Mathematics and Equity, Past and Present,
through the Lives and Work of Women Mathematicians
Humanistic Mathematics Contributed Paper Session
2011 Joint Mathematics Meetings
New Orleans, LA
Jacqueline Dewar
Alissa Crans and Lily Khadjavi
Loyola Marymount University
Department of Mathematics
Los Angeles, CA 90045
An interdisciplinary course, Women and Mathematics, examines the lives of women
mathematicians throughout history, engages students in mathematical topics related to the work
of these women, and addresses gender equity in K-to-doctoral-level mathematics schooling and
careers. A Tensor-MAA Women and Mathematics grant is supporting a team-teaching effort by
the course originator to mentor two faculty in teaching this course. From the course we present
a typical lesson: one that connects the life and work of Sonia Kovalevsky to an exploration of
geometric series from historical, numerical, algebraic, visual and kinesthetic perspectives. The
lesson also plumbs Kovalevsky‘s life and career for barriers to education, problems in finding
work and work-family issues that continue to plague women in the 21st century. The course
encourages students, some of whom are future K-12 teachers, to adopt a more expert view of
mathematics as a study of patterns (rather than numbers), provides them with an opportunity to
“do math” in a supportive environment, and prepares them to discuss the current US situation
regarding women’s ability and participation in mathematics. The future teachers gain knowledge
of equitable classroom practices and resolve to incorporate these into their teaching.
Selected Bibliography
Begley, S. (2009). The Math Gender Gap Explained. Newsweek blog, “The Human Condition.”
[See http://blog.newsweek.com/blogs/thehumancondition/archive/2009/06/01/sharonbegley-the-math-gender-gap-explained.aspx]
Case, B. & Leggett, A. (Eds.). (2005). Complexities: Women in Mathematics. New Jersey:
Princeton University Press, 2005.
Gordon, C. & Keyfitz, B. (2004, August). Women in academia: Are we asking the right
questions” Notices Amer. Math. Soc. 51(7), 784-786
Halpern, D., Benbow, C., Geary, D., Gur, R., Hyde, J. & Gernsbacher, M. (2007, Fall). “Why do
men dominate the fields of science, engineering and mathematics?” Scientific American.
See http://www.sciam.com/article.cfm?id=sex-math-and-scientific-achievement
Henrion, C. (1997). Women in Mathematics: The Addition of Difference. Indiana University
Press.
Hyde, J., Lindberg, S., Linn, M., Ellis, A. & Williams, C. (2008, July). “Gender Similarities
Characterize Math Performance.” Science. 321(5888), 494-495.
Morrow, C. & Perl, T. (Eds.). (1998). Notable Women in Mathematics: A Biographical Dictionary,
Greenwood Press.
Perl, T. (1978). Math Equals: Biographies of Women Mathematicians+Related Activities,
Addison-Wesley.
Simon, M. (2000, December). “The evolving role of women in mathematics.” Mathematics
Teacher. 93(9), 782-786.
Materials from this talk and from an earlier version of the course are available at
http://myweb.lmu.edu/jdewar/math398.asp#top
By September 2011, this website will have updated materials. For additional information,
contact the first author by email at jdewar@lmu.edu
Course Description for MATH 398 Mathematics & Women
This upper division mathematics elective is an interdisciplinary elective that is sometimes crosslisted with Honors and/or Women’s Studies. Studying the biographies and mathematical
contributions of women mathematicians from the 1st through the 20th centuries sheds light on
historical and current equity issues in mathematics education and math-related careers.
Students investigate mathematical topics such as prime numbers, conic sections, special
curves, congruence arithmetic, infinite series, polyhedra and group theory and examine facets
of equitable K-12 mathematics instruction. There is a focus on 3 recurring mathematical themes:
 The distinct and vital roles of inductive and deductive reasoning in mathematics
 The occurrence and value of multiple representations in mathematics
 Mathematics encompasses much more than “a study of numbers.”
Overarching Course Goals (fall into four categories):
W: Women Mathematicians in History
To examine the lives and contributions of women mathematicians from the 4th to the 20th
centuries
G: Current Gender Issues in Mathematics Participation
To investigate current gender issues related to women’s skills and participation in
mathematics from elementary school through graduate school and their participation in
math-related careers
M: Mathematical Reasoning and Communication
To provide students an opportunity to experience “doing mathematics” in a supportive and
cooperative environment and to encourage students to be more aware of their own
mathematical thinking
R: Research Component
To undertake a deeper investigation that explores one or more of the above areas
Learning Outcomes (matched to goals, by letter):
Students will be able to
W1. Describe the life and work of 9 women mathematicians and at least one modern woman
mathematician
W2. Synthesize from these women’s biographies common experiences/obstacles faced by
women who wished to participate in mathematics and identify factors that enabled their
success
G1. Discuss the current situation in the United States regarding women’s participation and
achievement in mathematics in K-12, higher education, and industry
G2. Read critically articles in journals and newspapers dealing with gender issues in
mathematics or science education
M1. Make and investigate mathematical conjectures, develop arguments in support of or
counterexamples for those conjectures
M2. Communicate their mathematical thinking clearly to others (peers and teachers) using
mathematical language
M3. Analyze and evaluate the mathematical thinking of others
R1. Demonstrate the ability to conduct an interdisciplinary research project
For Future K-12 Teachers, there is an additional goal and learning outcome:
Goal
P: Pre-professional Development for a Future Teaching Career
To develop expertise in addressing equity issues related to mathematics education at the
level you plan to each
Learning Outcome
Future Teachers will be able to
P1. Prepare and share mathematics teaching resources and lesson plans (including
appropriate assessments) that reflect equity principles