Laura Lewis

Born in China • Studied mathematics and computer science at California Institute of Technology (Caltech) in USA • Master’s in mathematics from University of Cambridge in UK • Lives in USA • Quantum information student, pursuing PhD at the University of California, Berkeley Throughout my educational journey meandering through pure math, theoretical computer science, physics, and ultimately arriving in quantum information, I’ve seen that all these fields have deep foundations in mathematics, regardless of their outward label. Early in life, I was drawn to math for its concreteness. To add two numbers together, there was a fixed set of rules, in contrast to other subjects we learn in elementary school, e.g., spelling which (especially in English) has many arbitrary rules and exceptions. I was lucky to have a previous college math professor as my high school math teacher. He taught advanced math courses not typically covered in the high school curriculum, e.g., real and complex analysis. With this initial interest, my experiences during high school solidified it and greatly influenced my academic path. I was lucky to have a previous college math professor as my high school math teacher. He taught advanced math courses not typically covered in the high school curriculum, e.g., real and complex analysis. With this, I was able to get a head start on math and got a glimpse of how it is explored in higher education: less through calculations and numbers, but with proofs. Another pivotal experience was when I attended a program at the Massachusetts Institute of Technology (MIT) during the summer of my junior year in high school. There, I was challenged with advanced courses and projects but, perhaps most importantly, it was where I was first exposed to quantum mechanics. It immediately fascinated me due to its mystery, where even the first axioms are still debated. This is especially in contrast to other high school physics subjects, e.g., kinematics and electromagnetism, which are taught as having already been solved. This first experience with quantum mechanics planted a seed which would grow in college. I double majored in pure mathematics and computer science, and as a part of the freshman seminars, one professor mentioned the intersection of these fields with quantum physics: quantum computing. I was fascinated. When I started my undergraduate degree at the California Institute of Technology (Caltech), I kept in mind my previous exposure to quantum physics and kept my eyes peeled for any interesting opportunities. I double majored in pure mathematics and computer science, and as a part of the freshman seminars, one professor mentioned the intersection of these fields with quantum physics: quantum computing. I was fascinated. This subject would allow me to explore my interdisciplinary interests in math, physics, and computer science, and I thought it was a great fit. That summer, I reached out to the professor and started a project with him on how to efficiently check the correctness of a powerful quantum computation using only your laptop. With this experience, I saw how important a strong mathematical foundation is for this type of research, which focuses on rigorously proving the security of such verification protocols. It was also at this point in my education where I started to notice the gender imbalance in math and quantum science, where I was the only female pure math major in my year in undergrad. This was not at all specific to Caltech but representative of the field as a whole. During my undergrad, I also worked on designing machine learning algorithms to predict  ground states. A ground state is the lowest energy state of a system, where one can think of a ball lying at the bottom of a bowl. A good understanding of ground states can provide us with insights into different properties of quantum systems, so this is an important problem in quantum physics. In this project, I was able to leverage my mathematical background in analysis to provide rigorous theoretical proofs on the performance of my algorithms. It was fascinating to see how math could help pave the way for novel scientific exploration in important physics problems. I received the Barry M. Goldwater Scholarship for my research (awarded to undergraduates in the USA for outstanding research), which increased my confidence to pursue the subject further. It was also at this point in my education where I started to notice the gender imbalance in math and quantum science, where I was the only female pure math major in my year in undergrad. This was not at all specific to Caltech but representative of the field as a whole. I hope that by continuing to pursue a research career, I can inspire other young women to follow their passions and dive into mathematics with confidence. After college, I pursued two master’s degrees in the UK through a Marshall Scholarship (awarded to recent college graduates from the USA to perform two years of graduate study in the UK). The first was at Cambridge in mathematics, a course which is well-known for offering an extensive array of advanced math classes. The second is a research degree at the University of Edinburgh in computer science, where I am free to explore a research topic of choice. These past two years have allowed me to hone my research interests and learn new mathematical tools to attain these goals. Soon I will start my Ph.D. at University of California, Berkeley, focusing on quantum information, and I’m excited to see where my pursuit of mathematics leads me next in advancing our scientific understanding of the universe. Published on May 21, 2025. Photo credit: Daniel Chen

Programme - Talking Maths In Public 2025

Maryam Mirzakhani: counting curves

Maryam Mirzakhani is being honoured for her "rare combination of superb technical ability, bold ambition, far-reaching vision, and deep curiosity".

Kateryna Marynets

Born in Uzhhorod, Ukraine • Birth year 1988 • Studied Applied Mathematics at Uzhhorod National University in Ukraine • Highest Degree PhD in Differential Equations from Taras Shevchenko National University of Kyiv in Ukraine • Lives in Delft, The Netherlands • Occupation Assistant Professor in Applied Mathematics at Delft Institute of Applied Mathematics, Delft University of Technology 4 countries, 5 languages, and 1 mathematics… Was it my big dream to pursue a career as a math professor? No, it wasn’t. In fact, when our primary school teacher asked who we wanted to become in the future, I said that I wanted to be a pediatrician. But that was only because my parents are doctors, and my grandmother was leading the children's department in the hospital at that time. To be honest, medicine has never been my thing—but as a kid, you tend to take on the role models you see around you. And I wasn’t an exception. Many years have passed, and mathematics and languages have become inseparable parts of my life. In Ukraine, we say that children inherit the talents of their grandparents. And with my grandparents working in the fields of physics and mathematics, following that logic, I was probably predestined for these directions. Interestingly enough, those were indeed my favorite subjects at school. I really enjoyed solving math puzzles and diving into the laws of physics. I was extremely lucky to have great teachers who recognized my interest and kept me engaged by offering challenging problems—even though my school had a linguistic focus, and the sciences didn’t occupy much of our curriculum. Many years have passed, and mathematics and languages have become inseparable parts of my life. Those seemingly different disciplines have a lot in common: languages help in sharing my mathematical expertise to a multilingual community, and logical thinking, developed through solving mathematical problems, helps in mastering a new language. Obtaining a PhD brought new opportunities, but it also came with a lot of pressure—pressure to deliver, pressure not to disappoint. The path to my current position was long and quite “nonlinear”—just like the math problems I work on. In my last year of high school, I seriously considered studying international economic relations, with applied mathematics as a second option. It was the study program where I could combine my passion for mathematics and foreign languages. But in the end, I chose applied mathematics, and I’ve never regretted the decision I made.After graduation, I was offered a teaching position at my home university, which I combined with enrollment in a doctoral program. I studied boundary value problems for systems of nonlinear differential equations and developed iterative methods for approximating their solutions. It was a great combination of analysis and work with mathematical software—something I still enjoy doing. Back then, I could conduct research at my home institution but had to defend my thesis at a different university. I still remember all those trips to Kyiv, accompanied by my parents, who helped me organize everything…I am incredibly thankful for all their patience and time that they have invested.Obtaining a PhD brought new opportunities, but it also came with a lot of pressure—pressure to deliver, pressure not to disappoint. Since then, sports has become my first aid when I feel overwhelmed and need to change my focus during the intense periods at work. [Fractional differential] equations are broadly used in porous media modeling and systems with memory After graduation, and having 3 languages ‘in my pocket’, I continued teaching at my home university for a couple of years but felt an urgent need for change. I seriously considered switching to industry and even received an offer from an IT company, but something held me back. Around that time, I won an individual grant for a short-term research stay in Slovakia, where I was introduced to a new field—fractional differential equations. These equations are broadly used in porous media modeling and systems with memory. Moreover, they are able to capture more complex dynamics of a physical system in comparison to their integer-order counterparts. Back then it was still a completely unfamiliar topic for me, something I had never worked on before, but it eventually became part of my current research profile. My time in Bratislava was a period of reflection, and it gave me the motivation to continue pursuing an academic career. I saw many opportunities that European universities offered and started applying for postdocs. Among all the negative responses and unanswered emails, there was one that changed my life. I got a postdoc position in Vienna, which I still consider my biggest achievement to date. It might sound silly but moving from Uzhhorod, that is by the way famous for its Japanese cherry blossom, to join one of the oldest and most prestigious universities in Austria was something I couldn’t have even dreamed of! During my postdoc, I explored real-world applications of differential equations by analyzing mathematical models related to ocean and atmospheric circulation During my postdoc, I explored real-world applications of differential equations by analyzing mathematical models related to ocean and atmospheric circulation. I was fascinated by the opportunity to apply my mathematical training to real-world phenomena, expanding my knowledge beyond purely theoretical research. As time passed and my postdoc was nearing its end, I realized I needed something more permanent. And again, I stood at a crossroads: should I switch to industry and stay in Austria with my partner, or pursue a career in academia but accept the fact that I would likely have to move to a third country within the last three years? I know many couples for whom cross-country moves didn’t work out, and in the meantime I was already fluent in German and had good chances on the Austrian labor market. Luckily, my partner was incredibly supportive, and when I got an offer from TU Delft, he did everything he could to make my decision easier. And here we are. Five and a half years after moving, I’m now a tenured assistant professor at one of the best universities in the Netherlands, developing my own research line in nonlinear (fractional) differential equations with applications in geosciences, speaking my fifth language, and making future plans with my husband. Time has sorted out everything, and despite all difficulties I feel that I am in the right place. Of course, at the end of the day it’s all about hard work, determination and family support —but sometimes, it’s also about that one email that changes everything in your life. Published on April 23, 2025. Photo credit: Kateryna Marynets

JoAnne Growney

Born in rural Pennsylvania in 1940 • Studied PhD in Mathematics at University of Oklahoma, United States • Lives in United States • Occupation Taught mathematics at Bloomsburg (PA) University (now part of Commonwealth University); now retired Before I was a math girl, I was a farm girl – the oldest of three children growing up on a farm in Pennsylvania --  the one who went to the barn with her father while her mother took care of the little ones. Math (often numbers and counting) was an inconspicuous but central part of farming – counting eggs as I collected them from beneath the hens, counting the sheep as they came into shelter at night to make sure that none had drifted away.  Geometric quantities also were important – the volumes of harvested grains and fruit, the distances between parallel rows of corn, the gallons of milk expected from our Guernsey cow which I milked morning and evening. My teacher, a graduate of an elite college and unashamed of her math ability, was an energetic and supportive example of “girls can do math.” Perhaps my farm experience helped me to be good at math – and that skill seemed fine in elementary school years but as my classmates and I moved through high school my female math ability seemed to make people turn away from me.  In my senior year, I was one of only three girls in my math classes.  BUT that year I also had an inspiring experience.  My teacher, a graduate of an elite college and unashamed of her math ability, was an energetic and supportive example of “girls can do math.” Receipt of a scholarship from Westminster College in New Wilmington, Pennsylvania, enabled me to go away from home to continue my education.  (To my dismay, at Westminster I had several “only girl in the class” experiences.)  I started out as a chemistry major but, during my sophomore year. I learned that my “science scholarship” could be used toward a math major and then (preferring math to chemistry) I switched, combining studies of math with secondary education. AND I took creative writing courses and had work published in the campus literary journal. In those days (early 1960’s), many jobs were not available to women – but teaching was. Graduation from Westminster led to marriage, to secondary school teaching in the Philadelphia area, to evening graduate classes at Temple University – from which I obtained an MA in Mathematics.  My husband (Wallace/Wally) – who had studied physics and math and a bit of computer science – took a job at Susquehanna University in Selinsgrove, PA.  I did some part-time teaching at Susquehanna and at nearby Bucknell – but soon we moved to Norman, Oklahoma where Wally would pursue a doctorate so that he could qualify for tenure at Susquehanna. While we were in Oklahoma, with lots of time on my hands, I was able to attain a teaching assistantship and continue my studies also.  One of the requirements for mathematics professors at Bloomsburg University was to teach “general education” courses for non-majors and this experience led me to write and publish a textbook entitled Mathematics in Daily Life – a book containing material that engaged students in mathematical reasoning related to counting, voting, travel, decision-making, and other frequent concerns.  Graduate school brought complications to our marriage. In our earlier studies, I had gotten better grades but we credited it to his sports and fraternity activities – AND, I studied more carefully. But at The University of Oklahoma, it became evident that I was the better student and, eventually, that caused stress for both of us. I became his helper. We studied together. During our work on dissertations, I became pregnant. When our doctoral studies were completed, we returned to Pennsylvania, bringing with us a baby daughter.  I secured a tenure-track position at nearby Bloomsburg State College (now part of Commonwealth University).  AND I was able to keep my on-campus schedule to three days per week and to find excellent child care; our care-giver, Erma, was loving and dependable. Our family grew with another childbirth and two adoptions. Keeping busy helped our marriage survive but over time we began to recognize that things weren’t working and weren’t repairable. This eventually led to divorce and to me and the kids moving to the town of Bloomsburg (and to me avoiding the 30-mile commute).  My time in Bloomsburg involved congenial colleagues, a great neighborhood – a safe place for my children even if I was not with them and walk-to schools.  When my children grew up – and left home for college and marriage and  . . . I found time to revive my childhood interest (begun as a child reading Robert Louis Stevenson’s A Child’s Garden of Verses) to poetry. One of my favorite poems celebrates the mathematician, Amalie Emmy Noether;  it’s title is “My Dance is Mathematics” One of the requirements for mathematics professors at Bloomsburg University was to teach “general education” courses for non-majors and this experience led me to write and publish a textbook entitled Mathematics in Daily Life – a book containing material that engaged students in mathematical reasoning related to counting, voting, travel, decision-making, and other frequent concerns.  Work on this project and -- even more so -- my interest in poetry drew me into connections with other colleagues (in English and Philosophy and . . . and I gradually began to participate in poetry events and publication in addition to my math-related activities. Writing poetry was an activity that I much enjoyed – and many of my poems incorporate mathematical ideas.  One of my favorite poems celebrates the mathematician, Amalie Emmy Noether;  it’s title is “My Dance is Mathematics” and it is available online at this link:   https://joannegrowney.com/ChapbookMyDance.html ;  here is its opening stanza: They called you der Noether, as if mathematics was only for men.  In 1964, nearly thirty years past your death, at last I saw you in a spotlight, in a World’s Fair mural, “Men of Modern Mathematics.” Once my kids were grown – and using some funds inherited from a great aunt – I began to engage in travel-related math-and-poetry activities.  Via “Teachers for Tomorrow” – a non-profit organized by one of my high school friends – I spent part of several summers teaching (math and poetry and English conversation) – in India and in Romania.  A few years into retirement, I moved south to the Washington, DC area where three of my four children were living with their young families.  And I am still here! More can be learned about me at my website: https://joannegrowney.com. In 2010 I began to write a blog entitled “Intersections – Poetry with Mathematics” (found at   https://poetrywithmathematics.blogspot.com/) – and, with more than 1600 posts so far, my blogging continues.  My own thought processes seem to follow the rule that “everything connects” – and this article shares some related ideas:  https://joannegrowney.com/Everything-Connects--JMA-Growney-26June2020.pdf THANK YOU for reading!  I hope you also enjoy math and poetry and their connections! Image credit: Diann Growney Harrity

Bindi Brook

Born in Nairobi, Kenya • Studied Mathematics at the University of Leeds • Highest Degree PhD in Applied Mathematics from the University of Leeds • Lives in the UK • Occupation Professor of Mathematical Medicine and Biology at the University of Nottingham When I think back to school days, my sense is that I’ve always enjoyed mathematics. But there is one particular memory that is contrary to that. I was around 10 years old and had been finding most of the “maths” we did quite easy. Then some combination of factors (teacher, specific content) brought a sudden loss of confidence. I could not get my head around what we were being taught and I thought that was it – that I did not like maths anymore. My dad decided I was being silly (thankfully) and worked through some examples with me, every night, for about a week. By the end of it, my temporary lack of confidence had gone and ever since then I have really enjoyed some form of maths (here one can read – NOT pure maths). In fact, whenever I couldn’t make a decision about what I wanted to do next (at the end of A-levels, at the end of my undergraduate degree) I just picked the thing I enjoyed the most (maths and then applied maths) and went with it. I come from a South Asian culture where, if you’re considered “able”, you’re expected to study Medicine. That wasn’t for me – I really did not like remembering lots of facts and much preferred the problem-solving needed for studying maths. (...) I have started to look into the mechanisms that could lead to a rare lung disease called lymphangioleiomyomatosis (LAM) and Long Covid. In an interesting twist though, in my research career, I have essentially specialised in applying mathematics to biological and medical problems! My PhD was all about understanding what happens to blood flow in collapsible blood vessels like the giraffe jugular vein. In my postdoc I was investigating how to optimise ventilator settings for patients in ICU and then how to deliver inhaled therapies into the lungs. Since then, my focus has been in trying to understand how diseases like Asthma and other respiratory diseases originate and then progress. This involves incorporating biology and physics into mathematical and computational models, using approaches from different areas of applied maths. More recently I have started to look into the mechanisms that could lead to a rare lung disease called lymphangioleiomyomatosis (LAM) and Long Covid. Although I am now a Professor and have spent much of my working life in academia, I took a somewhat torturous path getting there and could have picked a different route a number of times. Immediately after my PhD I worked for a credit card company, applying statistical models in a somewhat robotic fashion. There was no problem-solving involved and within 3 months I knew I could not stay and 3 months later started a postdoc in Sheffield. Towards the end of my postdoc I had my first daughter and worked part-time to complete it after which I decided I would just take time out to look after her. Two years later I had my second daughter. Throughout my career, I have had some fantastic mentors (both women and men) who guided me through some tough times. These included workplace bullying and discrimination (as a woman of colour) and I have had to work hard to overcome these hurdles. When my second daughter was around 2 years old I was starting to consider alternative careers to academia (I felt I had been out of it too long, hadn’t written up my postdoc work into peer-reviewed papers, etc) when I got a phone call from a previous academic colleague from the University of Nottingham asking if I would be interested in covering his teaching part-time, as he was taking a sabbatical. I took up this offer and continued to teach and work part-time until I felt my daughters were old enough for me to consider getting back into research. I applied for and was awarded a fantastic “return-to-research” Daphne Jackson Fellowship which allowed me to restart my research on a part-time basis and also write up some of my postdoc work. I will be eternally grateful for this opportunity, as it allowed me to start my research in asthma, build up a network of collaborators and eventually my first MRC grant. The other most important thing that made all this possible is my amazing, hugely supportive, parents who helped look after my daughters for many years. Throughout my career, I have had some fantastic mentors (both women and men) who guided me through some tough times. These included workplace bullying and discrimination (as a woman of colour) and I have had to work hard to overcome these hurdles. Unfortunately, these things still exist. More recently (in my case) these have been more in the form of unconscious bias rather than overt. And significant efforts are being made to address these issues in my School. I try to contribute the best I can with these efforts. Nonetheless, it does mean that I regularly have to sit back and ask if it’s worth it. The answer isn’t an easy “yes”, not just for the above reasons but also because of the way higher education is going these days in terms of massive budget cuts and increased bureaucracy. On the positive side, I work with wonderful friends and colleagues, on worthwhile research problems, and great students.