This volume can be divided into two parts: a purely mathematical part with contributions on finance mathematics, interactions between geometry and physics and different areas of mathematics; another part on the popularization of mathematics and the situation of women in mathematics.

This volume can be divided into two parts: a purely mathematical part with contributions on finance mathematics, interactions between geometry and physics and different areas of mathematics; another part on the popularization of mathematics and the situation of women in mathematics.

Deformation quantisation and connections / S. Gutt -- What is symplectic geometry? / D. McDuff -- Regular permutation groups and Cayley graphs / C.E. Praeger -- Arithmetic of elliptic curves through the ages / R. Sujatha -- Tricritical points and liquid-solid critical lines / A. Aitta -- Elastic waves in rods of rectangular cross section / A.A. Bondarenko -- Natural extensions for the golden mean / K. Dajani & C. Kalle -- An equivariant tietze extension theorem for proper actions of locally compact groups / A. Feragen -- On uniform tangential approximation by lacunary power series / G. Harutyunyan -- Cyclic division algebras in apace-time coding : a brief overview / C. Hollanti -- And what became of the women? / C. Series -- Three great Girton mathematicians / R.M. Williams -- What about the women now? / R.M. Williams -- Mathematics in society (taking into account gender-aspects) - a one-semester course (BSc) / C. Scharlach

This volume offers a unique collection of outstanding contributions from renowned women mathematicians who met in Cambridge for a conference under the auspices of European Women in Mathematics (EWM). These contributions serve as excellent surveys of their subject areas, including symplectic topology, combinatorics and number theory.The volume moreover sheds light on prominent women mathematicians who worked in Cambridge in the late 19th and early 20th centuries by providing an insightful historical introduction at the beginning of the volume.The volume concludes with short contributions from women mathematicians from across Europe working in various areas of mathematics ranging from group theory to magnetic fields.

Sophie Germain taught herself mathematics by candlelight, huddled in her bedclothes. Ada Byron Lovelace anticipated aspects of general-purpose digital computing by more than a century. Cora Ratto de Sadosky advanced messages of tolerance and equality while sharing her mathematical talents with generations of students. This captivating book gives voice to women mathematicians from the late eighteenth century through to the present day. It documents the complex nature of the conditions women around the world have faced--and continue to face--while pursuing their careers in mathematics. The stories of the three women above and those of many more appear here, each one enlightening and inspiring. The earlier parts of the book provide historical context and perspective, beginning with excursions into the lives of fifteen women born before 1920. Included are histories of collective efforts to improve women's opportunities in research mathematics. In addition, a photo essay puts a human face on the subject as it illustrates women's contributions in professional associations. More than eighty women from academe, government, and the private sector provide a rich mélange of insights and strategies for creating workable career paths while maintaining rewarding personal lives. The book discusses related social and cultural issues, and includes a summary of recent comparative data relating to women and men in mathematics and women from other sciences. First-person accounts provide explicit how-tos; many narratives demonstrate great determination and perseverance. Talented women vividly portray their pleasure in discovering new mathematics. The senior among them speak out candidly, interweaving their mathematics with autobiographical detail. At the beginning of a new century, women at all stages of their careers share their outlooks and experiences. Clear, engaging, and meticulously researched, Complexities will inspire young women who are contemplating careers in mathematics and will speak to women in many fields of endeavor and walks of life.

This eighth volume of Imagine Math is different from all the previous ones. The reason is very clear: in the last two years, the world changed, and we still do not know what the world of tomorrow will look like. Difficult to make predictions. This volume has a subtitle Dreaming Venice. Venice, the dream city of dreams, that miraculous image of a city on water that resisted for hundreds of years, has become in the last two years truly unreachable. Many things tie this book to the previous ones. Once again, this volume also starts like Imagine Math 7, with a homage to the Italian artist Mimmo Paladino who created exclusively for the Imagine Math 8 volume a new series of ten original and unique works of art dedicated to Piero della Francesca. Many artists, art historians, designers and musicians are involved in the new book, including Linda D. Henderson and Marco Pierini, Claudio Ambrosini and Davide Amodio. Space also for comics and mathematics in a Disney key. Many applications, from Origami to mathematical models for world hunger. Particular attention to classical and modern architecture, with Tullia Iori. As usual, the topics are treated in a way that is rigorous but captivating, detailed and full of evocations. This is an all-embracing look at the world of mathematics and culture.

THE REAL WORLD OF MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION In this Preface, I would like to focus on what I mean by “education” and speak about the models and metaphors that are used when people talk, write, and act in the domain of education. We need to look at the assu- tions and processes that the models and metaphors implicitly and explicitly contain. I feel we should explore whether there is a specific thrust to mat- matics education in the here and now, and be very practical about it. For me education is the enhancement of knowledge and understanding, and there is a strong and unbreakable link between the two. There seems l- tle point in acquiring knowledge without understanding its meaning. Nor is it enough to gain a deep understanding of problems without gaining the appropriate knowledge to work for their solution. Thus knowledge and understanding are each necessary conditions for the process of education, but only when they are linked will the process bear fruit. Only in the b- anced interplay of knowledge and understanding can we expect to achieve genuine education.