I think I was lucky in the teachers that I had who were always very supportive. I enjoyed the mathematics that I did at school. I think I was probably the annoying kid who kept wanting to be fed more.

I spent a lot of time playing music. I learned the piano and the oboe when I was at school and I spent quite a lot of my secondary school time playing in orchestras. I loved playing in orchestras. So, I didn't do that much mathematics outside of school. I had a few opportunities come up through Royal Institution Masterclasses when I was thirteen or fourteen ... but I spent a lot of time sitting in the middle of an orchestra playing an oboe.

I remember it being completely clear that I wanted to do mathematics and further mathematics and I figured I should do physics because it seemed that was what you should do and what I kind of wanted to do was French and German but I sort of had this idea that mathematics, further mathematics, physics and chemistry was a thing. I'd somehow got that impression and I remember having a conversation with my mathematics teacher who was very wise and very helpful and said if you want to do French and German, do those. So I loved doing the languages alongside that. … I joined the physics A level but there was really never any doubt at all in my mind I think that I would be applying to do mathematics at university.

I wasn't very interested in the competition part of the competitions, but I loved the fact that they gave me interesting mathematics to think about and I loved that when I got to go to a couple of these events I met other young people who were also super excited about mathematics and we could talk about mathematics but also talk about things other than mathematics. I mean it's not like we talked about mathematics the whole time but it was great just interacting with other people who didn't think I was a bit odd for enjoying mathematics.

This is the point at which, it seems, the Editor of 'Eureka' has traditionally had an opportunity to justify the existence of a student journal for recreational mathematics. Personally, I consider the existence of the journal to be a justification in itself; despite a fairly large gap since 'Eureka 55' was published, I have been very pleasantly surprised to discover how forthcoming contributions have been. In October 2003, when I became Editor, I was handed some of the material that appears on later pages, including a letter from an individual who has been reading 'Eureka' for longer than I have been alive, but who still reads it as avidly as ever ... It only remains for me to add that I hope very much that I too shall be reading 'Eureka' seventy years after I matriculated, and to hope that you enjoy what follows!

I worked alongside Vicky for the NRICH program in Cambridge for a summer before we started our respective PhDs - at the dawn of our professional lives. She stood out then for her brilliance, passion, and clarity of purpose.

One of the classical problems of additive number theory, known as Waring's problem, is to show that the kth powers form a basis for the integers. That is, for any k there is some s = s(k) such that every positive integer is a sum of s kth powers. Lagrange's theorem, which says that every positive integer is a sum of four squares, is a special case of this. Waring's problem was first solved by Hilbert, and then a few years later Hardy and Littlewood supplied a new proof, using what is now known as their circle method.

I was one of the academic programme coordinators for the Cambridge Mathematics Sutton Trust summer school in August 2011, and gave several lectures and supervisions at the 2012 and 2013 Cambridge Mathematics Sutton Trust summer schools. I contributed to various other activities organised by the Cambridge Admissions Office and by Murray Edwards College, Cambridge. ... I spent almost two years working on Underground Mathematics, which was then called the Cambridge Mathematics Education Project, creating a website with free online resources for teachers and students of A-level Mathematics.

Ever energetic, Vicky was involved many other organisations. She dedicated much of her time to those that encouraged young people, particularly girls, to enjoy and experience mathematics. She was Executive Director of PROMYS Europe, a scheme to bring secondary school students from around Europe to sample mathematics at Oxford. She was a volunteer for the United Kingdom Mathematics Trust (UKMT) and served on its council for many years; was a trustee of the recently founded Mathematics Education for Social Mobility and Excellence (MESME) and, perhaps most poignantly of all, was to be President of the Mathematical Association in 2024-2025.

I'm really glad I had the opportunity to do the PGCert programme. I enjoyed the chance to exchange ideas during the workshops with colleagues from other subjects, and it has given me a welcome opportunity to reflect on my own teaching practice, and to think about how best I can support the learning of students in the Maths Institute and at Balliol.

Vicky was very active in the LMS. She was a member of the Newsletter Editorial Board and was a regular contributor to the LMS Newsletter. She served on the Education Committee for 6 years, where she could be relied upon to produce sensible and workable solutions to the problems faced. She was a Holgate Session Leader from 2015 to 2017, and in 2013 was an LMS Popular Lecturer. Her talk, 'Addictive Number Theory', which was, of course, on her love of prime numbers, is the 4th most popular video on the LMS's YouTube channel. Another of her talks, an introductory lecture on complex numbers for Oxford University, currently has over 2.3 million views.

Prime numbers have intrigued, inspired and infuriated mathematicians for millennia, and yet mathematicians' difficulty with answering simple questions about them reveals their depth and subtlety. Join Vicky to learn about recent progress towards proving the famous Twin Primes Conjecture, and to hear the very different ways in which these breakthroughs have been made - a solo mathematician working in isolation, a young mathematician displaying creativity at the start of a career, a large collaboration that reveals much about how mathematicians go about their work.

Her mathematical interests went beyond such abstract topics to include arts and crafts. She was keen on crafting, particularly knitting and crocheting, and created mathematically patterned Christmas cards.

This podcast series was both a personal and professional endeavour for Vicky. In March 2021, she began receiving treatment for a rare form of cancer, prompting her to discover more about how her colleagues in the mathematical community contribute to cancer research - from prevention, through to diagnosis and treatment. Throughout the series she talked to a range of experts to find out more about the role of mathematics and statistics in cancer research, as well as to discover more about the people behind the work.

I will be the President of the Mathematical Association in 2024-2025. I am deeply honoured to be following in the footsteps of so many eminent people.

She was an absolutely excellent lecturer who taught me Groups and Group Actions in 2015. Vicky brought the subject alive with her enthusiasm and passion.

I was taught by Vicky as my lecturer for first year Group Theory, and then in third year when I was in her Graph Theory class. She was a first class teacher, producing immaculate lecture notes and solutions, and always going the extra mile to explain something another way when we were confused. I will always remember her entertaining style, as well as her colourful trousers!

Thank you Vicky. You were my Director of Studies at Cambridge, and have taught me so much. Your patience and enthusiasm helped me through many difficult problem sheets, and helped drive my love for mathematics. It is difficult to imagine what my time at university would have been like without you, and I will forever have a little virtual Vicky pop up in my head whenever I am doing maths, correcting and encouraging me.

I've known many people with a love of mathematics, but none with the same passion Vicky had for sharing this love with others. I was lucky enough to be tutored by Vicky at Balliol College. She had an incredible understanding of the way mathematics is learned, and always had ways of explaining the most complex concepts that not only made them seem simple, but also revealed the beauty and fascination in each theorem and proof. I had uncountable "Oh, I get it now!" moments in her tutorials and lectures. Her skill, empathy and sense of humour made learning mathematics a joy.

Vicky was someone who really cared about making other people understand and enjoy maths. In our tutorials, she was always passionate about getting to the very root of what we didn't understand. She really did have a psychic ability to work out when you didn't understand a tricky idea, but were just nodding along, hoping to get away from the scary abstract algebra as quickly as possible. There was nowhere to hide! But she undid the fear of the hard maths, by showing everyone that with enough patience, every detail could be worked out. She gave you confidence in your own ability.

Vicky was a brilliant tutor - the benchmark for what an educator should be. She made every problem clear and accessible, and had a remarkable knack for figuring out what exactly is the core of my confusion and clearing it up. She was always on hand to receive questions outside of tutorials (whether through emails or office hours) and went far out of her way to answer them (including giving extra problems, hints, and offering one-on-one calls to clear things up if needed). I must add that Vicky was also an incredibly kind and thoughtful person who really cared about her students. Vicky's enthusiasm, love for maths and education, and her calm and kind nature continue to inspire me today.

One of the challenges of mathematics is that tackling more sophisticated problems often means first tackling more sophisticated terminology and notation. I cannot find a piece of mathematics beautiful unless I first understand it properly - and that means it can take a while for me to appreciate the aesthetic qualities. I don't think this is unique to mathematics. There are pieces of music, buildings, pieces of visual art where I have not at first appreciated their beauty or elegance - and it is only by persevering, by grappling with the ideas, that I have come to perceive the beauty.