On definitions of "mathematician"

The definition of who is or what makes a ``mathematician" is an important and urgent issue to be addressed in the mathematics community. Too often, a narrower definition of who is considered a mathematician (and what is considered mathematics) is used to exclude people from the discipline -- both explicitly and implicitly. However, using a narrow definition of a mathematician allows us to examine and challenge systemic barriers that exist in certain spaces of the community. This paper explores and illuminates tensions between narrow and broad definitions and how they can be used to promote both inclusion and exclusion simultaneously. In this article, we present a framework of definitions based on identity, function, and qualification and exploring several different meanings of ``mathematician". By interrogating various definitions, we highlight their risks and opportunities, with an emphasis on implications for broadening and/or narrowing participation of underrepresented groups.Comment: 21 pages, 2 figure

Comparing demographics of signatories to public letters on diversity in the mathematical sciences

In its December 2019 edition, the \textit{Notices of the American Mathematical Society} published an essay critical of the use of diversity statements in academic hiring. The publication of this essay prompted many responses, including three public letters circulated within the mathematical sciences community. Each letter was signed by hundreds of people and was published online, also by the American Mathematical Society. We report on a study of the signatories' demographics, which we infer using a crowdsourcing approach. Letter A highlights diversity and social justice. The pool of signatories contains relatively more individuals inferred to be women and/or members of underrepresented ethnic groups. Moreover, this pool is diverse with respect to the levels of professional security and types of academic institutions represented. Letter B does not comment on diversity, but rather, asks for discussion and debate. This letter was signed by a strong majority of individuals inferred to be white men in professionally secure positions at highly research intensive universities. Letter C speaks out specifically against diversity statements, calling them "a mistake," and claiming that their usage during early stages of faculty hiring "diminishes mathematical achievement." Individuals who signed both Letters B and C, that is, signatories who both privilege debate and oppose diversity statements, are overwhelmingly inferred to be tenured white men at highly research intensive universities. Our empirical results are consistent with theories of power drawn from the social sciences.Comment: 21 pages, 2 tables, 2 figures; minor textual edits made to previous versio

Improving applied mathematics education

This book presents various contemporary topics in applied mathematics education and addresses both interested undergraduate instructors and STEM education researchers. The diverse set of topics of this edited volume range from analyzing the demographics of the United States mathematics community, discussing the teaching of calculus using modern tools, engaging students to use applied mathematics to learn about and solve problems of global significance, developing a general education course for humanities and social sciences students that features applications of mathematics, and describing local mathematical modeling competitions and their use in providing authentic experiences for students in applying mathematics to real world situations. The authors represent diversity along multiple dimensions of difference: race, gender, institutional affiliation, and professional experience

Tactile learning activities in mathematics: a recipe book for the undergraduate classroom

Q: What do feather boas, cookies, and paper shredders have in common? A: They are all ingredients that have the potential to help your undergraduate students understand a variety of mathematical concepts. In this book, 43 faculty from a wide range of institutional settings share a total of 64 hands-on activities that allow students to physically engage with mathematical ideas ranging from the basics of precalculus to special topics appropriate for upper-level courses. Each learning activity is presented in an easy-to-read recipe format that includes a list of supplies; a narrative briefly describing the reasons, logistics, and helpful hints for running the activity; and a page that can be used as a handout in class. Purchase of the book also includes access to electronic printable versions of the handouts. With so many activities, it might be hard to decide where to start. For that reason, there are four indices to help the reader navigate this book: a concept index, a course index, an author index, and a main ingredient index. In addition to providing activities for precalculus, calculus, commonly required mathematics courses for majors, and more specialized upper-level electives, there is also a section describing how to modify many of the activities to fit into a liberal arts mathematics class. Whether you are new to using hands-on activities in class or are more experienced, the authors hope that this book will encourage and inspire you to explore the possibilities of using more hands-on activities in your classes. Bon appétit!

The Network Profile Summary: exploring network science through the lens of student motivation

The article of record as published may be found at http://dx.doi.org/10.1093/comnet/cnx040Productive learning environments strike a balance between student motivation and the necessary learning outcomes associated with a particular course. This article explores one way to achieve such a balance and discusses some of the subtle benefits that spring from that balance. We designed a network science course that achieves course objectives and at the same time allows students to develop, test, and monitor a network of their own choosing. Rather than use canned networks, we introduce a set of assignments called the Network Profile Summary in which students continually apply newly learned course concepts to their selected networks and are therefore able to realize the utility and place of these concepts. This course design fosters student motivation and encourages independent learning. Under this pedagogical paradigm, students began to see coursework, concepts and feedback as productive and globally meaningful rather than corrective and locally meaningful.U.S. Department of Defens

Scenario Development and Foresight Analysis: Exploring Options to Inform Choices

In an increasingly globalized and interconnected world, where social and environmental change occur ever more rapidly, careful futures-oriented thinking becomes crucial for effective decision making. Foresight activities, including scenario development, quantitative modeling, and scenario-guided design of policies and programs, play a key role in exploring options to address socioeconomic and environmental challenges across many sectors and decision-making levels. We take stock of recent methodological developments in scenario and foresight exercises, seek to provide greater clarity on the many diverse approaches employed, and examine their use by decision makers in different fields and at different geographic, administrative, and temporal scales. Experience shows the importance of clearly formulated questions, structured dialog, carefully designed scenarios, sophisticated biophysical and socioeconomic analysis, and iteration as needed to more effectively link the growing scenarios and foresight community with today's decision makers and to better address the social, economic, and environmental challenges of tomorrow

Scenario Development and Foresight Analysis: Exploring Options to Inform Choices

In an increasingly globalized and interconnected world, where social and environmental change occur ever more rapidly, careful futures-oriented thinking becomes crucial for effective decision making. Foresight activities, including scenario development, quantitative modeling, and scenario-guided design of policies and programs, play a key role in exploring options to address socioeconomic and environmental challenges across many sectors and decision-making levels. We take stock of recent methodological developments in scenario and foresight exercises, seek to provide greater clarity on the many diverse approaches employed, and examine their use by decision makers in different fields and at different geographic, administrative, and temporal scales. Experience shows the importance of clearly formulated questions, structured dialog, carefully designed scenarios, sophisticated biophysical and socioeconomic analysis, and iteration as needed to more effectively link the growing scenarios and foresight community with today's decision makers and to better address the social, economic, and environmental challenges of tomorrow