 We'd first like to know about your participation every year in the IST and exploring IST and education conference organised by IST, Qatar and CNEQ. What do you like about these conferences and why do you care to participate every year? Well firstly, Doha is one of my most favourite cities on the planet, so I never mind an excuse to come here. But I've been very fortunate to be on the invitation list, having presented my ideas. And so this is the third time I've been and every time it's been a really good experience for me to meet the local teachers and see what their attitudes are to IST. I'm one of those people that started off, in fact most of my teaching career was just me and a piece of chalk. And so all these new developments are very exciting. I just wish I had my time all over again. Okay, so tell us about the sessions or the session you already gave? Well, we gave a three hour workshop yesterday and I've got another one today and another one tomorrow. And there's a good mix of people, some were IST specialists, some were mathematics specialists which is what I was expecting and others were physics teachers. And some were men, some were women from different places. There were two Turkish teachers there, for example, over here teaching. They all had their eyes open to the possibilities of visualising what is a very difficult subject to teach. I think everybody agrees that mathematics is one of those subjects that you either get or you don't. But now I think there's much more chance that those that don't get it will see what's going on. So based on your experience with IST when IST is integrated into mathematics teaching and does this change their views of mathematics as sometimes viewed as a rigid or difficult subject to learn? Oh, without question. It can make a huge difference, particularly to the weaker ones who really struggle to visualise what's actually being intended by the different concepts in mathematics. Yes, I mean over the years experience has been developing from teachers as to how best to handle this because we as teachers didn't learn it this way, we learned it the hard way. And so all these beautiful images are wonderful to us. They open new vistas. We have to be very careful that the students who have not had this grounding are not simply looking at whizzy images and then they don't see what on earth they're all about. So really nearly half my work now is training teachers to use these new approaches. Because I think if you don't have that training, all the investment in the hardware and the software has gone to waste. OK, so my final question you mentioned that you're going to give a lecture in or a session in the Riyadh and it's going to be delivered in Arabic. So how are you going to do that? Well, the software that I've been helping to develop is called Autograph and it's very popular in the English speaking world. And we've just spent the last few years localising it in many languages. The challenge to localising it in Arabic was particularly difficult, of course, because not only is it right to left, you do your new moves left to right because you use the Hindi system. So we had a lot of help from teachers in Egypt and in Saudi Arabia to get this done. And so now if you launch it in Arabic, it runs in full Arabic. But there is also the alternative of running it with English notation left to right, but Arabic menus. Because there's quite a push, I think, in many schools in the Arabic speaking world to deliver maths and science in English, which is a huge challenge for the teachers, for it's not their first language. So we've devised this system of giving all the help we can in Arabic, all the menus and options in Arabic, but the notation is in English. From my point of view, when I'm doing Arabic tutorials, I do have to rather rely on knowing where the buttons are. My Arabic is not up to delivering it in fluent Arabic. But certainly the reaction from the Arabic teachers is very, very positive because they feel quite daunted by the possibility of having to teach in English. At least now they're getting a helping hand. This is the software autograph that we've localised in full Arabic. Unfortunately, this is the English leaflet about it, but you can see that it covers statistics, simple geometry and even complicated procedures of 3D volumes of revolution. It's really designed to help students to visualise mathematics in a way that was quite impossible before, with just a piece of chalk. It does rely on a large screen being visible to all the students in the classroom and so an overhead projector is an absolute must. More and more schools and colleges are putting in interactive white boards, which are wonderful as well, because it gives the interactivity from the students. Thank you so much for your time and I wish you all the best. It's a pleasure.