Outreach

Lakshmi Chandrasekaran

Lakshmi Chandrasekaran

Born in India • Studied Applied Mathematics at New Jersey Institute of Technology in New Jersey, USA • Highest Degree PhD in Applied Mathematics • Lives in Chicago, USA • Occupation Science communicator and Digital marketer

Growing up in India in the 90s and early 2000s, becoming a software engineer was a rage! The country’s obsession with software engineering was second only to a lucrative career in medicine. Although I went through a similar grind and familial expectations, by the time I finished high school, my mind was fraught with a constant debate between pursuing the software engineering versus physical sciences route such as math or physics – two of my favorite subjects in school. However, not being proficient at writing software codes it was easy to narrow down my choice. Experiencing calculus, vectors and 3D geometry in high school had piqued my interest enough to pursue my Bachelor’s in pure mathematics.

While my passion and curiosity for math never waned all through college, I started to wonder about the practical applicability of math in daily life. To this end, I started researching for universities with an applied mathematics graduate program. My foray into research started as a PhD student at New Jersey Institute of Technology (NJIT) where scientists applied math models to explore diverse phenomena ranging from detecting underwater submarines to the complex workings of the human body. These studies exposed me to the repertoire of math and also led me to think why I was oblivious to it until then. Perhaps it was the lack of communication, which stifled a wider appreciation.

I learnt how to translate, synthesize and communicate complex math equations in a manner that the biologists could easily relate to.

After completing my PhD, I did a couple of postdoctoral fellowships, during which I had frequent interactions with our biologist collaborators. I learnt how to translate, synthesize and communicate complex math equations in a manner that the biologists could easily relate to. In a way, I felt this was my first taste of “science communication” that left me wanting for more; since it bothered me persistently that I was still communicating science among scientists. 

At this juncture, I got an opportunity to freelance as a science writer for an online English language newspaper based in Germany – ‘The Munich Eye, (TME). I took this up as a challenge to disseminate science to a wider audience. A few years into this experience made me realize that I was happier communicating science than doing the science myself. I decided to switch gears and pursue a career in science communication. To shore up my science communication skill sets, I pursued a Master’s degree in science journalism at Northwestern University. I have never looked back since then and consider it to be one of my best career decisions.

Something that I encountered quite frequently as a science communicator was that scientists often struggled (or perhaps were reluctant) to be good marketers of their own work.

As a science writer, I freelanced for several popular science online and print outlets, communicating in lay a wide gamut of technical topics from climate change to science policy. I found that my technical expertise and research experience always came in handy when sifting through scientific work and translating them into easy-to-digest summaries. Until recently, I worked at a non-profit organization, communicating dementia science to a diverse set of stakeholders including the general public and donors. 

Something that I encountered quite frequently as a science communicator was that scientists often struggled (or perhaps were reluctant) to be good marketers of their own work. Understandably, part of this fear stems from the philosophy of not wanting to brag about one’s own research findings. However, I found this to be an interesting challenge – how do you then make an obscure field such as STEM also appealing to a lay audience? To this end, I recently completed an online certificate course in digital marketing from Northwestern Kellogg School of Management. I now look forward to applying my digital marketing and communications skill sets to promoting better awareness of science and enhancing public engagement between researchers and the general public.

Although you may think as a PhD you are solely trained to specialize in a niche area, doctoral training provides several useful skill sets (…).

Does all of this mean my PhD degree is not being put to any use? Absolutely not! Although you may think as a PhD you are solely trained to specialize in a niche area, doctoral training provides several useful skill sets such as writing, researching, mentoring, managing projects etc. coupled with professional life hacks such as resilience and tenacity, among others. I find myself regularly applying these handy skill sets in any work setting. I believe my academic background has better prepared me to have a fulfilling career in science communication and marketing in several indirect ways, for which I am forever grateful.

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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!

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Susan Okereke

Susan Okereke

Born in Liverpool, UK • Studied Mathematics and Business Studies at the University of Edinburgh, UK • Highest Degree Master’s in Teaching (MTeach) from the UCL Institute of Education, UK • Lives in London, UK • Occupation maths teacher, maths communicator and education consultant

I love teaching maths! I am a maths communicator and teacher and I passionately believe that numeracy is an essential basic skill that everyone should have – like reading and writing – and every student should leave school competent and confident in it. Sadly, I am aware this is not the case for many students in the UK and I am trying to use my expertise and experience to help improve this situation.

I began to understand the importance maths education plays in society and realised that maths teachers have a crucial role in making the world a fairer place

As a teacher, I have a keen interest in teaching and learning. I believe that teachers should be model learners, so a few years ago, I decided to do a Master’s in Teaching (MTeach) at the UCL Institute of Education. The Master’s looked at what is needed for ‘effective’ learning to take place, exploring the complex relationship between learner, teacher and their environment. It opened my eyes to how education can transform people’s lives, especially maths education. I began to understand the importance maths education plays in society and realised that maths teachers have a crucial role in making the world a fairer place, with recent data by the Organisation for Economic Co-operation and Development (OECD) showing a direct relationship between wage distribution and numeracy skills.

My Master’s dissertation analysed the effectiveness of a targeted maths intervention on students’ attainment and reflected on the challenges secondary schools face when implementing interventions. Working on my dissertation clarified the fact that I want to use my expertise to bridge the gap between primary, secondary and further education maths learning, supporting all students to feel confident in maths, especially our most disadvantaged students. I believe the key to bridging this gap is to ensure all students have solid basic maths skills and a positive attitude to maths and this starts with good maths teaching.

Completing my Master’s ignited my interest in finding ways to present maths that are accessible and engaging for everyone, especially people who find it challenging. My work as a maths communicator is an extension of this mission.

Maths has a reputation for being boring, difficult and irrelevant to people’s lives and many people are intimidated by the subject because they believe ‘you are either right or wrong’ and that is all that matters. I’m on a mission to challenge this common misconception. Maths is so much more than the final correct answer, it is about seeing patterns, making connections and solving problems, which is an emotional and collaborative process and can be a lot of fun.

Completing my Master’s ignited my interest in finding ways to present maths that are accessible and engaging for everyone, especially people who find it challenging. My work as a maths communicator is an extension of this mission. Over the years I have been involved in a variety of amazing maths events and projects for students, teachers and the general public. Events that strive to bring maths to life for audiences by highlighting the weird and wonderful places maths can be found, which I share on my blog www.DoTheMathsThing.com. Also, the podcast Maths Appeal I co-host with TV personality and fellow maths teacher, Bobby Seagull, presents maths in an accessible way by including maths puzzles and interviews with maths champions from the worlds of tech, entertainment, comedy and education.

Engaging in this range of maths-based endeavours has made me realise I am on a lifelong learning journey with maths education and I hope to take my students, listeners and readers with me as I try to show that maths is everywhere and for everyone.

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Angela Tabiri

Angela Tabiri

Born in Tema, Ghana • Studied Mathematics at the University of Glasgow, UK • Highest Degree PhD in Mathematics • Lives in Accra, Ghana • Occupation Lecturer

Growing up in Accra, Ghana, I loved mathematics. I found joy in solving mathematics questions but I did not envision a career in mathematics as a thing for me. My older sisters studied business courses at the university so I decided to follow in their footsteps and applied to study Business Administration as my first choice course at the University of Ghana. Fortunately or unfortunately, I could not gain admission for my first choice program and had to settle for my second choice which was mathematics and economics. Nevertheless, I loved the challenge mathematics presented. I had to spend hours after lectures revising lecture notes and solving exercises. I found this thrilling.

My motivation for giving back to the community where I grew up was to give students from less privileged backgrounds access to quality education.

After undergraduate studies, I went to the African Institute for Mathematical Sciences (AIMS) Ghana for postgraduate studies. It was at AIMS that I got exposed to different fields of mathematics. From AIMS Ghana, I went to the International Centre for Theoretical Physics (ICTP) for a postgraduate diploma in mathematics. The program at ICTP was very challenging but it helped convince me that I could pursue mathematics further.

After postgraduate studies, I became conscious of the opportunities available when one studies mathematics. Prior to this, most of us thought anyone who studied mathematics at the university would end up as a teacher. This is not to say that teaching is not a good profession, I love teaching. When I realised the many opportunities available after postgraduate studies, I volunteered as a mathematics teacher in a junior secondary school in my community. This would inspire the young students that mathematics is not impossible to study as perceived and one could pursue a career in mathematics. In subsequent years, I volunteered as a mathematics teacher for at least a month and donated books to the library of this school. My motivation for giving back to the community where I grew up was to give students from less privileged backgrounds access to quality education.

My research interest is in noncommutative algebras which are abstract analogues of subtraction and division.

I was awarded a Schlumberger Foundation Faculty for the Future Fellowship in 2015 to pursue PhD in Mathematics studies at the University of Glasgow (UofG). In 2019, I graduated with a PhD in Mathematics from UofG, returned to my home country Ghana and started working as a postdoctoral fellow at AIMS Ghana. I am currently a research associate and academic manager for the Girls in Mathematical Sciences Program (GMSP) at AIMS Ghana. I decided to pursue a career in academia because I love teaching and doing research.

A summary of my research interest is as follows. Consider the operations of addition and multiplication, it does not matter the order in which you perform them. That is, 2 + 3 = 3 + 2 and 2 × 3 = 3 × 2. In mathematics, we call this the commutative property. However, the operations of subtraction and division are not commutative. That is 2 − 3 is not equal to 3 − 2 and 2 ÷ 3 is not equal to 3 ÷ 2. We say that subtraction and division are noncommutative. My research interest is in noncommutative algebras which are abstract analogues of subtraction and division. For any shape that you can draw on a flat surface whereby the shape can be described by an equation, we investigate whether we can put a noncommutative structure on the shape to make it a quantum homogeneous space. This area of research is abstract but our hope is that there will be useful applications of our results in a few years time.

Our mission is to inspire young girls about the diverse career options available when you study mathematics and our vision is to see girls being confident to pursue a career in mathematics and related fields.

I am passionate about supporting and promoting women in mathematics which ties in well with my new role as the academic manager for the GMSP. The GMSP is a hybrid 9 month program for high school girls from Ghana to nurture their talents in the mathematical sciences. We meet students monthly online for masterclasses with experts in different fields of mathematics. Then during vacations from school, the students visit the AIMS Ghana campus for residentials where minicourses in mathematics, industrial visits, interactions with mentors and extracurricular activities are undertaken.

I am also the founder of Femafricmaths, a charity that promotes female African mathematicians. We host guests by interviewing them about their journeys with mathematics and share the videos on the Femafricmaths social media pages. Our mission is to inspire young girls about the diverse career options available when you study mathematics and our vision is to see girls being confident to pursue a career in mathematics and related fields.

There are few of us and we need to ensure that barriers are removed so more women can pursue careers in mathematics.

Mentors have played a critical role in my academic and professional journeys. Ken, Ulrich, Prince and Chelsea have been phenomenal mentors who mentor me every step along the way. I have also benefited from the Women in Noncommutative Algebra and Representation Theory (WINART) research group. This is a collaboration between women in mathematics from different universities. I learnt a lot working with this research group comprising both early career and established mathematics.

It is important to be intentional about creating opportunities for women in mathematics. There are few of us and we need to ensure that barriers are removed so more women can pursue careers in mathematics. I was awarded a Schlumberger Foundation Faculty for the Future Fellowship for my PhD studies. This fellowship is for women in STEM from developing countries to enable us to study at top universities abroad and return to our home countries to support teaching and research. It would have been challenging to find other sources of funding for my PhD if I had not been awarded this fellowship by the Schlumberger Foundation.

Link:
Femafricmaths – Female African Mathematicians

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Clara Stegehuis

Clara Stegehuis

Born in Amersfoort, The Netherlands • Birth year 1991 • Studied Applied Mathematics at Twente University in Enschede, The Netherlands • Highest Degree PhD in Mathematics • Lives in Enschede, The Netherlands • Occupation Assistant Professor

I always liked solving puzzles when I was younger. My dad even made me eat my bread in puzzle-fashion: he cut it into 4×3 squares, and I had to eat them with chess knight’s jumps, and make sure I did not get ‘stuck’ while eating my entire slice of bread. In high school, however, I liked many subjects, so the choice for mathematics was not obvious at all. I thought about studying biology, physics or maybe something more related to medical sciences. But in the end, I chose mathematics, as I thought this would leave my options open later on.

(…) I am now investigating the mathematics behind spreading processes on networks. These have very important applications in the spreading of epidemics, but are also applicable to viral messages on social media.

Even though my choice for mathematics was rather random, it turned out to suit me very well. I really enjoyed solving exercises, and I also appreciated the fact that the same piece of mathematics can often be applied in so many different contexts. For example, I am now investigating the mathematics behind spreading processes on networks. These have very important applications in the spreading of epidemics, but are also applicable to viral messages on social media.

Because I liked my studies so much, I decided to stay at the university. I first did 4 years of PhD research. During my PhD research, I found doing research a bit lonely, which made me doubt whether I would like to continue on this path. So after those four years, I still did not really know whether I would keep on working at a university, or whether I would go and work for a company instead. But when I got offered a job at Twente University as a researcher, I decided to take it, and see whether I would like it. And I am happy to say that now that I do not have to do my own PhD research, I can make my work more collaborative, which I enjoy very much.

I really enjoy sharing my passion for mathematics with others who maybe never got to see mathematics as useful or beautiful

What I like about my job is that it is very versatile. I can do research, which is basically like solving my own puzzles. On other days I teach more, and have interaction with students, which is also very motivating. Besides that, I participate in a lot of outreach activities. That means that I go to high schools and primary schools to talk about mathematics, but also to theaters, science festivals and podcasts. I really enjoy sharing my passion for mathematics with others who maybe never got to see mathematics as useful or beautiful. In high school I never knew that there was so much more to mathematics than quadratic equations, so I like to share that with as many people as possible!

For example, I wrote blogs about how mathematics helps to predict who will win the soccer world championship, but also about using mathematical graph theory to find the most influential musician. I think that depending on your specific interests and hobbies, there is always an application of mathematics that will appeal to you! So in my outreach activities, I always try to think about what the specific audience could find interesting, and then I will show them an application of mathematics that involves this. The great thing about mathematics is that it is so broad that it is always possible to do so. Of course, this involves a lot of work from my side, but I keep on learning from this as well, and it is very rewarding.

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Hanne Kekkonen

Hanne Kekkonen

Born in Helsinki, Finland • Birth year 1987 • Studied Mathematics at University of Helsinki in Finland • Highest Degree PhD in Mathematics • Lives in Delft, Netherlands • Occupation Assistant Professor

I was definitely not one of those scientists who showed exceptional talent from a very young age. As a child I was filled with endless curiosity about everything, but sitting still in front of a desk was not one of my strongest skills. In fact, I was rather bad at school, often arriving late because I had found a frog or wandered off after a hedgehog. I did my very best to study for exams but this did not seem to translate to good grades. I kept trying and by the time I started secondary school I finally got the hang of it. I was warned that when you move from secondary school to high school, and later from high school to university, classes become more difficult but I never really experienced this because I had always had to study for the exams. I had also learned that if I couldn’t solve a problem it just meant that I had to try harder, not that the problem was too hard. I only realised later how lucky I was to have learned proper studying techniques already as a kid.

I like knowing that mathematics has many applications but I have always been mostly interested in the theoretical parts and loved the pureness of mathematics.

I never had anything against mathematics (other than mental arithmetic which I’m still very bad at) but I only really got interested in it at high school. At high school maths problems are like puzzles you have to solve using given rules and tricks. In university the emphasis changed and the weight was more on understanding where those rules and tricks come from and why they are true. I like knowing that mathematics has many applications but I have always been mostly interested in the theoretical parts and loved the pureness of mathematics. It is the only field where questions have indisputably correct answers and where the trueness of a statement can properly be proved.

I have to admit that I didn’t really think too much about what I would do after I got my Master’s degree. Throughout my studies I was told that there was a shortage of skilled mathematicians at the job market but there seemed to be a big gap between what I had learned at the university and what was needed in the real world. Thankfully, my Master’s degree advisor suggested that I should apply for one of the open PhD positions in the Inverse Problems group at the University of Helsinki, where I was doing my Master’s degree.

Starting the PhD was the biggest shock in my studies. Even though the exercises at university were much longer and more complicated than the ones at high school, they always had a clear answer, even if I couldn’t find it. But when I started to do research, I had to get used to the idea that no one knew the answers to many problems I encountered or even if they could be solved. Also, instead of following well-structured courses, where I usually had at least some idea on what was going on, I was now attending several seminars about topics I had hardly even heard of. I was feeling really uncertain about my skills and progress. I was told by several more senior members of my research group that they also used to feel like that and it would get better, but this was only somewhat reassuring. I think the key point they forgot to make was that you won’t stop feeling uncertain because one day you learn to understand all those talks, but because you just get used to the idea that there are so many research topics that you can’t possibly understand them all. 

I really like showing people how mathematics is so much more than just the arithmetic they learned to hate at school.

During my PhD I was part of a great research group with supporting advisors and I really enjoyed working at the university. I decided quite early on that I wanted to stay in academia and so after I finished my PhD I moved to the UK for a postdoc position, first in Warwick and then in Cambridge. As a postdoc I had to learn to work even more independently than as a PhD student and how to combat the ever-present imposter syndrome. I also started to do some outreach, giving talks to the general public and school students. I really like showing people how mathematics is so much more than just the arithmetic they learned to hate at school. Nowadays I work as an assistant professor at Delft University of Technology. My current job is a nice blend of research and teaching, and it also offers me possibilities to do outreach. I’m happy if seeing a woman mathematician, who is excited about the subject, makes some little girl consider a science career as a real possibility.

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