the history of the Johns Hopkins Study of Exceptional Talent Program to have achieved a score of 700 or greater on the SAT maths section; a milestone he reached at the age of eight.

Terry remains the youngest International Mathematical Olympiad medal winner, earning bronze at the age of 10. He competed in the following two annual events, becoming the youngest winner of each of the three medals in the Olympiad’s history.

At the age of 16, he moved to America to pursue a PhD at Princeton University, New Jersey, before moving to the (UCLA), where he’d become the University’s youngest tenured professor at just 24 years old.

In 2006, Terry was awarded the Fields Medal, considered the Nobel Prize of mathematics, “for his contributions to partial differential equations, combinatorics, harmonic analysis, and additive number theory.” Other accolades include the MacArthur Fellowship and the Breakthrough Prize in Mathematics.

Dubbed the ‘Mozart of Maths’, Terry continues to work at the UCLA Institute for Pure and Applied Mathematics where his research focuses on harmonic analysis, PDE, geometric combinatorics, arithmetic combinatorics, analytic number theory, compressed sensing, and algebraic combinatorics.

A prolific collaborative researcher, Terry has over 350 academic publications to his name. Several of these have garnered international press coverage. Notable examples include:

• The Green-Tao theorem: a landmark result in number theory which states that the infinite sequence of prime numbers contains arbitrarily long arithmetic progression (2004).
• Resolution of the Erdős discrepancy problem, which used entropy estimates within analytic number theory (2015).
• Progress on the Collatz conjecture, in which he proved the probabilistic claim that almost all Collatz orbits attain almost bounded values (2019).

Terry is a long-standing supporter of ������; a current member of the ������ Advisory Panel and previous member of the ������ Research Committee.

Commenting on the announcement, ������ Director Prof. Tim Marchant said: “Like Terry, I also grew up in South Australia: I remember him, as a young boy, coming into the Adelaide University Department of Maths in the mid–1980s. Since those early days he has risen to become one of the world’s finest mathematicians.”

Photo courtesy of UCLA

Now in its third year, the free events seek to bridge the gap between school mathematics and career opportunities. By bringing secondary mathematics and STEM teachers and careers advisers together with industry professionals and tertiary educators, the program aims to help teachers better understand the breadth and scale of mathematics‑dependent career pathways available to their students.

This highly beneficial professional development opportunity will provide teachers with unique insights into the increasing demand for mathematics and statistics in the workforce, the wide range of career opportunities that rely on these skills, particularly in Artificial Intelligence (AI), and education pathways that lead to these professions.

The initiative also aims to support underrepresented groups, including female students, those from low-SES backgrounds and First Nations students.

Commenting on the announcement, ������ Director Professor Tim Marchant said, “Teachers are on the frontline when it comes to sharing their passion for maths and STEM subjects with their students. When a teacher is equipped with the right knowledge to explore the incredible career pathways that exist for maths graduates, it can inspire students to thrive in the subject.”

He continued: “Over the last two years, we’ve developed the Industry Day for Teachers into a polished and insightful development opportunity for teachers. Thanks to the University of Sydney and the University of New South Wales I’m proud that ������ can expand this offering to teachers across NSW.”

This program is made possible thanks to support from (Victoria events) and (NSW event), as well as contributions from various industry partners, universities and associations.

Program overview

Throughout the day, participants will:

• engage with industry professionals to explore how mathematics is applied in real-world settings through guest speaker sessions and industry site visits.
• explore strategies to build student engagement in mathematics.
• gain powerful insights into tertiary study options, entry requirements and pathways into STEM careers.

Why it matters

According to ������’s annual Year 12 Participation Report, Australia is experiencing ongoing decline in advanced mathematics participation at the secondary school level, with female participation particularly low. By equipping educators with knowledge about exciting careers and pathways requiring maths skills, we aim to foster a diverse, mathematically capable workforce for Australia’s future.

Dates

• Thursday 23 July 2026 – University of Sydney/UNSW, University of Sydney Camperdown campus |
• Thursday 30 July 2026 – Swinburne University, Hawthorn campus|
• Thursday 10 Sept 2026 – La Trobe, Albury-Wodonga campus|

Stay connected

For partnership opportunities, please email our Engagement Coordinator, Margo Brown.

Participation in school mathematics in Australia is at an all‑time low. At the same time, under‑represented groups in STEM, including First Nations students, girls and students in rural and remote areas, continue to face unequal educational outcomes. ������’s ambitious new textbook series seeks to address these concerning trends.

Funded in part by the , published in collaboration with and compiled by a team of expert mathematics educators, including the Maths Without Borders group at the (ANU), ICE-EM goes further than any previous schools mathematics textbook series in its incorporation of First Nations mathematical thinking and cultures.

For ������, the timing was fortuitous. Just as the initial framework for the fourth edition of the ICE-EM series was being developed, guidelines for the were published by the Australian Curriculum, Assessment and Reporting Authority (ACARA). ACARA introduced the cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures to provide First Nations students with the ability to see themselves, their identities and cultures reflected in the national curriculum.

Moment of insight

The updated Curriculum now placed an important lens on First Nations Peoples’ cultural content being taught within school subjects, including mathematics.

“It was a moment of insight,” says Professor Tim Marchant, Director of ������. “ACARA’s priority aligned with ������’s vision that all Australians have the opportunity to develop their maths skills and knowledge, and its strategy to grow participation of students experiencing disadvantage. The lightbulb went off that the ������ ICE-EM textbook could be a leader in this context.”

������ Director, Tim Marchant, who was instrumental in the series’ writing process.

“������ had a mission to champion Australian mathematics — all 60,000 years of it!”, notes a mathematician of First Nations heritage at ANU, who helped to write the series’ First Nations content. For ANU, the opportunity to contribute its expertise to the project was appealing: “Teachers are keen to engage their diverse students, especially those of First Nations and minority-culture identities. Usually, though, they lack resources.

“It was a responsibility, be it a very pleasant one, for ANU to develop a resource that had the potential to foster respect for First Nations mathematical sciences and, ultimately, help channel more First Nations students into high-paying STEM sector careers.”

“The lightbulb went off that the ������ ICE-EM textbook could be a leader in this context.”
������ Director, Tim Marchant

Pride

Aboriginal and Torres Strait Islander Peoples have strong and storied mathematical traditions and knowledge. ICE-EM seeks to not only base its curriculum-aligned First Nations mathematical content on their cultural knowledge and practices, but also on their mathematical thinking and understanding.

An ANU spokesperson explains that mathematics is a discipline which has been understood and practised by First Nations cultures for millennia: “Mathematics is not just about numbers — it can be about patterns, symmetries and relationships learned from lived experiences.” This idea forms the basis of much of the First Nations content in the series, from exploring kinship systems to understanding lunar cycles.

Features

Innovations across the ICE-EM series go beyond its groundbreaking First Nations content. A team of leading mathematicians developed the series’ core mathematics problems, including Prof. Tim Marchant, Dr Michael Evans formerly of Scotch College, Melbourne and Prof. Jacqui Ramagge of James Cook University. The experience that these authors bring is evident in how the series introduces new mathematical concepts, with each problem featuring clear instructions and logical topic sequence that builds confidence and strong foundational mathematics skills.

Other stand-out features include:
• Link-up with ������ Calculate and ������ Careers online resources.
• Hands-on activities for Years 5-10 that promote real-world mathematical thinking.
• New algorithmic thinking activities to build structured problem-solving skills.
• New curriculum topics include prism volume (Year 7), time zones (Year 8), data sampling methods (Year 9), and logarithmic scales, networks and combinatorics (Year 10).
• Incorporation of questions from the Australian Maths Trust’s competitions.
• Fully integrated digital support thanks to an Interactive Textbook.
• Complete alignment with the Australian Mathematics Curriculum V9.0 and the Victorian Mathematics Curriculum V2.0.

ICE-EM‘s groundbreaking approach to First Nations mathematical curriculum content, coupled with a suite of innovative digital aids for students and teachers has the potential to inspire a diverse new generation of mathematicians, and contribute to increased diversity and capacity in Australia’s STEM ecosystem.

The exchange of Aboriginal and Torres Strait Islander mathematical knowledges and cultures with non‑First Nations peers has the power to help build greater understanding and respect.

Meanwhile, the series’ carefully developed references to First Nations cultures serve to instil pride among First Nations Peoples that maths is not just an integral part of their cultures, but a discipline with real-world benefits that should be embraced. In the words of Prof Tim Marchant: “By studying these textbooks, students can grow up saying: ‘mathematics is my culture and community’. Take it forward with pride!”

ICE-EM is now through Cambridge University Press ahead of its publication in August 2026.

Media Enquiries:
Robbie Byrne
Marketing, Communications and Events Coordinator, ������
robbie.byrne@amsi.org.au

In a major achievement for the peak body of mathematical sciences in Australia, the ������ (������) will deliver the Victorian Maths Camps initiative, a partnership between the University of Melbourne, the�� (MAV) and��, funded by the��.

The 2.5-year program will commence in the second half of 2026 and provide 960 places for Victorian government school students in Years 9 and 10. The five-day camps will take place at Y Discovery Camps across Victoria and will be completely free to Victorian government school students.

The Victorian Maths Camps aim to inspire and advance high-ability students with a passion for mathematics. The program will be devised and led by ������ and MAV with support from their members and the . The program will employ a workshop-based approach to explore team-based, practical problem-solving scenarios, based in a beautiful setting where students will also enjoy adventure camp activities.

“Placing maths in a fun and collaborative ‘out of classroom’ environment can have a transformative effect on student attitudes.”

������ Director, Prof. Tim Marchant

By placing mathematical problem‑solving in real‑world contexts, the camps seek to make abstract concepts more tangible — lowering perceived barriers to access and making mathematics a more appealing choice for further study.

The program will also seek to support the uptake of mathematics among underrepresented groups, including First Nations students, students from rural and remote areas, and those from socioeconomically disadvantaged backgrounds.

Excellence in Every Classroom is Victoria’s long-term vision to lift educational standards through a focus on high-quality teaching, student wellbeing and equitable access to education. Mathematics is an important strand of this vision. By emphasising explicit teaching and providing Victorian-aligned lesson plans, the State aims to support teachers with the best evidence-based practice to deliver strong mathematics and numeracy outcomes for all students. Victorian Maths Camps will play an important role in realising this ambition.

By placing mathematical problem‑solving in real‑world contexts, the camps seek to make abstract concepts more tangible.

������ Director Professor Tim Marchant welcomed the announcement, expressing hope that this is just the first step for a program with far-reaching potential: “These camps are not just a milestone for ������, but for the future of mathematics in Victoria. Placing maths in a fun and collaborative ‘out of classroom’ environment can have a transformative effect on student attitudes. Hopefully, this project rollout inspires other states to offer similar maths camps in the near future.”

Mathematical Association of Victoria Chief Executive Officer Jennifer Bowden spoke of her pride in MAV’s involvement: “This project will inspire and extend young people through rich and meaningful mathematical learning. It brings together values that sit at the heart of MAV and ������: increasing the value of, and appreciation for, mathematics in education and in society.

“We look forward to supporting the development of an engaging curriculum and experiences that build students’ interests, capabilities and dispositions for success in senior secondary mathematics, as well as future tertiary study, careers in mathematics and maths education.”

“Graduating with advanced skills in mathematics is already a significant advantage across many industries,” said University of Melbourne Dean of Science Professor Moira O’Bryan. “This advantage will only grow as graduates engage with a rapidly changing world. Programs like Victorian Maths Camps are a vital – and fun – way to help students see what is possible and how a career in the mathematical sciences could be their future.”

A spokesperson for the Y added, “We’re proud to be partnering with ������, the University of Melbourne and the Mathematical Association of Victoria to host the 24 Victorian Maths Camps over the next two and a half years across our six Y Discovery Camp sites in Victoria. This partnership reflects the strength of our camp sites and teams across Victoria, while supporting future generations through engaging, place-based learning experiences that build confidence, curiosity and capability.”

Due to a phenomenal response, our first camp, Camp Dewar, is now oversubscribed. As we process applications, we’ll reach out to applicants who were unsuccessful in securing a place at the first camp to arrange their attendance at one of our other camps later in 2026.

Media Enquiries:
Robbie Byrne
Marketing, Communications and Events Coordinator, ������
robbie.byrne@amsi.org.au

Based at the , SMRI is Australia’s premier centre for mathematical sciences. The first of its kind in the country, it seeks to advance innovative research across a diverse array of mathematical fields through its facilitation of leading international mathematical scientists. While in residency, visiting mathematicians can focus on research and collaboration without the usual demands of teaching and administration.

Since its establishment in 2018, SMRI has given academics, university students and the public, including school students, direct access to the world’s leading mathematical thinkers, granting invaluable insights into research, learning and teaching. It has also established a lasting relationship with prestigious institutions such as the , the , and the .

A landmark gift

The $55.1 million co-investment consists of philanthropic gifts from two foundations: the Simon Marais Foundation and the Hooper Shaw Family Foundation ($28.7 million combined), and a $26.4 million commitment from the University of Sydney.

The donations from the respective foundations will fund two distinct objectives. Hooper Shaw’s gift will support early-career researchers’ long-term engagement with mathematics and the expansion of global collaboration and an artist-in-residence program. The Simon Marais gift, meanwhile, will focus on international recruitment, strategic investment and institutional expansion — cementing SMRI’s reputation as a global centre for mathematicians.

Director of SMRI Professor Geordie Williamson (left) with Executive Director of SMRI Professor Stephan Tillmann. Image credit: Stefanie Zingsheim

Commenting on the game-changing sum, Director of SMRI Professor Geordie Williamson said: “Internet banking, search engines, Wi-Fi and magnetic resonance imaging all incorporate fundamental mathematical ideas; these technologies are leaps forward for society which are dependent on deeply complex, curiosity-driven research by leading thinkers in mathematics.

“The focus of SMRI is similarly on fundamental research, especially in applications of AI to some of the toughest problems in mathematics. Our aim is to become a place where the world’s leading mathematicians come to collaborate, developing the mathematical culture in Australia and inspiring future generations of researchers.”

“This gift will enhance Australia’s reputation as a home for mathematical research, creating new opportunities for students, early-career researchers and industry partners.”

Professor Tim Marchant, ������ Director

He continued: “I’m deeply grateful to the donors who supported the Institute’s establishment and vision from the very start.”

Vice-Chancellor and President of the University of Sydney Professor Mark Scott AO added to Prof. Williamson’s comments, acknowledging that the triple investment has the potential to “change the future of fundamental maths research in Australia, placing us in the ranks of a handful of institutions in the world.

“With these gifts, our donors recognise both the achievements of SMRI and its ability to make Australia globally competitive in world-class mathematical research at a time when the world is racing to secure top talent in AI, quantum computing and advanced modelling.”

Fundamental to Australia’s prosperity

Director of the ������ (������) Professor Tim Marchant believes that the gift will prove transformative for Australia’s mathematical sciences ecosystem. “By attracting world-leading researchers and fostering collaborations with mathematicians from across the world, this funding will enhance Australia’s reputation as a home for mathematical research, creating new opportunities for students, early-career researchers and industry partners to engage with cutting-edge ideas that are fundamental to Australia’s future prosperity.”

Donors Rhae Hooper and Chris Shaw of the Hooper Shaw Family Foundation emphasised their confidence in SMRI to deliver their vision: “Great research institutions are not built overnight; they are built over decades. Seeing the calibre of mathematicians it now attracts and its growth as a globally respected centre for research has strengthened our confidence in that long-term ambition.”

“This is a wonderful announcement which will change the future of fundamental maths research in Australia, placing us in the ranks of a handful of institutions in the world.”

Vice-Chancellor and President of the University of Sydney, Professor Mark Scott AO

They added: “We believe Australia should aspire to be home to world-class mathematical research and that the Sydney Mathematical Research Institute is uniquely placed to do this. We want to help bring exceptional talent back home — people like Geordie — and to build a centre with the magnetic pull to draw the best minds from around the world.”

Some quotes reproduced with permission from the University of Sydney. Images Stefanie Zingsheim.

Media Enquiries:
Robbie Byrne
Marketing and Communications Coordinator, ������
robbie.byrne@amsi.org.au

������’s partnership with SAS aims to help First Nations primary school students across New South Wales (NSW) improve their data literacy.

The first initiative under this partnership is set to be the purchase and dissemination of the 2026 edition of ������’s highly regarded maths textbook series, , to rural and regional primary schools in NSW with a high proportion of First Nations students. This rollout will commence in August 2026.

The upcoming fourth edition of the ICE-EM Mathematics textbook series is groundbreaking in its the depth of student resource content which explores how numeracy skills are influenced by culture and context, particularly First Nations cultures. This framing of problem solving grounded in First Nations mathematical thinking and cultural practice resonated with SAS’s deep commitment to reconciliation.

The ������-SAS partnership is testament to their shared belief that diversity of participation in mathematics is critical to future-proofing the STEM sector for generations to come. Both parties share a consensus that the benefits of a nation’s mathematical capability and capacity are shared by all, and flow to individuals and organisations through increased employability, job creation, economic mobility, productivity and global competitiveness.

Commenting on the announcement, Libby Shade, Senior Human Resources Manager at SAS, emphasised the untapped potential of SAS’s partnership with ������ in enabling the next generation of First Nations STEM students, “SAS’s collaboration with ������ aligns our long-term focus on encouraging and nurturing data literacy in students, while helping to achieve meaningful outcomes for First Nations students across NSW.”

Ian Edwards, Head of Global Academic Program, Asia Pacific at SAS, struck a similar tone, affirming the company’s long-term commitment to supporting education initiatives such as this, “SAS is passionate about education outreach and giving each new generation the power to change what is possible. Our work with ������ is pivotal to building interest in data and analytics for the next generation of First Nations students.”

The support of SAS will aid ������ in its drive to achieve its vision for all Australians to have the opportunity to develop their mathematics skills and knowledge, to enhance their careers, acquire essential life skills and to enrich their lives, regardless of their cultural or socio-economic background.

Lisa Farrar, Associate Director at ������, who worked with SAS in shaping the partnership, commended SAS’s commitment to providing First Nations students with the necessary tools to spark their mathematical curiosity, “Every Australian should be given equal opportunity to develop their mathematics skills and knowledge. I applaud SAS’s commitment to getting these textbooks into the hands of our First Nations students.”

About ������: ������ is a not-for-profit peak body for the mathematical sciences with a breadth of members including Australian universities, professional societies, government agencies and industry. ������ champions mathematics, statistics and data science for Australia’s advancement through advocacy, facilitation, and collaboration. The ICE-EM Mathematics series is published in collaboration with Cambridge University Press & Assessment.

About SAS: SAS is a global leader in data and AI. With SAS software and industry-specific solutions, organizations transform data into trusted decisions. SAS gives you THE POWER TO KNOW^®.

Media Enquiries:
Robbie Byrne
Marketing and Communications Coordinator, ������
robbie.byrne@amsi.org.au

Ken commenced his teaching career in the classroom — a grassroots beginning that informed much of his subsequent work in academia. While taking a break from high school teaching, he worked as a lecturer and then a senior mathematics lecturer at Monash University. His reputation as a leading educator and mathematician would be bolstered by posts at the University of Newcastle and Deakin University — where he would first meet his lifelong friend and future wife, Nerida Ellerton (pictured). Ken concluded his academic career in the United States at Illinois State University’s highly respected Department of Mathematics.

The only individual in his family to have completed high school, the University of Melbourne graduate held a deep appreciation for the power of education, irrespective of background. It was this lived experience that propelled him to address educational issues, particularly in the mathematical sciences. In 1976, he co-founded the Mathematics Education Research Group of Australasia (MERGA).

Ken’s unwavering commitment to improving mathematical capacity would come to the fore yet again with his indirect involvement in the formation of ������ in 2002. He had an innate ability to place the right people in appropriate roles. In the early days of Science & Technology Australia (STA), he nominated Jan Thomas OAM as MERGA’s representative on the Australian Mathematical Sciences Council, formed under STA. This enabled Jan to develop the relevant political connections that helped to get projects such as ������ Summer School off the ground.

Speaking after his passing, Jan, who would go on to become ������’s first executive officer, noted that Ken was “a friend and a remarkable individual. Putting me forward for the role of MERGA representative had a profound effect on both myself and the Australian maths community.”

Ken authored and co-authored more than 30 books and published over 250 scholarly articles across the fields of mathematics, language, culture, teaching and teacher education. Notably, he was a childhood mentor of mathematician and Fields Medallist, Terence Tao.

Outside of academia, Ken was a loyal Western Bulldogs supporter, an unyielding dedication that often sparked colourful conversation with friends and colleagues — especially throughout their fallow years of the early 2000s.

In 2018, Ken was awarded the Order of Australia (AM), General Division for his significant service to tertiary education through mathematics research and instruction as an academic, author and mentor.

This loss will be felt not only within ������ but across the wider tertiary mathematics sector at home and abroad. His legacy as a renowned mathematician, educator, author and loving husband will long be remembered.

Image courtesy of Illinois State University