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Women in Mathematics : Celebrating the Centennial of the Mathematical Association of America.

By: Beery, Janet LContributor(s): Greenwald, Sarah J | Jensen-Vallin, Jacqueline A | Mast, Maura BMaterial type: TextTextSeries: eBooks on DemandAssociation for Women in Mathematics Ser: Publisher: Cham : Springer, 2017Copyright date: ©2017Description: 1 online resource (405 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9783319666945Subject(s): Women mathematicians-History | Mathematics-HistoryGenre/Form: Electronic books.Additional physical formats: Print version:: Women in Mathematics : Celebrating the Centennial of the Mathematical Association of AmericaDDC classification: 510.82 LOC classification: QA1-939Online resources: Click here to view this ebook.
Contents:
Intro -- Preface -- Contents -- Contributors -- Part I Groups of Women United by a Historical Event, Institution, or Cultural Tie -- 1 Fostering Academic and Mathematical Excellence at Girton College 1870-1940 -- 1.1 Introduction -- 1.2 Victorian Reform -- 1.3 Girton's Beginnings -- 1.4 Girton Scholars -- 1.5 Research in a New Century -- 1.6 Conclusion -- References -- 2 Pioneers: The Pre-1940 PhD's -- 2.1 Introduction -- 2.2 Nineteenth-Century Background -- 2.3 Family Background -- 2.4 Education -- 2.4.1 Undergraduate Education -- 2.4.2 Graduate Education -- 2.5 Employment -- 2.5.1 Women in Academia -- 2.5.2 Non-academic Employment -- 2.6 Conclusions -- References -- 3 Käte Hey and Margaret Matchett-Two Women PhD Students of Emil Artin -- 3.1 Introduction -- 3.2 Emil Artin -- 3.2.1 Artin's Early Mathematical Career in Germany -- 3.2.2 Artin's Mathematical Career in the United States -- 3.3 Käte Hey -- 3.3.1 Hey's Early Life and Education -- 3.3.2 Hey's Mathematical Research: Overview and Impact -- 3.3.3 Hey's Later Life and Career -- 3.4 Margaret Matchett -- 3.4.1 Matchett's Early Life and Education -- 3.4.2 Matchett's Mathematical Research: Overview and Impact -- 3.4.3 The Communist Threat -- 3.4.4 The University of Chicago Lab School and NewMath -- 3.4.5 Matchett's Career in the Context of Trends for Women in the Workforce in the United States -- 3.5 In Comparison: Mina Rees, Käte Hey, and Margaret Matchett -- 3.6 Conclusion -- References -- 4 Making Her Mark on a Century of Turmoil and Triumph: A Tribute to Polish Women in Mathematics -- 4.1 Introduction -- 4.2 Between the World Wars: The Polish School of Mathematics -- 4.3 World War II -- 4.4 Education in the Underground -- 4.5 Education in Poland in the Immediate Post-War Period -- 4.6 Women Mathematicians, Educators, and Students.
4.6.1 The World War II Years and Mathematics: Notable Polish Women -- 4.6.1.1 Maria Kusmierczuk (1920-1989) -- 4.6.1.2 Helena Rasiowa (1917-1994) -- 4.6.1.3 Zofia Szmydt (1923-2010) -- 4.6.1.4 Janina Hosiasson-Lindenbaum (1899-1942) -- 4.6.1.5 Irena Gołąb (1903-2008) -- 4.6.1.6 Wanda Szmielew (1918-1976) -- 4.6.1.7 Zofia Krygowska (1904-1988) -- 4.6.2 The World War II Years and Mathematics: Additional Polish Women of Note -- 4.6.2.1 Janina Kotarbińska (1901-1996) -- 4.6.2.2 Izydora Dąbska (1904-1983) -- 4.6.2.3 Seweryna Luszczewska-Romahnowa (1904-1978) -- 4.6.2.4 Wilhelmina Iwanowska (1905-1999) -- 4.6.2.5 Rozalia Szafraniec (1910-2001) -- 4.6.2.6 Edith Hirsch Luchins (1921-2002) -- 4.6.3 Mathematics in Poland After the War -- 4.6.4 Contemporary Polish Women in Mathematics -- 4.6.4.1 Nicole Tomczak-Jaegermann -- 4.6.4.2 Krystyna Kuperberg -- 4.6.4.3 Irena Lasiecki -- 4.6.4.4 Bozenna Pasik-Duncan -- 4.6.4.5 Izabella Laba -- 4.6.4.6 Agata Smoktunowicz -- 4.6.5 Women in Mathematics in Poland Today -- 4.7 Questions for Further Investigation -- References -- 5 Toward a Documentary History of American Women Mathematics PhDs: The Doctoral Classes of 1940-1959 -- 5.1 A Personal Introduction -- 5.2 Surprises in the Data -- 5.3 Documentary History, Oral History, Social History -- 5.4 Back to the Database -- 5.5 A Century of Doctorates -- References -- 6 Excellence and Devotion: Black Women in Mathematics in the United States -- 6.1 Introduction -- 6.2 Establishing a Tradition of Excellence -- 6.3 Opportunity in the Midst of Obstacles -- 6.4 Dedication and Devotion -- 6.5 Conclusion -- References -- 7 Founders, Feminists, and a Fascist - Some Notable Women in the Missouri Section of the MAA -- 7.1 Introduction -- 7.2 Eula Weeks-King -- 7.3 Emily Kathryn Wyant -- 7.4 Nola Anderson Haynes -- 7.5 Margaret Willerding -- 7.6 Maria Castellani.
7.7 MAA Award for Distinguished Service to Mathematics -- 7.8 Shirley Hill -- 7.9 Deborah Tepper Haimo -- 7.10 T. Christine Stevens -- 7.11 Conclusion -- References -- 8 Celebrating the Contributions of Three Women to Mathematics Teaching and Learning -- 8.1 Introduction -- 8.2 Ruth Afflack -- 8.2.1 Meeting Ruth -- 8.2.2 Ruth as Teacher, Colleague, and Author -- 8.2.3 Ruth as an Agent of Change -- 8.3 Natalie Ambrose, IHM -- 8.3.1 Meeting Natalie -- 8.3.2 Natalie as Teacher, Colleague, and Author -- 8.3.3 Natalie as an Agent of Change -- 8.4 Teri Perl -- 8.4.1 Meeting Teri -- 8.4.2 Teri as Teacher, Colleague, and Author -- 8.4.3 Teri as an Agent of Change -- 8.5 Closing Thoughts -- References -- 9 The Krieger-Nelson Prize Lectureship -- 9.1 Introduction -- 9.2 The Impetus for Change: Women in Mathematics, and the State of the Profession in Canada -- 9.2.1 The Good, the Bad, and the Ugly -- 9.3 Taking Action: The Committee on Women in Mathematics -- 9.3.1 The Projects and Ambitions of the CWM -- 9.4 The CMS Lectureship for Distinguished Research by Women in Mathematics -- 9.5 The Search for an Appropriate Name -- 9.5.1 The Krieger-Nelson Prize Lectureship -- 9.6 Concluding Remarks and Future Work -- References -- 10 Mathematics, Live! Contemporary Perspectives on a Life and Career in Mathematics -- 10.1 Introduction -- 10.2 Sybilla Beckmann -- On Research -- On Mentoring -- 10.3 Misha Kilmer -- On Becoming a Mathematician -- The Triumphs -- The Challenges -- On Research -- 10.4 Tamara Kolda -- On Becoming a Mathematician -- On Research -- On National Labs -- On Writing -- On Mentoring -- 10.5 Loredana Lanzani -- On Becoming a Mathematician -- The Triumphs -- On Collaborating -- On Submitting Research Proposals -- 10.6 Karoline Pershell -- On Becoming a Mathematician -- On Work -- On Mentoring -- 10.7 Sonja Petrović -- On Research -- On Mentoring.
10.8 Karen Saxe -- On Becoming a Mathematician -- On Work -- 10.9 Diana Thomas -- On Research -- The Challenges -- On Giving Presentations -- 10.10 Amanda Tucker -- On Becoming a Mathematician -- On Work -- On Teaching -- On Mentoring -- 10.11 Ulrica Wilson -- On Becoming a Mathematician -- On Balancing Teaching, Research and Service -- On Mentoring -- 10.12 Mathematics Is Alive -- Part II Biographies of Individuals -- 11 Florence Nightingale (1820-1910): A Pioneer of Data Visualisation -- 11.1 Introduction -- 11.2 Early Influences -- 11.3 The Use of Visual Representations -- 11.4 The Use of Numbers -- 11.5 Focus on India -- 11.6 Nightingale's Goals -- 11.7 Conclusion -- References -- 12 Constance Marks and the Educational Times -- 12.1 Introduction -- 12.1.1 Women in Question and Answer Journals -- 12.1.2 The Educational Times: An Active Venue for Mathematics -- 12.1.3 Women in the ET, 1850-1899 -- 12.2 Constance Marks -- 12.2.1 Family and Mathematical Training -- 12.2.2 Appointment as Editor -- 12.2.3 Life as an Editor -- 12.2.4 After the ET -- 12.3 Conclusion -- References -- 13 The Two Mathematical Careers of Emmy Noether -- 13.1 Her Life in Brief -- 13.1.1 How Others Saw Her -- 13.2 Growing Up to a Career in Erlangen -- 13.2.1 Noether's 19th Century Mathematics -- 13.3 A Göttingen Career -- 13.3.1 Noether's First Great Mathematics, 1913-1918 -- 13.3.2 The Conservation Theorems, 1918 -- 13.3.3 Homomorphism and Isomorphism Theorems -- 13.3.4 Expulsion from Germany -- 13.4 Bryn Mawr -- 13.5 Noether's Impact: The Contrast of Two Centuries -- 13.5.1 Hilbert, Gordan, and Abstract Algebra -- 13.5.2 ``It is all already in Dedekind'': Modesty orBragging? -- 13.5.3 Writing and Teaching Mathematics -- References -- 14 In Her Own Words: The Personal Perspectives of Mina Rees -- 14.1 Introduction -- 14.2 Becoming a Mathematician.
14.2.1 Early Life and Education -- 14.2.2 First Career: Teaching Mathematics at Hunter College High School and Hunter College -- 14.2.3 Pursuing a PhD: Rees at the University of Chicago -- 14.2.4 Returning to Hunter -- 14.3 A Career in Service and Leadership -- 14.3.1 The Applied Mathematics Panel, 1943-1946 -- 14.3.2 The Office of Naval Research, 1946-1953 -- 14.3.3 Returning to Academia, 1953-1972 -- 14.3.4 Advocating for Women in Mathematics -- 14.4 Conclusion -- References -- 15 An Ambition to Give: Gertrude Cox's Institution Building at Home and Abroad -- 15.1 Introduction -- 15.2 Gertrude M. Cox: Education and Career -- 15.3 The ISI Education Committee: An International Agenda -- 15.4 The Ford Foundation, Overseas Development, and University Statistics Training -- 15.5 Cox's Work for the ISSR -- 15.6 Subsequent Developments in Cairo -- 15.7 Conclusion -- References -- 16 Norma G. Hernandez: A Pioneer -- 16.1 Introduction -- 16.2 El Paso: Hernandez's Birthplace -- 16.3 The Early Years -- 16.4 Marriage and Family -- 16.5 Professional Career -- 16.6 Closing Remarks -- References -- Part III Education and Outreach -- 17 Modern and Pure: Teaching Geometry in Early Twentieth-Century Women's Colleges -- 17.1 Introduction -- 17.2 College Catalogs -- 17.3 Faculty -- 17.4 Course Contents -- 17.4.1 Visualization and Construction -- 17.4.2 The Principle of Duality -- 17.4.3 Imaginary Elements -- 17.5 Conclusion -- References -- 18 Using Humor to Combat Inequities -- 18.1 Introduction -- 18.2 History -- 18.3 Results -- 19 Teaching Students About Women and Mathematics: An Interview with Two Course Designers -- 19.1 Introduction -- 19.2 Why Did You Design a Course on Women and Mathematics? -- 19.3 What Audience Did You Have in Mind When You Designed Your Course? -- 19.4 What Are the Goals (or Learning Outcomes) for Such a Course?.
19.5 What Is the Content and Structure of the Course?.
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Intro -- Preface -- Contents -- Contributors -- Part I Groups of Women United by a Historical Event, Institution, or Cultural Tie -- 1 Fostering Academic and Mathematical Excellence at Girton College 1870-1940 -- 1.1 Introduction -- 1.2 Victorian Reform -- 1.3 Girton's Beginnings -- 1.4 Girton Scholars -- 1.5 Research in a New Century -- 1.6 Conclusion -- References -- 2 Pioneers: The Pre-1940 PhD's -- 2.1 Introduction -- 2.2 Nineteenth-Century Background -- 2.3 Family Background -- 2.4 Education -- 2.4.1 Undergraduate Education -- 2.4.2 Graduate Education -- 2.5 Employment -- 2.5.1 Women in Academia -- 2.5.2 Non-academic Employment -- 2.6 Conclusions -- References -- 3 Käte Hey and Margaret Matchett-Two Women PhD Students of Emil Artin -- 3.1 Introduction -- 3.2 Emil Artin -- 3.2.1 Artin's Early Mathematical Career in Germany -- 3.2.2 Artin's Mathematical Career in the United States -- 3.3 Käte Hey -- 3.3.1 Hey's Early Life and Education -- 3.3.2 Hey's Mathematical Research: Overview and Impact -- 3.3.3 Hey's Later Life and Career -- 3.4 Margaret Matchett -- 3.4.1 Matchett's Early Life and Education -- 3.4.2 Matchett's Mathematical Research: Overview and Impact -- 3.4.3 The Communist Threat -- 3.4.4 The University of Chicago Lab School and NewMath -- 3.4.5 Matchett's Career in the Context of Trends for Women in the Workforce in the United States -- 3.5 In Comparison: Mina Rees, Käte Hey, and Margaret Matchett -- 3.6 Conclusion -- References -- 4 Making Her Mark on a Century of Turmoil and Triumph: A Tribute to Polish Women in Mathematics -- 4.1 Introduction -- 4.2 Between the World Wars: The Polish School of Mathematics -- 4.3 World War II -- 4.4 Education in the Underground -- 4.5 Education in Poland in the Immediate Post-War Period -- 4.6 Women Mathematicians, Educators, and Students.

4.6.1 The World War II Years and Mathematics: Notable Polish Women -- 4.6.1.1 Maria Kusmierczuk (1920-1989) -- 4.6.1.2 Helena Rasiowa (1917-1994) -- 4.6.1.3 Zofia Szmydt (1923-2010) -- 4.6.1.4 Janina Hosiasson-Lindenbaum (1899-1942) -- 4.6.1.5 Irena Gołąb (1903-2008) -- 4.6.1.6 Wanda Szmielew (1918-1976) -- 4.6.1.7 Zofia Krygowska (1904-1988) -- 4.6.2 The World War II Years and Mathematics: Additional Polish Women of Note -- 4.6.2.1 Janina Kotarbińska (1901-1996) -- 4.6.2.2 Izydora Dąbska (1904-1983) -- 4.6.2.3 Seweryna Luszczewska-Romahnowa (1904-1978) -- 4.6.2.4 Wilhelmina Iwanowska (1905-1999) -- 4.6.2.5 Rozalia Szafraniec (1910-2001) -- 4.6.2.6 Edith Hirsch Luchins (1921-2002) -- 4.6.3 Mathematics in Poland After the War -- 4.6.4 Contemporary Polish Women in Mathematics -- 4.6.4.1 Nicole Tomczak-Jaegermann -- 4.6.4.2 Krystyna Kuperberg -- 4.6.4.3 Irena Lasiecki -- 4.6.4.4 Bozenna Pasik-Duncan -- 4.6.4.5 Izabella Laba -- 4.6.4.6 Agata Smoktunowicz -- 4.6.5 Women in Mathematics in Poland Today -- 4.7 Questions for Further Investigation -- References -- 5 Toward a Documentary History of American Women Mathematics PhDs: The Doctoral Classes of 1940-1959 -- 5.1 A Personal Introduction -- 5.2 Surprises in the Data -- 5.3 Documentary History, Oral History, Social History -- 5.4 Back to the Database -- 5.5 A Century of Doctorates -- References -- 6 Excellence and Devotion: Black Women in Mathematics in the United States -- 6.1 Introduction -- 6.2 Establishing a Tradition of Excellence -- 6.3 Opportunity in the Midst of Obstacles -- 6.4 Dedication and Devotion -- 6.5 Conclusion -- References -- 7 Founders, Feminists, and a Fascist - Some Notable Women in the Missouri Section of the MAA -- 7.1 Introduction -- 7.2 Eula Weeks-King -- 7.3 Emily Kathryn Wyant -- 7.4 Nola Anderson Haynes -- 7.5 Margaret Willerding -- 7.6 Maria Castellani.

7.7 MAA Award for Distinguished Service to Mathematics -- 7.8 Shirley Hill -- 7.9 Deborah Tepper Haimo -- 7.10 T. Christine Stevens -- 7.11 Conclusion -- References -- 8 Celebrating the Contributions of Three Women to Mathematics Teaching and Learning -- 8.1 Introduction -- 8.2 Ruth Afflack -- 8.2.1 Meeting Ruth -- 8.2.2 Ruth as Teacher, Colleague, and Author -- 8.2.3 Ruth as an Agent of Change -- 8.3 Natalie Ambrose, IHM -- 8.3.1 Meeting Natalie -- 8.3.2 Natalie as Teacher, Colleague, and Author -- 8.3.3 Natalie as an Agent of Change -- 8.4 Teri Perl -- 8.4.1 Meeting Teri -- 8.4.2 Teri as Teacher, Colleague, and Author -- 8.4.3 Teri as an Agent of Change -- 8.5 Closing Thoughts -- References -- 9 The Krieger-Nelson Prize Lectureship -- 9.1 Introduction -- 9.2 The Impetus for Change: Women in Mathematics, and the State of the Profession in Canada -- 9.2.1 The Good, the Bad, and the Ugly -- 9.3 Taking Action: The Committee on Women in Mathematics -- 9.3.1 The Projects and Ambitions of the CWM -- 9.4 The CMS Lectureship for Distinguished Research by Women in Mathematics -- 9.5 The Search for an Appropriate Name -- 9.5.1 The Krieger-Nelson Prize Lectureship -- 9.6 Concluding Remarks and Future Work -- References -- 10 Mathematics, Live! Contemporary Perspectives on a Life and Career in Mathematics -- 10.1 Introduction -- 10.2 Sybilla Beckmann -- On Research -- On Mentoring -- 10.3 Misha Kilmer -- On Becoming a Mathematician -- The Triumphs -- The Challenges -- On Research -- 10.4 Tamara Kolda -- On Becoming a Mathematician -- On Research -- On National Labs -- On Writing -- On Mentoring -- 10.5 Loredana Lanzani -- On Becoming a Mathematician -- The Triumphs -- On Collaborating -- On Submitting Research Proposals -- 10.6 Karoline Pershell -- On Becoming a Mathematician -- On Work -- On Mentoring -- 10.7 Sonja Petrović -- On Research -- On Mentoring.

10.8 Karen Saxe -- On Becoming a Mathematician -- On Work -- 10.9 Diana Thomas -- On Research -- The Challenges -- On Giving Presentations -- 10.10 Amanda Tucker -- On Becoming a Mathematician -- On Work -- On Teaching -- On Mentoring -- 10.11 Ulrica Wilson -- On Becoming a Mathematician -- On Balancing Teaching, Research and Service -- On Mentoring -- 10.12 Mathematics Is Alive -- Part II Biographies of Individuals -- 11 Florence Nightingale (1820-1910): A Pioneer of Data Visualisation -- 11.1 Introduction -- 11.2 Early Influences -- 11.3 The Use of Visual Representations -- 11.4 The Use of Numbers -- 11.5 Focus on India -- 11.6 Nightingale's Goals -- 11.7 Conclusion -- References -- 12 Constance Marks and the Educational Times -- 12.1 Introduction -- 12.1.1 Women in Question and Answer Journals -- 12.1.2 The Educational Times: An Active Venue for Mathematics -- 12.1.3 Women in the ET, 1850-1899 -- 12.2 Constance Marks -- 12.2.1 Family and Mathematical Training -- 12.2.2 Appointment as Editor -- 12.2.3 Life as an Editor -- 12.2.4 After the ET -- 12.3 Conclusion -- References -- 13 The Two Mathematical Careers of Emmy Noether -- 13.1 Her Life in Brief -- 13.1.1 How Others Saw Her -- 13.2 Growing Up to a Career in Erlangen -- 13.2.1 Noether's 19th Century Mathematics -- 13.3 A Göttingen Career -- 13.3.1 Noether's First Great Mathematics, 1913-1918 -- 13.3.2 The Conservation Theorems, 1918 -- 13.3.3 Homomorphism and Isomorphism Theorems -- 13.3.4 Expulsion from Germany -- 13.4 Bryn Mawr -- 13.5 Noether's Impact: The Contrast of Two Centuries -- 13.5.1 Hilbert, Gordan, and Abstract Algebra -- 13.5.2 ``It is all already in Dedekind'': Modesty orBragging? -- 13.5.3 Writing and Teaching Mathematics -- References -- 14 In Her Own Words: The Personal Perspectives of Mina Rees -- 14.1 Introduction -- 14.2 Becoming a Mathematician.

14.2.1 Early Life and Education -- 14.2.2 First Career: Teaching Mathematics at Hunter College High School and Hunter College -- 14.2.3 Pursuing a PhD: Rees at the University of Chicago -- 14.2.4 Returning to Hunter -- 14.3 A Career in Service and Leadership -- 14.3.1 The Applied Mathematics Panel, 1943-1946 -- 14.3.2 The Office of Naval Research, 1946-1953 -- 14.3.3 Returning to Academia, 1953-1972 -- 14.3.4 Advocating for Women in Mathematics -- 14.4 Conclusion -- References -- 15 An Ambition to Give: Gertrude Cox's Institution Building at Home and Abroad -- 15.1 Introduction -- 15.2 Gertrude M. Cox: Education and Career -- 15.3 The ISI Education Committee: An International Agenda -- 15.4 The Ford Foundation, Overseas Development, and University Statistics Training -- 15.5 Cox's Work for the ISSR -- 15.6 Subsequent Developments in Cairo -- 15.7 Conclusion -- References -- 16 Norma G. Hernandez: A Pioneer -- 16.1 Introduction -- 16.2 El Paso: Hernandez's Birthplace -- 16.3 The Early Years -- 16.4 Marriage and Family -- 16.5 Professional Career -- 16.6 Closing Remarks -- References -- Part III Education and Outreach -- 17 Modern and Pure: Teaching Geometry in Early Twentieth-Century Women's Colleges -- 17.1 Introduction -- 17.2 College Catalogs -- 17.3 Faculty -- 17.4 Course Contents -- 17.4.1 Visualization and Construction -- 17.4.2 The Principle of Duality -- 17.4.3 Imaginary Elements -- 17.5 Conclusion -- References -- 18 Using Humor to Combat Inequities -- 18.1 Introduction -- 18.2 History -- 18.3 Results -- 19 Teaching Students About Women and Mathematics: An Interview with Two Course Designers -- 19.1 Introduction -- 19.2 Why Did You Design a Course on Women and Mathematics? -- 19.3 What Audience Did You Have in Mind When You Designed Your Course? -- 19.4 What Are the Goals (or Learning Outcomes) for Such a Course?.

19.5 What Is the Content and Structure of the Course?.

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