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Becoming a mathematician : an international perspective
Based on interviews, observations and surveys conducted in Australia, South Africa, Northern Ireland, Canada and Brunei, this book investigates the experiences and views of students and graduates in the process of seeking their identities as mathematicians.
Book
German Jewish Émigrés and US Invention
Historical accounts suggest that Jewish émigrés from Nazi Germany revolutionized US science. To analyze the émigrés' effects on chemical innovation in the United States, we compare changes in patenting by US inventors in research fields of émigrés with fields of other German chemists. Patenting by US inventors increased by 31 percent in émigré fields. Regressions which instrument for émigré fields with pre-1933 fields of dismissed German chemists confirm a substantial increase in US invention. Inventor-level data indicate that émigrés encouraged innovation by attracting new researchers to their fields, rather than by increasing the productivity of incumbent inventors.
Journal Article
Lugar de mulher : os inexatos percursos femininos nas exatas
What is common in the experience of engineers, scientists, mathematicians and technology professionals, from different contexts and generations? They made their careers in male-dominated fields. In the film, they talk about the challenges to be heard and respected, but they also narrate their experiences, the passion for the profession and the achievements of occupying the spaces they chose.
Streaming Video
A Tale of Two Continents: Factors Influencing Students to Major in Mathematics
Students consider the selection of their college major as one of the critical decisions in their life. Literature suggests that influencing factors can differ based on the academic discipline, student status (freshmen, declared, etc.), and geography. We select two countries, the United States and Sri Lanka, with contrasting education systems and study the factors which may have influenced students to become mathematics majors. We consider the effect of ten influencing factors, which form three clusters, namely, \"Career-Related\", \"Math-Related\", and \"Other\". The study first reveals that the factors and clusters significantly affect student decisions in the two countries. One of the critical conclusions of the study is how the \"MathRelated\" cluster influences students' decisions significantly more than the other two clusters. We also look at the difference in the impact of specific influencing factors on the two populations and find that factors related to the nature of mathematics influence US students more than Sri Lankan students. The study's conclusions should benefit teachers and recruiters when guiding future math majors.
Journal Article
Do STEM Career Interest Levels Change Over TheYears?
Educating a new generation of engineers, mathematicians, and scientists is essential for developing a competent workforce that meets the demands of the 21st century. Given that a qualified workforce trained in STEM disciplines will shape the contemporary corporate landscape, students ought to be steered toward careers associated with these domains. The study seeks to ascertain the interests of high school pupils in STEM careers. This study employs a survey, a quantitative research design. The study sample comprised 326 ninth-grade students enrolled in a high school in Kayseri province during the 2018-2019 and 2019-2020 academic years. The STEM Career Interest Survey (STEM-CIS) scale gathers research data. To ascertain the overall inclinations of the participants towards STEM careers, total STEM scores associated with the scale were computed for each individual. The investigation revealed that total scores for the 2018-2019 academic year varied from 111 to 200 points, with an average of 156.09. For the 2019-2020 academic year, total scores ranged from 113 to 200, with an average of 157.77. The maximum score achievable on this scale is 5*40=200, while the minimum value is 1 *40=40. The critical value of 2.60, as recognized in the literature, indicates that findings over this threshold are deemed to exhibit significant interest in STEM careers. Consequently, we ascertained that high school pupils exhibit a favorable and progressively increasing inclination towards STEM vocations, attributable to the existing education system; their interest in mathematics is the most pronounced during both academic periods. We determined that it exhibited the lowest average for the engineering factor. The findings can be augmented by researching diverse socioeconomic and geographical regions, focusing on gender, academic performance, and familial influences, and comparing the outcomes.
Journal Article
Optimizing Vehicle Repairs Scheduling Using Mixed Integer Linear Programming: A Case Study in the Portuguese Automobile Sector
This study investigates the scheduling of mechanical repairs performed at a Portuguese firm in the automobile sector. The aim is to reduce the amount of time that vehicles spend inactive between interventions by developing a mathematical model that takes into account the available resources and mechanics, the necessary interventions, and the time required for each repair. To accomplish this, a mixed-integer linear programming (MILP) model was employed, incorporating various variables to schedule interventions, allocate resources, and determine start times for each vehicle. The problem was formulated using the AMPL modeling language, and real-world instances of the problem, derived from data provided by the company, were solved using the Gurobi solver. Results show that the developed model significantly improves the scheduling of the vehicles’ repairs at the firm, leading to a reduction of 67% on average in the downtime of the vehicles and allowing an automatic correct schedule of the mechanical interventions. Moreover, the comparison of the scheduling obtained from the developed model and the firm’s procedure shows that interventions on vehicles arriving at the repair shop are mostly repaired on the day of entry, allowing for quicker delivery to the customer.
Journal Article
Socio-economic status and mathematics achievement in China: a review
Mathematics education is a cultural-specific social activity. China, as a developing country with a long history and a unique culture, has the largest number of teachers and students in the world. Hence, it is of significance to explore the issue of the impact of socio-economic status (SES) on mathematics education within the Chinese context. However, investigations aiming to address this issue are relatively rare. This study was designed to examine the relationship between Chinese students’ SES and their mathematics achievements. Results reveal that Chinese students’ SES exerts significant influence on their mathematics achievements, and several important constituents of SES, such as parents’ education and family income, stand out among others. In this paper, the cultural causes of the influence are discussed, together with a general introduction to the social and educational context. These could partly explain the empirical results, along with factors such as the values of education in traditional Chinese culture and the current important status of mathematics in modern society as well as Chinese school curriculum materials’ effect on students’ mathematics achievements. The economic and social situation in China, especially the imbalanced distribution of educational resources between and within the urban and rural areas, could magnify the role of SES in mathematics achievements. Finally, the future direction of measuring and interpreting the SES’s influence on mathematics achievement in the Chinese context is also discussed.
Journal Article
Is there a shortage of scientists? A re-analysis of supply for the UK
Despite a recent economic downturn, there is considerable political and industry pressure to retain or even increase the number of scientists in the UK and other developed countries. Claims are made that the supply of scientists (including engineers and mathematicians) is crucial to the economy and the health of the nation, and a large number of initiatives have been funded to address the problem. We consider these claims in light of a re-analysis of existing figures from 1986 to 2009, for young scientists passing through education and into employment. Science graduates are heavily stratified by social origin, and this sorting takes place during initial schooling just as it does with other 'prestige' subjects. The majority of science graduates then move into initial occupations that are not directly related to their degree, suggesting that at this stage of life at least, the demand for scientists trained in specific areas is more than met by existing numbers. We have no reason to believe that the situation is different to other vocational and non-vocational subjects, so perhaps science is not as special as politicians and business leaders imagine. Perhaps young people are put off careers in science by their education. Or perhaps the incentives are not right, leading to the 'wrong' kinds of students in science, and so wastage and inefficiency in the supply process. More pertinently, perhaps this vocational outcome is not how a developed country should assess the value and importance of scientific knowledge among its population.
Journal Article
Mathematician Carol Wood on Mathematician Gweneth Humphreys
After a lifetime of hearing “girls cannot do mathematics”, Gweneth Humphreys was dead set on proving everyone wrong. At only 23 years old she earned her PhD in mathematics, yet still had no job prospects. Her male peers were given post-doc and research positions, but only teaching positions were open to women at the time. Gwen spent her career teaching at Randolph-Macon college to stay in the world of mathematics. She devoted her life to empowering young women with a passion for mathematics, among them, mathematician Carol Wood. Watch as Carol pays homage to the first female mathematician she met who, she says, “made it real.”
Streaming Video
Trapped in the gender stereotype? The image of science among secondary school students and teachers
Purpose
– The purpose of this paper is to investigate the gender stereotype of science by analysing the semantic attributes of gender in relation to three science subjects – chemistry, mathematics, and physics – among students and their science teachers.
Design/methodology/approach
– This cross-sectional study applied a survey of 3,045 students and 123 teachers in secondary schools. The gendered image of science was assessed using a semantic differential consisting of 25 pairs of adjectives with semantically opposite meanings.
Findings
– In summary, the results of the study demonstrate that from the female students’ perspective mathematics and physics are negatively related to female gender, whereas chemistry is neither significantly related to the male nor to the female profile. From the male students’ point of view mathematics is negatively related to the female gender, whereas chemistry and physics are positively related to the male gender. In the science teachers’ perception chemistry and physics combine feminine and masculine attributes, whereas the teachers’ perception of mathematics matches only with the male, but not with the female gender.
Originality/value
– In contrast to previous research, the study is the first to analyse the gender stereotype of chemistry as well as to assess the gender image of three science subjects from students’ and teachers’ perspectives.
Journal Article