Academia

12
Jul
2023
Gitta Kutyniok

Gitta Kutyniok

Born in Bielefeld, Germany • Birth year 1972 · Studied Mathematics and Computer Science at University of Paderborn in Germany • Highest Degree Habilitation in Mathematics • Lives in Munich, Germany • Occupation Professor for Mathematical Foundations of Artificial Intelligence

I had never planned to become a professor of mathematics, and if someone had told me when I was young, I would have said: This is impossible. Due to my excitement for mathematics in school and the fact that my mother and my grandfather were both teachers, I first wanted to become a high school teacher myself. And this is how I then started my studies, choosing computer science as a minor. Although the change from high school mathematics to university mathematics was difficult and required a lot of hard work, I enjoyed my studies very much. I however could not get excited about didactics for high school teaching, hence I switched to diploma studies in mathematics. And since at the University of Paderborn, it was quite easy to pursue a diploma in computer science at the same time, I enrolled in this as well.

(…) In retrospect, this period trained me to follow my own path and be very independent.

In my last year, a professor working in abstract harmonic analysis approached me with an offer for a Ph.D. position. I was hesitant about whether this was the right career path for me. Eventually, I accepted the offer but quickly realized that not pure mathematics was my passion but applied mathematics. Hence, in agreement with my supervisor, I chose a more applied topic and got assigned a second supervisor in Munich. This arrangement was not optimal. However, in retrospect, this period trained me to follow my own path and be very independent.

One of the reviewers of my Ph.D. thesis then offered me a position as a Visiting Assistant Professor at the Georgia Institute of Technology. Since I was hesitant about what to do next, I embraced this opportunity, taking it as a chance to see whether I am good enough for continuing as a post-doc. My time as a Visiting Assistant Professor was again hard, since I had never taught a course before, and I now even needed to teach in English. But research-wise a whole new world opened to me; having now collaborators with similar interests as myself, namely the area of applied and computational harmonic analysis. I then spent another year in the US with a research fellowship at both Washington University in St. Louis and again at the Georgia Institute of Technology. It was a very productive time for me, leading to a Habilitation in Mathematics at the University of Giessen in Germany.

I overcame my shyness and approached [some professors in the US whose work I had always admired] for an invitation (…).

Due to the uncertainty of obtaining a professor position in Germany, I applied for a Heisenberg Fellowship from the German Research Foundation to visit some professors in the US, whose work I had always admired. I overcame my shyness and approached them for an invitation and eventually got the amazing chance to visit first Princeton University, then Stanford University, and finally, Yale University, learning about new research areas such as compressed sensing.

Returning to Germany, I started as a full professor at the University of Osnabrück. This was a very fulfilling experience, and I loved building up my own research group. However, it was a very small department, and finding good students was hard, and I soon started looking for other positions.

I was again lucky and was offered an Einstein Chair at the Technical University of Berlin. Soon after, the advent of deep learning started and affected my research area significantly. I decided to embrace this paradigm shift and delve research-wise into artificial intelligence. Looking back, this was one of the best decisions in my life.

For the first time, I am now not the only female professor in my department.

This might have also led to a personal offer from Ludwig-Maximilians-Universität München for a Bavarian AI Chair for Mathematical Foundations of Artificial Intelligence, which I was surprised and delighted to receive. Due to the excellent conditions for AI research in Munich and Bavaria, I accepted the offer and moved to Munich. For the first time, I am now not the only female professor in my department. In fact, I have several wonderful female colleagues, which is an entirely new experience for me.

In general, I learned in my career that one should be open to opportunities, as they often arise unexpectedly, and also not be shy to approach colleagues for advice and help. If you ask whether being a woman has impacted me in my career, I have to say that the first time I realized that one is treated differently was when I became a professor. As committee meetings increased, I learned the hard way that men do not behave better or worse, but just differently. Looking back, a course on gender-specific behaviors in professional environments, as it is, in fact, custom for higher positions in industry, would have helped significantly.  On the other hand, I also had and still have several amazing male colleagues who support me tremendously, also with advice, and I am deeply grateful to them.

Posted by HMS in Stories
10
May
2023
Zoe Nieraeth (she/her)

Zoe Nieraeth (she/her)

Born in Maarssen, The Netherlands • Birth year 1992 • Studied Mathematical Sciences at Utrecht University, The Netherlands • Highest degree PhD from the Delft University of Technology, The Netherlands • Lives in Bilbao, Spain • Occupation Postdoctoral Researcher at BCAM

Many of my career choices were made within a context that differs from my cis peers: for one, I entered academia not knowing that I was a woman. Women, or rather those labeled as such, have to seek out their inspiration by themselves, first having to unlearn the twisted traditions of our patriarchy, whereas those labeled as men are told that the sky is the limit. I cannot say that I enjoyed that privilege, though. It only made me deeply ashamed about exploring my identity, wanting to avoid it at all costs.

What I wanted above all else was to feel normal, but having to deal with being a trans woman in math did not feel normal at all.

My first puberty was rough, and I coped with it by indulging this avoidant nature. Doing math kept me in a state of hyperfocus, and so, distracting myself from the bleak outlook the real world had offered me, I took a deep dive into the abstract realm of pure mathematics. I wanted to keep this flow going, and decided to pursue a PhD. However, eventually research took its toll on me. I struggled through my PhD and at a certain point I realized that I was incapable of upholding my facade, forcing me to resurface. What I wanted above all else was to feel normal, but having to deal with being a trans woman in math did not feel normal at all. It did not feel like an environment where people would know how to respect me. Even now as a postdoc I can count my trans contemporaries that are out on one hand.

In recent years, many of the institutes I have worked at have been trying to strive for gender equity. However, to be perfectly blunt, I feel like the way inclusion is handled in academia is laughable. What is claimed to be gender inclusivity has very little to do with being inclusive. While they are patting themselves on the back for having made a breakthrough in the discovery of a gender that is not male, I am weeping for my gender diverse siblings. Their “gender inclusivity” is binary and tokenistic. The people in power are middle aged white men who have neither the experience, nor the will, nor the knowledge to deal with the kind of feminism that requires an understanding of intersecting identities. How can you claim to be inclusive if your institute isn’t fully accessible, isn’t accepting of relationship forms other than those fitting within heteronormativity, others neurodivergent people even when they are the ones that propel our field, perpetuates racist stereotypes, upholds a class system that the poor cannot enter, or makes you feel like some women will not even be considered to be women at all?

I have been made to feel that the new possibilities provided for women are not for me. Ironically, there is the fear that hiring a trans woman will not count towards the quota of women.

The discrimination I have faced after coming out in academia has been astounding. I have been made to feel that the new possibilities provided for women are not for me. Ironically, there is the fear that hiring a trans woman will not count towards the quota of women. Transphobia is the norm, after all. To add to this, there are journals, databases, former colleagues, refusing to even acknowledge something as simple as my name, preferring to perpetuate a lie. I have seen my savings and then some dwindle into nothingness as this capitalist nightmare sucks me dry for daring to transition into a life where I can look at myself in the mirror without feeling disdain. Or fearing retribution. Many countries where my job wants to take me are simply not safe for me to exist in. Academia truly offers me the worst of both worlds. 

Despite all of this, I have come to a point where I can proudly announce that I am a woman and a mathematician. The fact that I am a woman is an act of defiance. My existence is political. As we are striving for equity in mathematics, ironically, the work yet again falls on our shoulders. We are the ones who have to labor to be seen. Who have to fight to be heard. Who have to tell our stories. In prose such as this, but even in my mathematical research papers, I strive to write with a lot of character and personal opinion, expressing my authentic self. I feel like showing ourselves like this is what is truly important. No matter how we are treated, the simple fact of the matter remains: our diversity is beautiful. Projects like Her Maths Story allow us to take control back in a setting where we are made to feel like we have very little control, and for that reason I truly commend initiatives like this. While we undoubtedly will continue to face oppression, our resistance will grow stronger. Progress is inevitable.

Posted by HMS in Stories
12
Apr
2023
Juliana Fernandes da Silva

Juliana Fernandes da Silva

Born in Goiânia, Brazil • Birth year 1986 • Studied Mathematics at Instituto Superior Técnico, Universidade de Lisboa, Portugal • Highest degree PhD in Mathematics • Lives in Rio de Janeiro, Brazil • Occupation Assistant Professor at Universidade Federal do Rio de Janeiro

Through all my school years I have always felt that the more logical reasoning the subject involved, the more attention it would capture from me. I remember being the one helping out my colleagues preparing for math exams and being supported by others with the subjects of social studies. Although as a child I enjoyed very much pretending I was a teacher, assigning the seats to the dolls, I grew up hearing that it was an underappreciated profession in my country, with which people usually feel overworked and underpaid. Even after finishing high school I was very resistant to choose mathematics and teaching as a career, but I finally decided not to walk away from my dream role. The only (probably naive) argument for that was that I have always enjoyed studying mathematics.

While adjusting myself to the new life in a very large city and struggling with the exams, this period was one of the toughest in my academic career but also the first step towards professional maturity in research/academia.

Only when I got to the university for my bachelor in mathematics, I realized that I could perform poorly in a math exam, which was unfamiliar to me. I accepted the challenge and worked hard to finally achieve good results, especially in the more abstract courses. Algebra was particularly demanding, with a very tough and inspiring female professor. She often provided us with a lot of extra reading materials and required us to attend extra lectures, jointly with her graduate students. But since she was always willing to provide us with assistance, I felt very challenged and also wanted to get along with her. That pushed me to put a lot more effort into my studies. As a result, I decided to pursue a Master’s degree in a different city, at one of the best universities in the country. While adjusting myself to the new life in a very large city and struggling with the exams, this period was one of the toughest in my academic career but also the first step towards professional maturity in research/academia.

The math-life balance also comes as a challenge, while trying to fulfill the pressure to be productive and achieve personal goals outside work at the same time.

My years of PhD and postdoctoral studies were used as an opportunity to perform my research under different scientific atmospheres, in some different centers in Brazil and abroad. The interaction with different research members and visiting fellows provided me with an enriching scientific experience, giving me the opportunity to engage in collaborations within my field of research. As luck would have it, I ended up having a very kind and talented professor working in nonlinear dynamical systems as my PhD supervisor. That period was, however, one of the hardest and exhausting periods of my academic life. Not only for the strong gender imbalance in mathematics but also for recurrently having no sense of belonging. The hard side of leaving the comfort zone, especially coming from humble backgrounds, is the general feeling that you are not as capable as your peers. At that point, one is also confronted with the fact that besides the technical scientific abilities, it is also necessary to manage other required skills of your career. Critical thinking, presentation and communication abilities, self-discipline, leadership and advising skills, among others, also came in handy. The math-life balance also comes as a challenge, while trying to fulfill the pressure to be productive and achieve personal goals outside work at the same time. All of that requires time, maturity and, more importantly, a great support in order to overcome the challenge.

In this journey, I realized that besides the urgency of creating an equitable world in the near future, where underrepresented groups don’t have to deal with biases in and outside the workplace, it is also crucial to find a stimulating and safe environment to work in. To do so, it is very important to be surrounded by like-minded peers and colleagues you can trust to talk about the work and insecurities inside academia. Taking advantage of all professional and personal opportunities and resources is also essential.

Posted by HMS in Stories
29
Mar
2023
Fulya Kula

Fulya Kula

Born in Turkey • Studied Mathematics at Middle East Technical University in Ankara, Turkey • Highest degree PhD in Mathematics Didactics • Lives in Enschede, The Netherlands • Occupation Lecturer at the University of Twente

I actually did not really like mathematics in primary school. I found it difficult to memorize all multiplication tables for example, as I did not really understand the concept behind them. However, during high school, I had a great teacher, who could explain really well. She introduced us to theorems and proofs, and I found this challenging and rewarding.

What prior knowledge is necessary to fully understand the concept of the derivative? And what happens when some of that knowledge is missing?

After that, I did my BSc in mathematics, but I was also very intrigued by the way my professors were teaching, maybe because of my experience in primary school. All were very talented mathematicians, but some of them were not explaining very well, while others were. This motivated me to do my undergraduate and PhD level in the didactics of mathematics. In my PhD for example, I focused on the concept of the derivative. What prior knowledge is necessary to fully understand the concept of the derivative? And what happens when some of that knowledge is missing?

I am now still working in the field of mathematics and statistics didactics. I investigate how we can improve the teaching and learning of mathematical and statistical concepts. This combines my pedagogical skills and scholarly knowledge. I try to gain a better understanding into how people learn, and how this knowledge can improve teaching.

I find this project particularly exciting because it can make a real difference in students’ academic lives, as I often see them struggling in the first year during my teaching.

I am currently working to make the transition from high school math to college-level math easier for students. This means that students should have a better understanding of several mathematical concepts and skills when they are at university. To achieve this, I investigate best practices in curriculum development. I will also create videos and practice material on topics that many students are struggling with. I find this project particularly exciting because it can make a real difference in students’ academic lives, as I often see them struggling in the first year during my teaching.

During my research, I focus on how we can teach mathematics in such a way that students can understand it more easily. I had very interesting results on teaching statistical inference for example. In statistics, you often make probabilistic statements about an entire population while you only investigate at a small sample of it. This concept is often very difficult to grasp for students. Usually, during a course students are first told about the sample (for example the sample mean), and are then told what this sample statistic tells about the entire population. My research shows that it is actually better to start discussing the population first, and how you create a sample from this entire population. After that, you can teach what this then tells you about the entire population that we started with.

I would really like to investigate the most common statistics textbooks to compare their way of explaining to my proposed model. Doing so will help me to slowly but surely change the way statistics is taught.

My research endorsed that this second way of teaching makes students grasp statistical inference more easily. I would really like to investigate the most common statistics textbooks to compare their way of explaining to my proposed model. Doing so will help me to slowly but surely change the way statistics is taught.

My goal is to make sure that research in the didactics of mathematics is actually applied in mathematical teaching. Despite the fact that there is plenty of research that could be useful, the connection between research and practical teaching is weak. I would love to create a course on didactics for mathematics teachers at universities as well. I feel that most people at the university really like their teaching, and are also interested in my didactical research, but it is difficult and time-consuming for them to get a good overview of the existing knowledge. In such a course, we could go over this together, and discuss how we can implement it in practice. In this way, mathematics education research can really make an impact on the way mathematics is taught.

I really enjoy teaching and find it very motivating. My favorite moments are when a student has an “A-Ha” moment and gains a better understanding of a concept. This is also very rewarding for myself, as I managed to make an impact on the student by teaching them a topic that they did not fully understand. It also shows you the beauty of mathematics: if a student understands all single, small concepts, they can understand a much bigger problem.

Posted by HMS in Stories
15
Mar
2023
Christina Schenk

Christina Schenk

Born in Wittlich, Germany • Birth Year 1986 • Studied (Applied) Mathematics at Trier University, Germany • Highest degree PhD in Mathematics • Lives in Madrid, Spain • Occupation Postdoctoral Research Associate

Honestly, I do not really know when my passion for science, and in particular math first manifested itself. But from my experience, I can definitely say that being surrounded by the right people and mentors plays a big role in continuing in this direction and not steering towards following one of your other passions.

[..] in all of the career options that I tried, I was missing the logical and structured thinking and the challenges that math brings along.

My favorite subjects in high school had always been math and languages. It was after high school that I was thinking about combining the two subjects but I did not see myself becoming an elementary, middle, or high school teacher which probably would have been a natural choice. I tried several other options realizing internships and applying for study programs but in the end in all of the career options that I tried, I was missing the logical and structured thinking and the challenges that math brings along. It was after a gap year in Australia that I remembered one of my math middle school teachers telling me that I would be the right person to study math. Despite not agreeing with him at that point in time, in the end, I decided to give it a try. I went from a Bachelor’s to a Master’s to a Ph.D. degree in (applied) mathematics.

[..] I am very grateful for my choice as it allows me to not just learn more within my discipline but also about many others.

On the way, I kept learning languages and following my other interests especially learning more about other cultures and getting to know more of the world. After my Ph.D., I decided to go to the US for a postdoc where I stayed for about two years. Then I moved to Bilbao, Spain for another postdoctoral position. After almost two years there, I decided to stay in Spain and move to Madrid. This is what brought me to my current position. Currently, I am a postdoctoral research associate at IMDEA Materials. Here, I mainly develop models and algorithms for the acceleration of materials discovery for finding materials alternatives that are for example more sustainable. This means for instance that they are more inspired from nature, less toxic and do not deplete important limited resources. Having a background in applied mathematics, over the last 10 years I have had the opportunity to apply my mathematical knowledge in many areas reaching from cardiovascular stent design to optimization of fermentation processes to modeling cell metabolism to control of disease transmission dynamics to materials discovery. Looking back at my career decision, I think I would have been happy with studying computer science or engineering as well but it definitely had to be a science subject and I am very grateful for my choice as it allows me to not just learn more within my discipline but also about many others.

An academic research career can bring along a lot of frustration, uncertainty, and not always supportive environments but enjoying the process of learning from every experience, having the opportunity to make the world a better place, and following your passion make it worthwhile.

There have been tough phases and I definitely cannot say that I have never thought about switching careers. But I think that I have always enjoyed the challenges that my career path has brought along, maybe not always at the moment but overall, I believe that from facing challenges you learn the most. An academic research career can bring along a lot of frustration, uncertainty, and not always supportive environments but enjoying the process of learning from every experience, having the opportunity to make the world a better place, and following your passion make it worthwhile. Mentorship programs can give a lot of support on the way to keep you focused on your path and dealing with many of the given challenges. I am definitely very grateful for those mentors along the way that supported me and encouraged me to follow my passions.

If I had the opportunity to talk to my 20-year-old self, I would have told her: “Never regret anything, be grateful for the good things that every decision brought along, follow your passions, hold on to your core values, do not let your fears rule you and most importantly enjoy the process and live in the moment without holding on to the past or having fears about the future. You do not choose your destiny but you choose your company. You will find your way. Do not get lost in too much work, there are also other important things in life and remember success is one thing but you do not want to die one-day having regrets, such as not having shown enough care for your beloved ones and not having followed your other dreams and passions.”

Posted by HMS in Stories
01
Mar
2023
Anna Konstorum

Anna Konstorum

Studied Biology/Bioinformatics at McGill University, Canada, and University of California, Los Angeles, USA, and Mathematics at University of California, Irvine, USA • Highest Degree PhD in Mathematics • Lives in United States • Occupation Research Staff Member at Center for Computing Sciences, Institute for Defense Analyses

I came to applied mathematics slowly, and circuitously – but sometimes that makes for the best stories. When I was young, I fell in love with the complexity of biological processes, and thus I chose to study biology for my BSc. My grandmother was a math teacher and I have fond memories of us playing all sorts of educational math games growing up, which instilled in me a joyful, non-competitive view of math. But I never saw myself as a mathematician, it was just something I enjoyed ‘on the side’.

I sat there in complete astonishment of the beauty and power of math to describe a world that I had realized I had always wanted to see in a mathematical light.

It was only when doing my Master’s, when I took a course focused on using dynamical systems to study the life sciences, that I came to see that mathematics needed to be more than a hobby for me. I sat there in complete astonishment of the beauty and power of math to describe a world that I had realized I had always wanted to see in a mathematical light. And, I felt then, everything clicked. That my love for math and complex systems such as biology were not separate, but actually completely intertwined. It was this realization that led me to do my PhD in mathematics. I performed research modeling interactions of growing tumors with their microenvironment and took classes in a wide range of mathematical subdisciplines. It was very difficult as I knew I had less experience with mathematics than many of my peers, but I also had complementary skills in working on real-world scientific problems, which gave me a unique vantage point to think about the methods I was studying. When I kept my focus on the subject matter, I knew I was where I needed to be. It was one of the hardest, but most rewarding experiences in my life.

I work at the interface of data science and applied mathematics to help address challenging problem sets in national security, and more generally in the computational and data science realms.

Something you come to understand by taking a strong pivot, is that both you and the world have the capacity to honor a new stage in your life and career, especially if you approach the challenge thoughtfully and creatively. I had come to understand that for me, the next stage that I wanted to reach was to expand my applied mathematics capabilities to new domains in addition to the life sciences. And, really, I was ready! Studying the life sciences from a mathematical perspective prepares you to handle a variety of complex data problems. The field is full of extremely noisy data – but data that has, if you chip at it long enough, fascinating patterns and meaning underneath the noise. I now get to do just that as a Research Staff Member at the Center for Computing Sciences, Institute for Defense Analyses (CCS/IDA). I work at the interface of data science and applied mathematics to help address challenging problem sets in national security, and more generally in the computational and data science realms. I’ve used approaches ranging from applied dynamical systems (PDEs and ODEs) to, more recently, unsupervised learning methods employing matrix- and tensor-decomposition frameworks. I also hold an adjunct faculty role in the Laboratory for Systems Medicine at the University of Florida, which allows me to continue to collaborate on projects in mathematical and systems biology.

I wish I had known to take advantage of all [professional societies] have to offer earlier in my career.

What I’ve come to realize is that your unique interests and capabilities, even when they may not fit easily into a clear label, do have a place in this world where they will be valued. My background in mathematical biology has given me a unique perspective on the challenges I face in my current role, both from a mathematical and applied sense. And it makes for some fun intersectional research.

Finally, I’d like to make a quick shout-out to the power of professional societies. I wish I had known to take advantage of all they have to offer earlier in my career. Societies like the American Mathematical Society (AMS), Society for Industrial and Applied Mathematics (SIAM), Association for Women in Mathematics (AWM), and Society for Mathematical Biology (SMB) all provide opportunities to network via conferences and meetings, and to learn more about opportunities in and outside of academia utilizing the skills you learn. You don’t need a minimum degree to join – just an interest to connect with like-minded researchers.

Posted by HMS in Stories
04
Jan
2023
Juliet Nakakawa Nsumba

Juliet Nakakawa Nsumba

Born in Kayunga district, Uganda • Birth year 1986 • Studied Mathematics and Physics (B.Sc. with Education) at Makerere University in Kampala, Uganda • Highest Degree Ph.D. in Mathematics • Lives in Kampala, Uganda • Occupation Lecturer at Makerere University

Currently, I am a lecturer in the Department of Mathematics at Makerere University in Kampala, Uganda. It is so exciting that today I consider myself one of Uganda’s most successful women in mathematics. At my primary level, I used to struggle with mathematics but was always intrigued by the challenges it would cause me to think about. I finished my primary level with mathematics as my worst subject. My secondary education was a turnaround. I would struggle with math until one time we had a change of teacher and he gave the first test. I got a 20%, and in the second test a 40% and after that my performance drastically improved and my passion for the subject grew so that it became my best subject. My math teacher encouraged me a lot. I had to redefine my friends to have those with similar interests. I would discuss this with my peers irrespective of gender. The reading of mathematics became easier.

Regarding the negative image that mathematics was for men: I guess I refused to believe that. I saw it as a challenge that had to be solved.

After my O’ level, resources were scarce in that my parents couldn’t afford my education at the kind of schools with equipped laboratories to enable me to continue pursuing my math/science career. But they were so determined to see me excel. My mom would always encourage me not to lose hope. At that time, I belonged to a supported program of Compassion International. That is where my help came from at the moment. God used Compassion to fully provide my sponsorship throughout A’ level. Of my A ‘level subjects, mathematics still seemed easy and would still be my best. Of course, I had support from my teachers who always encouraged me. Regarding the negative image that mathematics was for men: I guess I refused to believe that. I saw it as a challenge that had to be solved. I spent most of my time with the boys. Thank God they were quite helpful. When they noted I wasn’t going away, they knew we had to work together. When I completed my Uganda advanced certificate, I was given a Bachelor of Science degree with education (mathematics, physics). To be honest, I had never dreamt of being a teacher. I wanted to do Telcom engineering. My grades couldn’t push me there. Today I am grateful that my passion and desire for mathematics never came to an end. I decided to do my best to get good grades during my Bachelor’s degree. This opened more doors for me.

(…) I decided on mathematical epidemiology. I have seen so much of its application with endemic diseases and the consistent outbreaks of new viral diseases, especially in my country.

Later I joined the African Institute for Mathematical Sciences, which provided a platform for me to see how I could use mathematics. I have always loved the application of mathematics. It is not surprising that when I decided to choose the direction for my career, I decided on mathematical epidemiology. I have seen so much of its application with endemic diseases and the consistent outbreaks of new viral diseases, especially in my country. After my Ph.D. which I completed in my home country, I felt equipped to be part of the solution to our health sector. Yes, I am still growing in my career and every day I notice my effort in changing the lives of my people and Africa as a whole.

The limited resources never stopped me from pursuing my dream – instead, I would utilize whatever opportunity I could get to excel.

Being a mathematician has changed my status; by this, I cannot consider myself poor or financially disadvantaged, I have gained respect even among my peers just because I chose mathematics up to the highest academic qualification. As a mentor on several forums, I have got a number of young people who look up to me as their role model, something I lacked as I pursued the mathematics journey. I have inspired many to pursue the subject and STEM fields. I am an advocate for girls in STEM, and sharing my story with those young people struggling and almost giving up on mathematics is my passion. Once in a while, I do outreach programmes where I get to visit schools so that I can encourage young people that they can achieve much more as others before them have achieved. The mathematics journey is always interesting, but only those who choose not to give up can succeed. The limited resources never stopped me from pursuing my dream – instead, I would utilize whatever opportunity I could get to excel. The change of attitude and not dwelling on negativity from those around me enabled me to excel.

Posted by HMS in Stories
16
Nov
2022
Qiaoqiao Ding

Qiaoqiao Ding

Born in Linyi, China • Birth year 1989 • Studied Applied Mathematics at Shanghai Jiao Tong University in Shanghai, China • Highest Degree Doctor in Mathematics • Lives in Shanghai, China • Occupation Assistant Research Scientist

When I was a teenager, I didn’t know what maths studies would be like. But I always took every maths lesson seriously and finished all the maths homework quickly and correctly, which gave me a sense of achievement and satisfaction among peers. I was able to find regular patterns in numbers or common features, which I found very exciting. I was not a very confident girl, but maths gave me strength.

Therefore, I decided to study maths at the University. However, I did not feel like the smartest student and university mathematics was very different from high school. I felt a bit frustrated and didn’t know how to reduce or eliminate the gap. In the second year of university, computational mathematics appeared in my life, which can be regarded as the combination of maths and computer science. Using computer science to solve mathematical problems and translating computer programs into mathematics language are two main aspects. I was attracted by the variety of applications and began to pay more attention to this field in the following semesters. From my Master’s to my doctoral research, my major was always applied mathematics. I did not only choose it because of my interests but also due to the possibility to get into contact with different subjects. Even though I saw more and more women devote themselves to computer science and mathematics, I was still hesitant. Would I do as well as men, as I needed to spend more time with my family? Could I be successful in this field? Could I find my favorite job? I did my best to find the answers to these questions.

If I can solve a problem with mathematics and present the result with a computational method, I will feel very happy.

I encountered many difficulties during my PhD. My advisor is also a woman and she gave me a lot of good advice. She had published many excellent works in optimization and medical imaging and supported my own research immensely. After finishing my PhD, I applied for an academic job in Singapore and worked there for three years. During that time, my husband was working in the US. We had to conquer the difficulty of time and distance. In my opinion, family is a very important part of one’s whole life. Every researcher needs to balance work and life, especially women. In China, women play a more important role in the relationship between husband and wife, the education of children and the connection with friends and relatives. Two years ago, my husband decided to return to China and he found a position in Shanghai. Finding a job in the same city is a big problem for me. I received a lot of help and advice from my collaborators and friends.

Now, maths has become a part of my life. Everyday, I try to solve some problems using mathematics tools and try to deduce some theorem or lemma to interpret the methodology. If I can solve a problem with mathematics and present the result with a computational method, I will feel very happy. My husband works as an assistant professor of mathematics in a university and we can discuss many interesting topics together. I think I can say that maths is my job and my life.

If anyone meets any predicament, I would strongly recommend to struggle. Try it and you will find it worth it.

At this stage of my life, I know what I want, i.e., working on applied mathematics and realizing my ideas. In China, as a woman, I never felt deprived or discriminated against for working in the field of maths or programming at the university. In fact, the contrary is the case and most people I encounter admire that I work in maths and computer science. A common perception in Chinese society is that maths is the most difficult subject and only the smartest people work on the research of it. In China, in order to encourage woman mathematicians to work in academia, many policies about gender quota have been made. In many job applications, women will be preferred over a man applicant if they have the same research abilities.

I am satisfied about the path I took, and very happy I had the courage to choose maths. I used to be afraid that I would not do well. But I know I can do my best, even if I am not the best researcher. Many of the maths students I met went through the same process and most of them did not give up. I think that most of the students that choose maths will persevere in difficult situations. If anyone meets any predicament, I would strongly recommend to struggle. Try it and you will find it worth it.

Posted by HMS in Stories
19
Oct
2022
Bernadette Spieler

Bernadette Spieler

Born in Deutschlandsberg, Austria • Birth year 1988 • Studied Information Management and eHealth at Graz University of Applied Science in Graz, Austria • Highest Degree PhD in Engineering Sciences from Graz University of Technology in Graz, Austria • Lives in Zurich, Switzerland • Occupation Professor in Computing Skills in Education, Zurich University of Teacher Education, Switzerland

Since February 2021, I have been at the Zurich University of Teacher Education (PHZH, Switzerland) as a professor for “Computing Skills in Education”. This professorship is located at two centres: the Centre for “Media Education and Informatics” and the Centre for “Education and Digital Transformation.” Previously, I was the Head of the Department of Informatics Didactics and a visiting professor (W2) at the Institute for Mathematics and Applied Informatics at the University of Hildesheim (Germany). I received my PhD in 2018 from the Institute of Software Technology at Graz University of Technology (TU Graz, Austria). At TU Graz, I worked first as a project assistant in the H2020 project “No One Left Behind“, and later as a postdoctoral researcher. I completed my dissertation on the topic “Development and Evaluation of Concepts and Tools to Reinforce Gender Equality by Engaging Female Teenagers in Coding”. For my thesis, I focused on the conception of a framework for a more gender equal classroom setting for inclusive computer science activities. This so-called “Playing, Engagement, Creativity, Creating” (PECC) framework suggests inclusive activities during different stages, considers the gender dimension in different intrinsic and extrinsic motivators, and shows how all students can benefit equally from them. It puts an emphasis on how to foster intrinsic motivators like pupils’ sense of belonging to computing fields, to generate interest for this area, to improve pupils’ self-efficiency towards computing, and finally, to bring fun elements to the classroom. Second, I developed different apps to engage girls in game design, e.g., “Luna&Cat” and Embroidery Designer.

(…) The focus in education is changing; it is less about imparting knowledge and more about enabling competence acquisition that is independent, reflective, and cooperative.

With its multitude of facets, computer science (CS) offers many exciting topics for children and young people. Girls in particular often do not have the opportunity to take an interest in such topics, or are quickly depreciated as a target group. For future generations, it is crucial not merely to use these technologies, but to understand and apply them. At the same time, the focus in education is changing; it is less about imparting knowledge and more about enabling competence acquisition that is independent, reflective, and cooperative. Education in a culture of digitality ensures the participation of all learners with their different prerequisites and equal opportunities. This requires the promotion of digital competences in a level-appropriate delivery (from school to teacher education to vocational training).

At the PHZH, I have the opportunity to reach teachers as multipliers in training and education. Various concepts such as game design, Maker-Education, or playful CS with quizzes and analogue activities enhance both inspiration and motivation. Furthermore, it is essential to dispel misconceptions that computer science is “not creative” or “too difficult”. Playing and creating games on smartphones are both popular activities for the new generation of digital natives, and therefore are a perfect match for the development of creativity, problem solving, logical thinking, system design, and collaboration skills. Particularly in my current project “Making at School“, we show exciting possibilities for interdisciplinary project work in various Maker activities. Making as a method for free experimentation, exploration, or (digital) tinkering enables new learning formats for education. Thus, Making facilitates open learning spaces with problem-solving tasks, interdisciplinary connections, and transversal competencies. For instance, technical understanding, creativity, craft skills, or concepts of sustainability and entrepreneurship are promoted.

In order to significantly influence future developments in CS didactics, I am involved in various expert groups. For example, as a product owner in the Catrobat Association, I am responsible for the development of apps to support children and young people in learning programming, as a member of the Swiss steering committee of the Informatics Beaver team, we create informatics riddles for the annual Bebras competition, as a member of the steering committee of digital switzerland (education and skilled workforce), we support the next generation of STEM students, and finally, I am a member of the working group for the curriculum development for informatics at the high school/secondary level.

The number of women in [computer science] is still very low, but there are promising ways to encourage and support more women to be deeply interested in [computer science] (…).

In my research, I address the aforementioned issues of equal opportunities in education, and highlight the importance of CS didactics within the context of education. Thereby my aim in this is to ensure greater diversity in technology. In my research, it is particularly important to empirically verify a positive effect on pupils. The extracurricular level should not be underestimated either. Since I have been offering courses specifically for girls in game design and programming for years, it was always a great wish to establish our own programming club in Zurich. With the help of the Manava-Foundation, we were able to realise our idea in March 2022 and proceeded to found the CoetryLab. From Summer 2022, we offer informatics and media courses for children and young people aged 10-20. This is intended to effectively support children in these subjects precisely where their needs are greatest.

By researching new concepts and standards in the field of gender-sensitive CS education and training, I hope to seek out and implement improvements in CS curricula, different CS-topics and to support girls and female adolescents in particular to gain CS skills. The number of women in CS is still very low, but there are promising ways to encourage and support more women to be deeply interested in CS and I am confident that gender-conscious pedagogy, especially in areas of CS education, is particularly useful and necessary!

Posted by HMS in Stories
07
Sep
2022
Nancy Reid

Nancy Reid

Born in Niagara Falls, Canada • Birth year 1952 • Studied Statistics at the University of Waterloo in Waterloo, Canada • Highest Degree PhD in Statistics • Lives in Toronto, Canada • Occupation Professor, Department of Statistical Sciences, University of Toronto

As a professor my days are busy with teaching, research, and committee meetings. I enjoy all three, but my research time is special, as that’s when I get to do whatever interests me the most at the time, and there is always more to discover. Currently I’m working on some mathematical problems related to the theory of inference, and a colleague and I have been working with some astronomers to help analyse their data.

The research environment at Stanford was so exciting that I became completely hooked, and have made my entire career in academia.

I majored in mathematics as an undergraduate, but my plan was to specialize in computer science, as that was rumoured to be “the future” (in 1970). I did some programming, and realized I had no talent for that at all, but I really enjoyed the statistics courses. That was my first glimpse of using mathematical and statistical ideas for advances in science, medicine, health, social science, you name it!, and I found that fascinating. I was quite unsure about graduate work, so I went to the University of British Columbia for an MSc degree, and then I thought I would look for a ‘real job’. But that degree required a research thesis, and I got hooked on research. I had great advisors at UBC who steered me to Stanford for graduate work. Without their encouragement I’m sure I would not have had the courage to consider this. The research environment at Stanford was so exciting that I became completely hooked, and have made my entire career in academia.

So even if I was the only woman on seven hiring committees in a row, when I went to an international conference, or a small workshop,  I would go to women’s talks, introduce myself to women in groups, and seek out “my people”.

At many times in my career, I was often the only woman in the room and it was sometimes lonely. I got used to it, because there didn’t seem to be many options, but it’s not as nice as having more women in the room. Something that helped me was to make sure to seek out women when I had opportunities, for example at conferences. So even if I was the only woman on seven hiring committees in a row, when I went to an international conference, or a small workshop,  I would go to women’s talks, introduce myself to women in groups, and seek out “my people”. I made some great friends along the way. As I got older, and felt the situation was changing only very slowly, I became more outspoken about the lack of diversity.

The biggest shock to the system though was having children. I was already full professor and relatively old when my first (of two) daughters was born, and even with great support from my partner, and a well-established career, it was a challenge.

I was very fortunate to have very helpful mentors at every stage in my career, for which I am still grateful. I’ve tried to “pay it forward” by being encouraging to students and young faculty. While I never felt actively discriminated against at all, I did notice at some point fairly far along in my career that men were actually listening to me in meetings, and I was so surprised that I deduced this was rarely the case when I was younger. The biggest shock to the system though was having children. I was already full professor and relatively old when my first (of two) daughters was born, and even with great support from my partner, and a well-established career, it was a challenge. When younger colleagues starting families ask me for advice, I always say “Accept as much help as you are offered, and buy as much help as you can afford”.

Posted by HMS in Stories
20
Jul
2022
Pêdra Andrade

Pêdra Andrade

Born in Pedrinhas – Sergipe, Brazil • Birth year 1989 • Studied BSc in Mathematics at the Federal University of Sergipe (UFS) in Aracaju, Brazil • Highest Degree PhD in Mathematics at Pontifical Catholic of Rio de Janeiro (PUC-Rio) • Lives in Lisbon, Portugal • Occupation Postdoctoral researcher at IST – University of Lisbon

I decided I wanted to be a math teacher when I was eleven years old. It’s funny to remember that at such a young age, I already knew what I wanted to do with my life. I always had one of my biggest inspirations at home, my mom was a high school teacher and she loves math. I also enjoyed studying math and its accuracy always enchanted me.

Another of my goals was to study math at the Federal University of Sergipe (UFS), the only public university in Sergipe. This was one of the first challenges that I had on this journey. I studied hard to get into university. Fortunately, I got into UFS.

At the beginning of College, everything was amazing, I was living the dream. Even though I had many difficulties with the adaptation process to the university, the new city, and also living far from home, I had the courage and perseverance to tackle each of them. I believe that dealing with our inner selves is one of the biggest challenges we face when studying mathematics. Staying motivated and confident is hard work. This field of science is very beautiful but at the same time very difficult. During this time, I had the pleasure to interact with great professors who inspired me to continue studying mathematics. I’ve always been delighted by the mathematical concepts and the arguments that we use to produce the  beautiful math demonstrations.

Staying motivated and confident is hard work. This field of science is very beautiful but at the same time very difficult.

At this point, I decided to get my Master’s degree in mathematics. At that time, I had no idea what being a researcher was like. Different from my Bachelor’s, I was the only woman in the class. I started to feel like I didn’t belong in that space. I no longer felt comfortable talking and exchanging ideas with my colleagues; it was impossible not to compare myself with the others and I tried to fit in.

Even though I had many difficulties, I got  my Master’s degree. I survived and thanks to my desire to never give up I started my Ph.D. in math at PUC – Rio. As I studied commutative algebra during my Master’s degree, my first thought was to continue studying this subject, but there was no specialist Professor at the time at PUC – Rio. Looking back, I think this was a good thing, as it opened up so many possibilities. Trying to find myself I attended a seminar that focused on partial differential equations (PDEs) with algebra ingredients. I always had this enchantment in studying subjects at the intersection of many fields. I was very glad to see these connections as an example of the magnitude of the study of PDEs and their applications.

Trying to find myself I attended a seminar that focused on partial differential equations (PDEs) with algebra ingredients. I always had this enchantment in studying subjects at the intersection of many fields.

During my doctorate I had the opportunity to attend many scientific events including gender initiatives, give presentations, and I also had the opportunity to study at the University of Central Florida as a Visiting Fellow. After completing my Ph.D., I visited the Centro de Investigación en Matemáticas (CIMAT) in Mexico and held a postdoctoral position at São Paulo University, São Carlos in Brazil. These experiences contributed significantly to my research career, because I learned so much mathematics, but also I got some independence and learned a little bit about how a researcher’s career works. I am extremely grateful for the many special people who supported me throughout this journey.

It is worth mentioning that one of the biggest difficulties I deal with during my journey is the feeling that I have to be strong all the time. I’m not supposed to make mistakes and I do have to know the answers to every question. Nevertheless, the challenges inspire me and arise my curiosity. This is the feeling that moves me to overcome the difficulties that appear to me as a mathematician, such as learning new PDE methods or gender issues. For me, the scientific and human exchange is one of the greatest gifts the profession has given me. 

My research area concerns the study of regularity theory, the existence and the uniqueness of the solutions to elliptic and parabolic equations. Currently, I am a postdoctoral researcher at Instituto Superior Técnico (IST) – University of Lisbon and I am very excited to write this new chapter of my career as a woman in science.

Posted by HMS in Stories
06
Jul
2022
Maurine Atieno Songa

Maurine Atieno Songa

Born in Kenya • Birth year 1986 • Studied Mathematics at the University of Nairobi • Highest Degree MSc in Applied Mathematics from the University of Kwazulu-Natal • Lives in Durban, South Africa • Occupation PhD student at the University of Kwazulu-Natal and Assistant Lecturer, Kisii University, Kenya (on study leave)

I am currently pursuing a PhD degree in mathematics at the University of Kwazulu-Natal. My research uses the language of category theory, which is the study of objects and relationships between them, to unpack and understand real-life phenomena. The areas for its application are vast and include engineering, computer science, neuroscience, systems theory, and general relativity. This journey has indeed been a dream come true. I have loved mathematics since grade five, when I surprisingly performed well in an exam that brought together students from the whole district. I hadn’t always performed well before and I hadn’t been remotely aware that I could do well in mathematics. However, once I topped that exam, there was no going back. My mathematics teacher had taken notice that I could do well in mathematics, and he kept me on my toes. With more effort, I found the subject easier and more enjoyable than the rest. I enjoyed calculating sums and rejoiced when I got them right. It was as though a new world had opened up for me and the escape I found within it brought me peace. I also enjoyed teaching my classmates the concepts which they found difficult. In a way, my destiny had been sealed.

At higher levels of study, the main challenges we faced were a lack of resources and scarcity in the woman role models that we could look up to.

I must admit that the journey hasn’t always been easy. Much as the teachers encouraged us and pushed us to work hard, it wasn’t often easy to see the future that they envisioned. It was tough growing up in a village which had been ravaged by HIV/AIDS. Most of us were being raised up by grandmothers who were now frail. As my mother had died when I was eight years old, I had to rely on bursaries and scholarships to get through most of my schooling. It also wasn’t common for girls to love mathematics or to excel in it, and so, negative remarks were often made about mathematics. A narrative was pushed that mathematics was meant for boys, and that girls who loved it were to be feared. But the love, passion, and the escape that mathematics provided, together with the pressure and encouragement from the teachers, was enough to help me push through.

At higher levels of study, the main challenges we faced were a lack of resources and scarcity in the woman role models that we could look up to. We got to learn essential skills like programming so late, and even then, most of what we learned was theoretical. As such, we did not have the full knowledge required to forge forward in mathematics. Our knowledge about possible career avenues was also limited. In graduate school, I have struggled with imposter syndrome, a feeling that you are not worthy. Sharing this experience with a few colleagues has led me to the realisation that most of us struggle sometimes, especially those who came from humble backgrounds. My friends and colleagues have taught me to push back that negative voice and to often remember how far we have come.

To me, knowing these incredible women, and knowing that they, just like me, have overcome so much to get to where they are, is a testament that women are capable of extraordinary achievements in mathematics and other STEM-related areas.

There have been notable influences without which I couldn’t have reached this far. Attending the African Institute for Mathematical Sciences (AIMS) opened my eyes to the vast areas of applicability in mathematics. The networks they provided have proved invaluable. It was great getting to meet other women from Africa and finding out that we all had similar challenges growing up, and yet, with persistence and a little luck in terms of scholarships, we managed to push through. We could now cultivate and find inspiration amongst ourselves. I know that there are many heroes in the world of mathematics, but those who inspired me the most were peers I met during graduate school. I get inspired every day by exemplary woman peers who have gone ahead of me and attained their doctorates in mathematics. To me, knowing these incredible women, and knowing that they, just like me, have overcome so much to get to where they are, is a testament that women are capable of extraordinary achievements in mathematics and other STEM-related areas.

As such, it is imperative to teach our girls from early on that their gender does not prohibit them from excelling in the sciences or any career that has traditionally been set aside for the men. It should be our prerogative to instill in them that they too can be at the core of discoveries in mathematics, physics, chemistry, biology and engineering and that they can become whatever they dream and work hard towards. Girls need to know that there is much more that they can achieve in life if they work hard towards it. I am grateful to forums like Her Maths Story for highlighting our stories and for working towards changing the narrative.

Posted by HMS in Stories