Stories

Apr

2025

Kateryna Marynets

Born in Uzhhorod, Ukraine • Birth year 1988 • Studied Applied Mathematics at Uzhhorod National University in Ukraine • Highest Degree PhD in Differential Equations from Taras Shevchenko National University of Kyiv in Ukraine • Lives in Delft, The Netherlands • Occupation Assistant Professor in Applied Mathematics at Delft Institute of Applied Mathematics, Delft University of Technology

4 countries, 5 languages, and 1 mathematics…

Was it my big dream to pursue a career as a math professor? No, it wasn’t. In fact, when our primary school teacher asked who we wanted to become in the future, I said that I wanted to be a pediatrician. But that was only because my parents are doctors, and my grandmother was leading the children’s department in the hospital at that time. To be honest, medicine has never been my thing—but as a kid, you tend to take on the role models you see around you. And I wasn’t an exception.

Many years have passed, and mathematics and languages have become inseparable parts of my life.

In Ukraine, we say that children inherit the talents of their grandparents. And with my grandparents working in the fields of physics and mathematics, following that logic, I was probably predestined for these directions. Interestingly enough, those were indeed my favorite subjects at school. I really enjoyed solving math puzzles and diving into the laws of physics. I was extremely lucky to have great teachers who recognized my interest and kept me engaged by offering challenging problems—even though my school had a linguistic focus, and the sciences didn’t occupy much of our curriculum. Many years have passed, and mathematics and languages have become inseparable parts of my life. Those seemingly different disciplines have a lot in common: languages help in sharing my mathematical expertise to a multilingual community, and logical thinking, developed through solving mathematical problems, helps in mastering a new language.

Obtaining a PhD brought new opportunities, but it also came with a lot of pressure—pressure to deliver, pressure not to disappoint.

The path to my current position was long and quite “nonlinear”—just like the math problems I work on. In my last year of high school, I seriously considered studying international economic relations, with applied mathematics as a second option. It was the study program where I could combine my passion for mathematics and foreign languages. But in the end, I chose applied mathematics, and I’ve never regretted the decision I made.

After graduation, I was offered a teaching position at my home university, which I combined with enrollment in a doctoral program. I studied boundary value problems for systems of nonlinear differential equations and developed iterative methods for approximating their solutions. It was a great combination of analysis and work with mathematical software—something I still enjoy doing. Back then, I could conduct research at my home institution but had to defend my thesis at a different university. I still remember all those trips to Kyiv, accompanied by my parents, who helped me organize everything…I am incredibly thankful for all their patience and time that they have invested.

Obtaining a PhD brought new opportunities, but it also came with a lot of pressure—pressure to deliver, pressure not to disappoint. Since then, sports has become my first aid when I feel overwhelmed and need to change my focus during the intense periods at work.

[Fractional differential] equations are broadly used in porous media modeling and systems with memory

After graduation, and having 3 languages ‘in my pocket’, I continued teaching at my home university for a couple of years but felt an urgent need for change. I seriously considered switching to industry and even received an offer from an IT company, but something held me back. Around that time, I won an individual grant for a short-term research stay in Slovakia, where I was introduced to a new field—fractional differential equations. These equations are broadly used in porous media modeling and systems with memory. Moreover, they are able to capture more complex dynamics of a physical system in comparison to their integer-order counterparts. Back then it was still a completely unfamiliar topic for me, something I had never worked on before, but it eventually became part of my current research profile.

My time in Bratislava was a period of reflection, and it gave me the motivation to continue pursuing an academic career. I saw many opportunities that European universities offered and started applying for postdocs. Among all the negative responses and unanswered emails, there was one that changed my life. I got a postdoc position in Vienna, which I still consider my biggest achievement to date. It might sound silly but moving from Uzhhorod, that is by the way famous for its Japanese cherry blossom, to join one of the oldest and most prestigious universities in Austria was something I couldn’t have even dreamed of!

During my postdoc, I explored real-world applications of differential equations by analyzing mathematical models related to ocean and atmospheric circulation

During my postdoc, I explored real-world applications of differential equations by analyzing mathematical models related to ocean and atmospheric circulation. I was fascinated by the opportunity to apply my mathematical training to real-world phenomena, expanding my knowledge beyond purely theoretical research. As time passed and my postdoc was nearing its end, I realized I needed something more permanent. And again, I stood at a crossroads: should I switch to industry and stay in Austria with my partner, or pursue a career in academia but accept the fact that I would likely have to move to a third country within the last three years? I know many couples for whom cross-country moves didn’t work out, and in the meantime I was already fluent in German and had good chances on the Austrian labor market. Luckily, my partner was incredibly supportive, and when I got an offer from TU Delft, he did everything he could to make my decision easier.

And here we are. Five and a half years after moving, I’m now a tenured assistant professor at one of the best universities in the Netherlands, developing my own research line in nonlinear (fractional) differential equations with applications in geosciences, speaking my fifth language, and making future plans with my husband. Time has sorted out everything, and despite all difficulties I feel that I am in the right place.

Of course, at the end of the day it’s all about hard work, determination and family support —but sometimes, it’s also about that one email that changes everything in your life.

Published on April 23, 2025.

Photo credit: Kateryna Marynets

Apr

2025

JoAnne Growney

Born in rural Pennsylvania in 1940 • Studied PhD in Mathematics at University of Oklahoma, United States • Lives in United States • Occupation Taught mathematics at Bloomsburg (PA) University (now part of Commonwealth University); now retired

Before I was a math girl, I was a farm girl – the oldest of three children growing up on a farm in Pennsylvania — the one who went to the barn with her father while her mother took care of the little ones.

Math (often numbers and counting) was an inconspicuous but central part of farming – counting eggs as I collected them from beneath the hens, counting the sheep as they came into shelter at night to make sure that none had drifted away. Geometric quantities also were important – the volumes of harvested grains and fruit, the distances between parallel rows of corn, the gallons of milk expected from our Guernsey cow which I milked morning and evening.

My teacher, a graduate of an elite college and unashamed of her math ability, was an energetic and supportive example of “girls can do math.”

Perhaps my farm experience helped me to be good at math – and that skill seemed fine in elementary school years but as my classmates and I moved through high school my female math ability seemed to make people turn away from me. In my senior year, I was one of only three girls in my math classes. BUT that year I also had an inspiring experience. My teacher, a graduate of an elite college and unashamed of her math ability, was an energetic and supportive example of “girls can do math.”

Receipt of a scholarship from Westminster College in New Wilmington, Pennsylvania, enabled me to go away from home to continue my education. (To my dismay, at Westminster I had several “only girl in the class” experiences.) I started out as a chemistry major but, during my sophomore year. I learned that my “science scholarship” could be used toward a math major and then (preferring math to chemistry) I switched, combining studies of math with secondary education. AND I took creative writing courses and had work published in the campus literary journal. In those days (early 1960’s), many jobs were not available to women – but teaching was.

Graduation from Westminster led to marriage, to secondary school teaching in the Philadelphia area, to evening graduate classes at Temple University – from which I obtained an MA in Mathematics. My husband (Wallace/Wally) – who had studied physics and math and a bit of computer science – took a job at Susquehanna University in Selinsgrove, PA. I did some part-time teaching at Susquehanna and at nearby Bucknell – but soon we moved to Norman, Oklahoma where Wally would pursue a doctorate so that he could qualify for tenure at Susquehanna. While we were in Oklahoma, with lots of time on my hands, I was able to attain a teaching assistantship and continue my studies also.

One of the requirements for mathematics professors at Bloomsburg University was to teach “general education” courses for non-majors and this experience led me to write and publish a textbook entitled Mathematics in Daily Life – a book containing material that engaged students in mathematical reasoning related to counting, voting, travel, decision-making, and other frequent concerns.

Graduate school brought complications to our marriage. In our earlier studies, I had gotten better grades but we credited it to his sports and fraternity activities – AND, I studied more carefully. But at The University of Oklahoma, it became evident that I was the better student and, eventually, that caused stress for both of us. I became his helper. We studied together. During our work on dissertations, I became pregnant. When our doctoral studies were completed, we returned to Pennsylvania, bringing with us a baby daughter. I secured a tenure-track position at nearby Bloomsburg State College (now part of Commonwealth University). AND I was able to keep my on-campus schedule to three days per week and to find excellent child care; our care-giver, Erma, was loving and dependable. Our family grew with another childbirth and two adoptions.

Keeping busy helped our marriage survive but over time we began to recognize that things weren’t working and weren’t repairable. This eventually led to divorce and to me and the kids moving to the town of Bloomsburg (and to me avoiding the 30-mile commute). My time in Bloomsburg involved congenial colleagues, a great neighborhood – a safe place for my children even if I was not with them and walk-to schools. When my children grew up – and left home for college and marriage and . . . I found time to revive my childhood interest (begun as a child reading Robert Louis Stevenson’s A Child’s Garden of Verses) to poetry.

One of my favorite poems celebrates the mathematician, Amalie Emmy Noether; it’s title is “My Dance is Mathematics”

One of the requirements for mathematics professors at Bloomsburg University was to teach “general education” courses for non-majors and this experience led me to write and publish a textbook entitled Mathematics in Daily Life – a book containing material that engaged students in mathematical reasoning related to counting, voting, travel, decision-making, and other frequent concerns. Work on this project and — even more so — my interest in poetry drew me into connections with other colleagues (in English and Philosophy and . . . and I gradually began to participate in poetry events and publication in addition to my math-related activities.

Writing poetry was an activity that I much enjoyed – and many of my poems incorporate mathematical ideas. One of my favorite poems celebrates the mathematician, Amalie Emmy Noether; it’s title is “My Dance is Mathematics” and it is available online at this link: https://joannegrowney.com/ChapbookMyDance.html ; here is its opening stanza:

They called you der Noether, as if mathematics

was only for men. In 1964, nearly thirty years

past your death, at last I saw you in a spotlight,

in a World’s Fair mural, “Men of Modern Mathematics.”

Once my kids were grown – and using some funds inherited from a great aunt – I began to engage in travel-related math-and-poetry activities. Via “Teachers for Tomorrow” – a non-profit organized by one of my high school friends – I spent part of several summers teaching (math and poetry and English conversation) – in India and in Romania.

A few years into retirement, I moved south to the Washington, DC area where three of my four children were living with their young families. And I am still here!

More can be learned about me at my website: https://joannegrowney.com. In 2010 I began to write a blog entitled “Intersections – Poetry with Mathematics” (found at https://poetrywithmathematics.blogspot.com/) – and, with more than 1600 posts so far, my blogging continues. My own thought processes seem to follow the rule that “everything connects” – and this article shares some related ideas: https://joannegrowney.com/Everything-Connects–JMA-Growney-26June2020.pdf

THANK YOU for reading! I hope you also enjoy math and poetry and their connections!

Image credit: Diann Growney Harrity

Mar

2025

Bindi Brook

Born in Nairobi, Kenya • Studied Mathematics at the University of Leeds • Highest Degree PhD in Applied Mathematics from the University of Leeds • Lives in the UK • Occupation Professor of Mathematical Medicine and Biology at the University of Nottingham

When I think back to school days, my sense is that I’ve always enjoyed mathematics. But there is one particular memory that is contrary to that. I was around 10 years old and had been finding most of the “maths” we did quite easy. Then some combination of factors (teacher, specific content) brought a sudden loss of confidence. I could not get my head around what we were being taught and I thought that was it – that I did not like maths anymore. My dad decided I was being silly (thankfully) and worked through some examples with me, every night, for about a week. By the end of it, my temporary lack of confidence had gone and ever since then I have really enjoyed some form of maths (here one can read – NOT pure maths). In fact, whenever I couldn’t make a decision about what I wanted to do next (at the end of A-levels, at the end of my undergraduate degree) I just picked the thing I enjoyed the most (maths and then applied maths) and went with it. I come from a South Asian culture where, if you’re considered “able”, you’re expected to study Medicine. That wasn’t for me – I really did not like remembering lots of facts and much preferred the problem-solving needed for studying maths.

(…) I have started to look into the mechanisms that could lead to a rare lung disease called lymphangioleiomyomatosis (LAM) and Long Covid.

In an interesting twist though, in my research career, I have essentially specialised in applying mathematics to biological and medical problems! My PhD was all about understanding what happens to blood flow in collapsible blood vessels like the giraffe jugular vein. In my postdoc I was investigating how to optimise ventilator settings for patients in ICU and then how to deliver inhaled therapies into the lungs. Since then, my focus has been in trying to understand how diseases like Asthma and other respiratory diseases originate and then progress. This involves incorporating biology and physics into mathematical and computational models, using approaches from different areas of applied maths. More recently I have started to look into the mechanisms that could lead to a rare lung disease called lymphangioleiomyomatosis (LAM) and Long Covid.

Although I am now a Professor and have spent much of my working life in academia, I took a somewhat torturous path getting there and could have picked a different route a number of times. Immediately after my PhD I worked for a credit card company, applying statistical models in a somewhat robotic fashion. There was no problem-solving involved and within 3 months I knew I could not stay and 3 months later started a postdoc in Sheffield. Towards the end of my postdoc I had my first daughter and worked part-time to complete it after which I decided I would just take time out to look after her. Two years later I had my second daughter.

Throughout my career, I have had some fantastic mentors (both women and men) who guided me through some tough times. These included workplace bullying and discrimination (as a woman of colour) and I have had to work hard to overcome these hurdles.

When my second daughter was around 2 years old I was starting to consider alternative careers to academia (I felt I had been out of it too long, hadn’t written up my postdoc work into peer-reviewed papers, etc) when I got a phone call from a previous academic colleague from the University of Nottingham asking if I would be interested in covering his teaching part-time, as he was taking a sabbatical. I took up this offer and continued to teach and work part-time until I felt my daughters were old enough for me to consider getting back into research. I applied for and was awarded a fantastic “return-to-research” Daphne Jackson Fellowship which allowed me to restart my research on a part-time basis and also write up some of my postdoc work. I will be eternally grateful for this opportunity, as it allowed me to start my research in asthma, build up a network of collaborators and eventually my first MRC grant. The other most important thing that made all this possible is my amazing, hugely supportive, parents who helped look after my daughters for many years.

Throughout my career, I have had some fantastic mentors (both women and men) who guided me through some tough times. These included workplace bullying and discrimination (as a woman of colour) and I have had to work hard to overcome these hurdles. Unfortunately, these things still exist. More recently (in my case) these have been more in the form of unconscious bias rather than overt. And significant efforts are being made to address these issues in my School. I try to contribute the best I can with these efforts. Nonetheless, it does mean that I regularly have to sit back and ask if it’s worth it. The answer isn’t an easy “yes”, not just for the above reasons but also because of the way higher education is going these days in terms of massive budget cuts and increased bureaucracy. On the positive side, I work with wonderful friends and colleagues, on worthwhile research problems, and great students.

Mar

2025

Catherine Micek

Born in United States • Studied PhD in Mathematics at University of Minnesota in Minneapolis, United States • Lives in United States • Occupation Data Scientist

Galileo Galilei said “Mathematics is the language with which God has written the universe.” I chose to have a career in mathematics because I wanted to be a “translator” for the language of mathematics.

The first time I realized that I might enjoy teaching math was when I was in sixth grade. I was writing up a solution to a pre-algebra problem for a school newspaper article, and I discovered that I loved breaking the problem down into smaller steps that could each be carefully explained. Communicating a logical and precise solution was beautiful to me.

When I went to college, choosing a major was tough because I was curious about many subjects. What drew me towards math during my freshman year was the idea of becoming a college math professor. A career as a math professor would allow me to combine the challenge of solving math problems as well as communicating the results. Furthermore, the fact that mathematics could be applied to a variety of fields appealed to my widespread curiosity. During college, I studied applications of math to some familiar and loved subjects (such as music) as well as some new and interesting ones (such as computer science). I majored in math and minored in physics and computer science with the goal of pursuing a Ph.D. in applied mathematics upon graduation.

Graduate school was very different from my undergraduate studies. The coursework was more demanding, so I had to improve my study habits, and research required that I develop an entirely new set of skills. The nature of research was very different from the syllabus structure of problem sets and exams in a course. Since my goal was to solve a problem no one had ever solved before, it required a creative and flexible approach, one that emphasized the exploration, experimentation, and steady refinement of ideas. But perhaps the most important lesson I learned was that there is no single “correct” way to be a mathematician. I saw that fellow students succeeded by developing a process of learning and research that worked for their unique set of talents and interests. I, too, had to develop such a process, even though it was an arduous and intimidating journey, fraught with a lot of trial and error. Ultimately, though, the effort was worth it because it built my self-confidence.

Since my goal was to solve a problem no one had ever solved before, it required a creative and flexible approach, one that emphasized the exploration, experimentation, and steady refinement of ideas. But perhaps the most important lesson I learned was that there is no single “correct” way to be a mathematician.

At the end of graduate school, I had an unforeseen change of plans. My goal had always been to get a tenure-track job (which is the career track to a permanent academic position in America) at a local school. However, since no local positions were open the year I was graduating, I had to consider the trade-offs between my geographic location and the type of job I wanted. If I didn’t relocate, I would have to broaden my job search to include non-academic jobs (which I didn’t know much about) and temporary academic jobs (which had more uncertainty). It was scary to consider changing my long-held career plans, but I had an established support system of family and friends locally who were an important part of my life. After extensive deliberation, I accepted a two-year faculty position at a local school and began investigating non-academic career paths.

Luckily for me, jobs in data science were starting to surge around the time I started looking at industrial jobs. Companies were looking to hire employees who understood complex statistical and machine learning algorithms and could write computer code. Data science was a great fit for my interests and skills – I had a lot of programming experience and was willing to learn whatever additional mathematics I needed for a job – so I began looking for jobs where I could use and further develop my technical skills.

My first industry job was building statistical models for pricing policies at an insurance company, and from there I segued into data scientist and software developer roles. Although the domains are different and the mathematical techniques I use vary, my jobs generally have consisted of formulating the mathematical problem, writing the code to train the model and implementing the solution, and explaining the results to business stakeholders. I’ve worked as a data scientist at several companies on problems with diverse applications: energy, finance, supply chain, manufacturing, and media. Although the details of my professional life are different than if I was a math professor – the work is interdisciplinary and team-oriented – I still get to be a “translator” of mathematics.

Even though my career path has gone differently than I originally planned, I am happy with the unexpected directions it has taken me. Keep in mind that the best career path is not about what the majority is doing or what others advise that you “should” do: it is the path you create for yourself.

Published on March 12, 2025.

Photo credit: Catherine Micek

Feb

2025

Anna Ma

Born in the US • Studied Mathematics at the University of California, Los Angeles • Highest Degree PhD in Computational Science from the Claremont Graduate University • Lives in the US • Occupation Assistant Professor of Mathematics at the University of California, Irvine

When I was a kid, there were lots of things I wanted to be: a lawyer, a teacher, a singer, and even, at one point, a maid (I loved organizing and cleaning as a kid, too!) The thought of being a professor, let alone a professor of mathematics, never crossed my mind. I enjoyed mathematics as a kid but wasn’t the “math wiz” in school. I simply enjoyed it. In other classes, I had to memorize all these seemingly random facts, dates, and names of cell parts and their functions. In math classes, all I needed to do was understand the underlying concept, and I would be able to solve many problems!

My first memory of just the thought of being a mathematics professor came in high school. I joined a class geared towards first-generation college students and presented a project on my dream career as a high school math teacher.

Around middle school, I decided to pursue mathematics as a career. My parents immigrated to the US as refugees during the Vietnam War and worked as nail technicians and factory workers so the only people I knew who “did math” were the math teachers I interacted with at school. Thus, I set my sights on becoming a high school math teacher. My first memory of just the thought of being a mathematics professor came in high school. I joined a class geared towards first-generation college students and presented a project on my dream career as a high school math teacher. One of my classmates turned to me after my presentation and said, “I think you’re aiming too low; I think you should be a math professor.” I told her there was no way I could ever accomplish that, and I left it at that.

While trying to figure out what other careers existed for mathematicians, I stumbled upon Applied Mathematics and research: the wonderful world of creating new and exciting mathematics for real-world applications. [..] From there, I was hooked.

In college, I began taking math classes beyond calculus: logic, analysis, algebra, combinatorics, and numerical analysis. Logic and Numerical Analysis were two of my favorite courses, and it occurred to me that if I were a high school math teacher, I’d never have the opportunity to “do numerical analysis” again. (Was I being a little dramatic? Yes. But did I know what I wanted? Also, yes!) While trying to figure out what other careers existed for mathematicians, I stumbled upon Applied Mathematics and research: the wonderful world of creating new and exciting mathematics for real-world applications. My first research project was to help develop an algorithm for the Los Angeles Police Department to clean reporting data automatically. Next, I worked on a project analyzing Twitter (now called X) data to categorize Tweets automatically into content-based topics that did not rely on keyword searches. From there, I was hooked.

In college and grade school, it was difficult to see how intertwined mathematics was with the world around us. Through these projects, I began to see mathematics and the world through a new lens. The realization that mathematical concepts and theory could directly impact and improve real-world problems is inspiring, and this shift in perspective not only enhanced my appreciation for mathematics but also fueled my passion for pursuing further research and applications that bridge theory with practice.

In academia, you raise the next generation of mathematicians, discover and create new mathematics, and serve the scientific community and beyond.

Working in academia is an incredibly unique opportunity. In academia, you raise the next generation of mathematicians, discover and create new mathematics, and serve the scientific community and beyond. At the same time, academia can be really difficult because everyone has opinions about what you should and shouldn’t be doing and how you should and shouldn’t be spending your time. Early on, I decided I would do what made me happy. If that wasn’t enough for academia, then I wouldn’t be happy doing it anyway. There really is no other job like it in the world. Currently, I am working with multiple graduate students, recruiting new students for an undergraduate research project, writing proposals, and writing manuscripts to introduce new and improved algorithms and theorems to the mathematics community. One of the most surprising things I’ve discovered about this career is how much traveling I get to do. Every year, there is typically at least one international trip (Paris, France last year for the SIAM Applied Linear Algebra conference!) and a few domestic trips for conferences, visiting collaborators, and presenting research at other universities and research institutions. My day-to-day life in my career is never the same, which makes the work and life very exciting.

Oct

2024

Michelle Snider

Studied Physics & Mathematics at Smith College, Northampton MA, and Mathematics at the University of California San Diego, CA USA and at Cornell University, Ithaca, NY USA • Highest Degree: PhD in Mathematics • Lives in United States • Occupation: Senior Data Analyst at SRT Labs and Adjunct Research Staff Member at Center for Computing Sciences, Institute for Defense Analyses

I was always interested in math and science, maybe because I was just good at it. I chose to go to a women’s college because even at the high school level, I had been the only girl in the class, and experienced some unhealthy dynamics that can occur in a gender-imbalanced environment. Finishing my double major in Math and Physics in an enthusiastic and supportive environment, I decided I was happy to keep learning for the sake of learning, so I started applying to graduate school.

I went to the University of California, San Diego because they had big math and applied math departments, and since I didn’t have a specific area of focus yet, this would give me lots of options. Two years in, I realized I had not narrowed down the list of mathematical topics I was interested in so much as the list of professors I was not interested in working with. I set up meetings with potential advisors across the departments, who did work in numerical analysis, representation theory, combinatorics, and even math education research. Rather than giving me an impromptu lecture, one professor spent 5 minutes setting up a problem, then handed me the chalk and said “Go up to the board and work out an example.” I thought to myself, I guess I’m an algebraic combinatorialist now!

My specific expertise seemed to be less relevant than my willingness and ability to jump into new research areas and tackle hard problems.

Six years and a cross-country move later, I finished my PhD. I had determined that I didn’t want to pursue an academic track, but with such a pure math background, I wasn’t sure what other options I would even have. That is, in academia, it is quite common that you have no idea what else to do except be an academic because no pure math professor I have met has ever done anything other than be a pure math professor. While I had a wonderful opportunity learning how to think mathematically, I had no guidance about how to transition my research to real life. After sending my resume to companies and national labs across the spectrum of options, I landed an interview at the Center for Computing Sciences in Maryland, a federally-funded research and development center, where the organizational ethos seemed to be to hire a bunch of smart people and remove all the administrative distractions so they can just focus on solving hard problems for the US government. The people I met at my interview were excited about their work, but also had interesting hobbies and work-life balance. My specific expertise seemed to be less relevant than my willingness and ability to jump into new research areas and tackle hard problems.

The AWM is a community of mathematicians from around the world who care about building up a network to help us all succeed and I love being a part of it.

Along the way, I had an opportunity to join the Association for Women in Mathematics (AWM) on a day trip to the US Capitol in Washington, DC, to meet with the offices of elected officials and advocate for supporting underrepresented minorities in STEM. The AWM is a community of mathematicians from around the world who care about building up a network to help us all succeed and I love being a part of it. These visits give us a chance to let our voices be heard, and to bring awareness to the importance of STEM across society—many politicians have never met a mathematician before, and we had the chance to try to counter some of the stereotyped images in the media. I met an amazing group of mathematicians, and before I knew it, I was the one organizing these Capitol Hill visits, then serving on several committees.

A few years ago, an opportunity came up to work with a small technology company with a great company culture. My job title is Senior Data Analyst, but again I was hired not for specific expertise but for my flexibility in taking on new challenges. I get to work across a broad swath of the company, talking to clients, designing solutions, and yes, analyzing some data along the way. I love being able to apply mathematical thinking to problems perhaps not thought of as classical mathematical problems, like how to help universities save energy by connecting their air conditioning system to their class scheduling system.

I could not have predicted the path that I’ve been on, and certainly would never say that I had a plan all along. I am happy to do lots of different things, but it matters a lot to me who I spend my time with. Picking each step based on the people I enjoy spending time with seems to be working just fine so far.

Oct

2024

Nadia Abdelal

Born in Tripoli, Lebanon • Birth year 1975 • Studied Science and Education at Monash University in Melbourne • Highest Degree Post Graduate Diploma in Secondary Education • Lives in Melbourne, Australia • Occupation Mathematics Education Specialist

There were only two things I ever wanted to be as a child – an artist or a scientist. Growing up as the daughter of a struggling artist, you can guess which one I was vehemently encouraged not to pursue. So, with great regret, I set aside my artistic dreams to focus on the more ‘financially stable’ study of science.

However, for a young migrant girl born in the 1970s, things were not that simple. Back then, women and girls weren’t even close to touching the glass ceiling, let alone breaking it. We were too busy dodging patriarchal bullets. For many women, particularly those of certain ethnicities, the central mission was marriage and children. Our dreams didn’t amount to much because there was only really one worth pursuing, and it definitely did not end with the word “scientist”.

(…) How does someone who was told by teachers that she would never understand maths, and who failed almost all her maths exams, end up as a maths education specialist?

Despite this, I was not discouraged. Much to the dismay of my mother, I had inherited my father’s burning desire to punch the status quo right in the face. Consequently, my feminist roots sprouted early. If I’m being totally honest, while I genuinely loved science, the idea of pushing against gender stereotypes, some of which still exist today, was equally as appealing. So, I set my course with determination.

It was not without its obstacles – and there were many. One obstacle in particular that could have derailed my entire professional future was my ongoing struggle with mathematics. I didn’t just struggle a little; I struggled a lot. For as long as I can remember, and throughout school, it was one of my greatest sources of shame. My failures in this subject accompanied me through primary school, high school, and even into university, where I eventually graduated with a major in physics and geophysics.

But how? How does someone manage to get a degree in physics while struggling so much with maths? And how does someone who was told by teachers that she would never understand maths, and who failed almost all her maths exams, end up as a maths education specialist? The answer is this: it’s not that I wasn’t good at maths, or that I couldn’t understand it. It was simply that I couldn’t understand the way maths was being taught to me!

Traditional mathematics approaches may work for a small percentage of the population, but the majority, especially those from lower socio-economic backgrounds, non-native language speakers, or those with non-neurotypical brains, are rarely among that select few.

Traditional mathematics approaches may work for a small percentage of the population, but the majority, especially those from lower socio-economic backgrounds, non-native language speakers, or those with non-neurotypical brains, are rarely among that select few. Unfortunately for me, I fell into all three categories, so school was a constant struggle. However, science was my art – a creative outlet for my curiosity, and anyone can tell you that when you love something and are curious about it, the teaching becomes secondary to the learning.

As I moved further into my career, I began to apply this newfound understanding to my teaching, shifting away from traditional methods and towards more conceptual approaches to maths education – methods that I wished I had been exposed to as a child and as a student of STEM.

The decision to leave the safety of my classroom in 2016 was a very difficult and personal one. However, it shaped some of the greatest learnings and experiences of my lifetime, and three years later, it led me to begin my company, EM Maths Consulting.

I began my life wanting to be one of two things, an artist or a scientist, and little did I know that I would end up as both.

The fear that comes with putting everything on the line to follow a dream can be debilitating. However, sometimes the desire to follow it is just too strong to ignore. So here I am, eight years on, and still clinging to the convictions that started me on this pathway – to drive change in mathematics education, and to encourage a system that supports and nurtures the strengths and uniqueness of every child regardless of race, gender, demographic, or physical, emotional, or spiritual preferences.

I made many discoveries along the way, but the best one was this: There is a little scientist in all of us, one who is compelled to ask questions, be curious, seek synergy, and find beauty. We don’t often connect these things to the learning of mathematics, but we should. I began my life wanting to be one of two things, an artist or a scientist, and little did I know that I would end up as both.

Sep

2024

Uzu Lim

Born in Seoul, South Korea • Birth year 1993 • Studied Mathematics at Postech in South Korea • Highest Degree PhD in Mathematics from University of Oxford, UK • Lives in Oxford, UK • Currently a postdoctoral researcher in mathematics at the University of Oxford; soon to start a postdoctoral researcher position in Queen Mary University of London

I am a mathematician working on geometric data analysis, and I am a transgender woman. The interaction of mathematics and gender in my life is non-trivial, and I thought seriously about this for the first time while writing this piece. While my gender identity slowly crystallised over my life, it was only 4 years ago that I declared myself as transgender. Mathematics has been at the centre of my life for a long time, and I mostly regarded it as a genderless activity. However, I’ve recently started recognising the effects of male socialisation in my mathematical practice, and started exploring how my femininity could interact with my mathematical practice.

In the end I got a PhD in mathematics in Oxford, but the voices whispering “I am not enough” never stopped.

I grew up in a fairly typical “Asian male math nerd” culture, although it was one of those turbo-charged versions appearing in science high schools and Olympiads. Born in South Korea, I went to an international boarding school when I was 13, and moved alone to Singapore when I was 15 to attend a prestigious science high school. That was not enough for me, because I constantly complained that this school wasn’t teaching me enough advanced mathematics. In the end I got a PhD in mathematics in Oxford, but the voices whispering “I am not enough” never stopped. I attribute this to the nerd-machismo in male STEM culture, coupled with the distinct Asian workaholism. I could not settle for anything that may actually give comfort and nurture, for once.

With the help of my transgender boyfriend, I reflect that it’s time to stop and look back. I have done enough to show that I am worthy of love. It doesn’t have to be a constant screaming and scaling a higher mountain. I look back at my love of shapes and structures, and I look back at the delicate theorems and programs I sculpted over the course of my mathematical life. I say: I love all of you, and I will care for all of you, because you are a dear part of me. And I do this with a form of feminine, motherly love.

(…) I sense a harsh masculinity in how many scholars think of mathematics.

The heart and soul of mathematics lie in the expanse of the fluid framework of ideas created by people. Important theories are supported by soft intuitions, and the network of deep thinkers brings gradual yet certain progress to mathematics. I sense much femininity in this smoothness of ideas. On the contrary, I sense a harsh masculinity in how many scholars think of mathematics. While learning pure mathematics, there was a persistent self-loathing along the lines of: “You will never dream of staying in academia if you can’t even finish Hartshorne’s Algebraic Geometry.” There’s always a higher tower to climb, and a grander theorem to learn. It reminds me of phallic architectures that trace the city skylines. Mathematics is also often made into a sterilised toolbox that is wiped clean of blood and sweat in the creative process. I performed this sterilisation in writing my doctoral thesis, where the anxiety and obsession in my contrarian approach to geometric data analysis were sanitised before I presented them cleanly in theorems and algorithms. This is good in some sense, but there is a lingering unexplored emotional dimension that could have been shared more deeply with other mathematicians.

So here onwards, I dream of cultivating a more feminine mathematical culture. Partly, that means to be honest with all sorts of emotions that arise from mathematical practice. Even though I see mathematics itself as a genderless activity, the gendered culture brought by mathematicians is real. I dream that mathematicians will someday open up more of our human, emotional elements into research papers and talks. To play my part, I will start to look deeply into my colleagues’ mathematical practices to share our woes, obsessions, hopes and dreams. As I rise higher in the rank, I will have more chances to usher in the strength in emotional openness in supervision, papers, and seminars. Someday we will be climbing the celestial mountains of abstraction as a team, not in the misguided spirit of nerd machismo, but rather in the spirit of nurturing yet powerful femininity.

Sep

2024

Mónica D. Morales-Hernández

Born in Nuevo Leon, Mexico • Birth year 1989 • Studied Applied Mathematics at UAA in Mexico • Highest Degree Master of Science in Mathematical Sciences from Clemson University, USA • Lives in New York, USA • Occupation Assistant Teaching Professor

I am an applied mathematician and educator now, but that wasn’t my initial goal. I originally aspired to be a physicist. Since my university didn’t have a physics major, I decided to pursue mathematics instead.

The field [of computational mathematics] is dominated by white male mathematicians, which means female faculty and underrepresented groups often face sexism and discrimination.

While pursuing my undergraduate and graduate studies in Mexico, I had the chance to do research using numerical methods to model bacterial growth. During my time at Clemson University, working on my Master’s degree in Computational Mathematics, I had the chance to dive into some fascinating projects. One of the highlights was working with something called the Leray alpha model, which is a regularization of the Navier-Stokes equations that has shown effectiveness in numerical simulations of turbulent and complex flows. Working on this project holds a special meaning for me. It was not only the first research project I worked on in the United States, but it also involved a type of mathematics (Finite Element Method) that I had not had access to in Mexico, and it was a physics problem, which fulfilled my dream of becoming a physicist.

Computational mathematics is not easily accessible to everyone. The field is dominated by white male mathematicians, which means female faculty and underrepresented groups often face sexism and discrimination. Additionally, it is an expensive field, with the cost of software, books, and conferences creating barriers for people trying to access this knowledge.

(…) My students have used their knowledge to model the oil spill in the Gulf of Mexico, analyze income inequality in New York City using the Gini coefficient, and determine appropriate drug dosages (…).

Due to these challenges, I have been advocating for greater access to information and knowledge. As an educator, I truly believe that mathematics is a skill that can be developed if you practice and are given the correct resources. This belief has guided my approach to teaching, where I’ve made a conscious effort to integrate practical applications and research components into traditional coursework. In courses like Calculus 2 and Linear Algebra, I have incorporated a research component where students tackle real-life problems, with a special emphasis on social justice issues. This innovative approach allows students to apply mathematical techniques learned in class and numerical methods to address significant societal challenges.

For instance, my students have used their knowledge to model the oil spill in the Gulf of Mexico, analyze income inequality in New York City using the Gini coefficient, and determine appropriate drug dosages, among other projects. These projects not only deepen their understanding of mathematical concepts but also highlight how mathematics can be a powerful tool for analyzing and solving real-world problems. By exploring the intersection of social justice and mathematics, students gain a broader perspective on how their skills can contribute to meaningful change in society.

The [EvenQuads card] decks pay tribute to notable women mathematicians and can be used to play various mathematical games.

As a woman of color, sexism and racism have been a challenging part of my academic journey. These experiences have motivated me to work towards making the math world a better place for women and other minorities. My passion for this cause led me to volunteer at the Association for Women in Mathematics, where I strive to create a more inclusive environment for underrepresented groups. I am a member of the EvenQuads Committee and currently serve as the Chair of the Student Chapters Committee. The EvenQuads card decks is a project created to celebrate the 50th anniversary of the Association for Women in Mathematics. The decks pay tribute to notable women mathematicians and can be used to play various mathematical games. These cards acknowledge the significant, yet frequently overlooked, contributions of women to mathematics in research, education, and industry.

Through these combined efforts in my research, teaching and advocacy, my goal is to ensure that the field of mathematics is accessible and welcoming to everyone, regardless of their background.

Jul

2024

Edith Opoku Acheampong

Born the central region of Ghana • Studies Bachelor of Science in Administration with a major in Administration accounting • Lives in Greater Accra region of Ghana • Occupation Student and AIMS Girls in Mathematical Sciences program alumnus

This is how my mathematics journey began. Back in elementary school, I did not like mathematics. It was a subject I never wanted to learn or have anything to do with. It even got worse in the Junior High School level. My mathematics teacher used to be so boring and this made the subject not so interesting to learn. I graduated with a grade 3 in my final examination at the Junior High School level, Nevertheless, I was good at the rest of the subjects especially science.

Back in elementary school, I did not like mathematics. It was a subject I never wanted to learn or have anything to do with.

I started enjoying mathematics in the senior High School. This took place when I started to practice mathematics every day. During my senior High School days, I studied general arts having my electives as elective mathematics, economics, government and geography. Knowing very well my weakness in mathematics from Junior High school, I still chose mathematics as an elective course. Choosing this made me decide to take mathematics seriously. I started to study it.

Choosing [mathematics] made me decide to take mathematics seriously. I started to study it.

After our mid-semester exams for the first semester in our first year, I had good marks in elective mathematics. I had 34 out of 40. I was so happy. Our madam made the class clapp for me and that really motivated me. It made me realize that I have the potential to become an excellent student of mathematics.

Since then, I have been very good at mathematics and even teach others. I have had scholarships due to mathematics. Mathematics is indeed taking me far. I got admission into the university because I had a good grade in mathematics and I’m offering a mathematics related course.

I therefore encourage young girls that mathematics is not a course which is not beyond their reach. They can do it!

Jul

2024

Liliana Esquivel

Born in Toledo, Norte de Santander, Colombia • Birth year 1991 • Studied Mathematics at the University of Pamplona in Colombia • Highest Degree PhD in Mathematics • Lives in Cali, Colombia • Occupation non-tenure track Associate Professor at the University of Valle, Colombia

I never really thought I would become a mathematician. Although I enjoyed solving maths problems in my early years of high school, my first love was dance. I wanted to become a dancer. I finished high school when I was 14 years old. At that moment, while deciding what to study in college, a scholarship opportunity for Mathematics came up, and I thought, ‘Why not?’. That ‘why not’ has turned into a career of almost 18 years.

My passion for mathematics truly awakened with mathematical analysis. For me, the concept of approximation is one of the most refined in mathematics. Currently, I am continuing on the path that my undergraduate and graduate advisors helped shape for me. Staying on this professional path is thanks to them and the spark they ignited in me, which makes me want to keep learning every day, as learning is one of the things I enjoy the most.

Although I may have never told her, [my PhD advisor] has always been my role model in this field. My aspiration is to be a source of inspiration and guidance for my students, just as she was for me.

This career has given me the chance to visit unimaginable places, immerse myself in diverse cultures, and have unforgettable experiences. I’ve pushed myself beyond my comfort zone, tackling challenges I once believed were insurmountable, and somehow, I have succeeded each time. Along this journey, I have met incredible, inspiring, and talented individuals who have contributed to my growth both professionally and personally. Resilience and tenacity are two qualities that develop over time in this job.

I was fortunate to have an exceptional PhD advisor—an intelligent, inspiring, strong, and determined woman. Although I may have never told her, she has always been my role model in this field. My aspiration is to be a source of inspiration and guidance for my students, just as she was for me.

Being a mom has put me in the same boat as many others, trying to stay on top of my maths game while being fully present for my kids.

In recent years, my academic perspective has evolved. I wish to remain active in research, but more than teaching, I want to share my passion. My passion is mathematics—its structure, its theorems, and ultimately, its beauty. I believe that by sharing this passion, I can inspire others to appreciate the elegance and depth of mathematics. I aim to create an engaging and stimulating learning environment where students can explore, question, and develop a profound understanding of mathematical concepts. My goal is to ignite their curiosity and foster a lifelong love for the subject, just as my mentors did for me.

One of the most challenging aspects throughout these years has been balancing my professional and personal life. Being a mom has put me in the same boat as many others, trying to stay on top of my maths game while being fully present for my kids. However, being a mother to a child with special needs has illuminated for me the profound societal needs. Specifically, it’s shown me how we need a kinder, more inclusive academic world, one that’s less about labels and more about understanding and support.

Jun

2024

Jyoti U. Devkota

Born in Nepal • Studied Mathematical Statistics at Lady Shri Ram College, New Delhi, India • Highest Degree PhD in Mathematical Statistics at the University of Osnabrück, Germany • Lives in Kathmandu, Nepal • Occupation Professor of Statistics and Mathematics

I had a great interest in mathematics right from my childhood. The beauty of mathematical problems and its solutions always captivated me. The logical approach followed towards solving a mathematical problem, the exactness and preciseness of its solutions, was always a source of great fascination. As a school student, I was always in the quest of a solution to the mathematical problems given by my mathematics teacher, in the classroom. During my student life in school and college, I was always ready to tackle that mathematical problem for a solution.

While growing up, my mathematics teachers in my school and my college were my role models. But I didn’t always have a good mathematics teacher in the school. Some teachers, although quite knowledgeable, could not explain mathematics in a simple language. In the pre-Internet and Communication Technology (ICT) era, those were the times of great struggle, as a student. Access to good quality study materials in mathematics was limited to teachers, in those times. Despite having very limited good quality educational resources in mathematics, I have tried to persevere as a student, professional and a researcher. Mathematics has always been a labor of love for me.

Despite having very limited good quality educational resources in mathematics, I have tried to persevere as a student, professional and a researcher. Mathematics has always been a labor of love for me.

After studying Mathematical Statistics in India and completing my PhD in Germany, I returned to Nepal, where I have worked now in the Department of Mathematics at Kathmandu University for more than 25 years. In this university, I have delivered lectures on several courses of Statistics and Mathematics at the undergraduate, graduate and postgraduate levels. My main objective has been to popularize these courses among my students. To achieve this, I have always tried to simplify formulas and make them engaging for the students. I have also offered crash courses in advanced levels of Statistics and Data Analysis to interested students and researchers. I have also focused on the interdisciplinary applications of the subject. I have taught students from many disciplines including medicine, engineering, environmental sciences and social sciences. My main aim has always been to promote data-based interdisciplinary studies. This was done by making mathematics interesting and popular among my students.

My main aim has always been to promote data-based interdisciplinary studies. This was done by making mathematics interesting and popular among my students.

I faced some challenges while starting my career as a professional like all my male counterparts. This was due to the switch over from student life to the life of a professional. I experienced at that time that the atmosphere in the classroom as a student was completely different from the atmosphere in the university as a lecturer. In due course of time, I married and had two children. In the initial years of my marriage and motherhood, balancing my married life and my motherhood with my professional life was the source of a great challenge. At that time, due to a Gender Gap in the professional fields of Nepal, I had to figure out how to balance my life. There were no female peers in this field, who could guide me through this part of my life journey. At that time, female professionals were much less in number than male counterparts. My family supported me during this time. I left my daughter with my parents, during my PhD study.

In the initial years of my marriage and motherhood, balancing my married life and my motherhood with my professional life was the source of a great challenge. [..] There were no female peers in this field, who could guide me through this part of my life journey.

I have to state that there is a Gender Gap in STEM education. STEM subjects seem to be less popular among girls. I feel that girls can break the glass ceiling through their hard work and perseverance in Mathematics and its allied subjects. A sound training in mathematics and its allied subjects prepares them to look at a problem from a different perspective. Girls with enhanced skills in mathematical problem solving are more evidence based and thorough. Mathematics is said to be the language of nature. Thus, these skills have immense scope of interdisciplinary applications.

With Internet and communication technology, girls of Nepal can be as good as their counterparts in the developed country. By using this technology, girls of Nepal can enhance their skills of problem solving, using mathematics. They should be encouraged to participate in Mathematical events, as this will expose them to the importance of mathematics and the role of ICT in enhancing their skills in mathematics.

Stories

Kateryna Marynets

JoAnne Growney

Bindi Brook

Catherine Micek

Anna Ma

Michelle Snider

Nadia Abdelal

Uzu Lim

Mónica D. Morales-Hernández

Edith Opoku Acheampong

Liliana Esquivel

Jyoti U. Devkota

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