Math

Women In STEM (Math & Science) – Author Interview with Laurie Wallmark, and Giveaway

 Today we’re interviewing Laurie Wallmark, author of Numbers in Motion, and several other titles.

 

                               

This book features the STEM topics of mathematical equations and science, and how Sophie Kowalevski became the first woman in the world to receive a doctorate in mathematics that required original research and inspired a generation of mathematicians.

Sophie was also the first to hold a university chair in mathematics, and the first to be the editor of a major scientific journal.

 

  1. Tell us about Numbers in Motion and what inspired you to write the story of Sophie Kowalevski.

As long as I can remember, I’ve loved math. Why? Because it’s fun! Although several of the people I’ve written about before have been talented mathematicians, they were recognized in different fields. I thought it was time to share a woman mathematician’s story with kids.

 

2. How did you do your research for this book? How did you organize all the information you learned about Sophie?

I researched her life through books and professional journal articles. A book that was especially helpful was written by Sophie herself, A Russian Childhood.

I use the program OneNote to organize all my research. I have a separate tab for each book, each of which includes a section for notes and for quotations. It’s very important to be able to go back to your notes and find the source for what you’ve written. In addition, I have tabs for my bibliography, a timeline of Sophie’s life, and, while I was researching and writing the book, an ever-expanding list of possible scenes to write.

 

 

3. How do you envision teachers and librarians using this book in classrooms?

The true value of picture books is that they can be used on so many levels. To start with, there is of course the text and illustrations of the story. Especially in a book like mine that takes place in another time period, there are many possibilities for discussing how the world has changed.

In addition, most nonfiction picture books, including mine, include some basic back matter such as a timeline and a bibliography. Numbers in Motion also has three more pieces of back matter. My author’s note tells how, in addition to being a mathematician, Sophie was also a writer. Next, for students (like me!) who might want to know more about Sophie’s math, I explain in more detail the problem she solved–the rotation of solid bodies. Finally, I include how Sophie Kowalevski’s name was transliterated from the Cyrillic alphabet. This presents a great opportunity to discuss how people’s (possibly even some of their classmates’) names might be spelled different ways when written in our Roman alphabet.

 

4. Can you suggest three questions related to women in mathematics for student discussions?

  1. Why do you think we haven’t heard of as many woman mathematicians as men?
  2. Do you think woman and girls have the same natural ability in math as men and boys?
  3. Do you think there are any women working in mathematics today who have made important discoveries

 

 

5. What do you want readers to take away from Numbers in Motion?

Sophie loved math and overcame many obstacles to pursue her studies. I think the big take away from Numbers in Motion is it’s worth pursuing your dreams, even if other people say you can’t or shouldn’t.

To read more about Laurie and her work, click here.

 

Want to own your very own copy of Numbers In Motion? Enter our giveaway by leaving a comment below! 

 

You may earn extra entries by blogging/tweeting/facebooking the interview and letting us know. The winner will be announced here on April 13, 2020 and will be contacted via email and asked to provide a mailing address (US only) to receive the book.

 

 

 

STEM Tuesday – Shining the Light on Technology, Engineering, and Math — Interview with Author Elizabeth Rusch

STEM TUESDAY from the mixed up files

Welcome to STEM Tuesday: Author Interview & Book Giveaway, a repeating feature for the fourth Tuesday of every month. Go Science-Tech-Engineering-Math!

Today we’re interviewing Elizabeth Rusch! She’s the author of this month’s featured technology/engineering book, The Next Wave: The Quest to Harness the Power of the OceanThis fascinating installment in Houghton Mifflin Harcourt’s Scientists in the Field series tackles the engineering challenge of turning ocean waves into useable electricity. As Horn Book‘s glowing review explains, “Rusch fully explores the engineering process, capturing the determined, entrepreneurial spirit of the profiled engineers as well as the need for creative problem-solving and ingenuity, a test-and-retest mentality, a high tolerance for failure, and perseverance through the quest for research funding.” The Next Wave received starred reviews from both Kirkus and School Library Journal.

Mary Kay Carson: Why did you decide to write The Next Wave?

Elizabeth Rusch: I keep a folder of clippings of newspaper and magazine articles that interest me. Once in a while, I read through them to see if there are any topic hiding in there that I might want to cover. About ten years ago I found that I had clipped a bunch of articles on scientists developing these cool devices to harness the movement of ocean waves and turn it into electricity. One Oregon scientist Annette von Jouanne was not only inventing clever devices but also finding ways to support other engineers and inventors in their work. I thought she would be a perfect place to start. I interviewed her and accompanied her as she tested a new device that bobbed up and down in the water and wrote an article about her work for Smithsonian magazine. As I was reporting and writing that piece, a little voice kept saying: Kids would find this fascinating – they love the beach, the ocean, invention, and environment. So I expanded my research to include the stories of other ocean energy inventors, such as “The Mikes” —Mike Morrow and Mike Delos-Reyes—childhood friends who were developing and refining a device that sits on the ocean floor that they first designed in college.

MKC: What was writing about engineering like?

Elizabeth: I loved covering a new, evolving renewable energy field. Engineers have already pretty much figured out great ways to harness solar and wind energy but ocean energy was and is still wide open. We don’t yet know the best way to take the up and down motion of waves and turn it into electricity. That means that all devices being invented and tested are wildly different. So I got to witness history in the making. Mike Morrow invited me to his lab, which was big cluttered shed in his backyard. It was like being in the garage with Steve Jobs as he invented his computer. I also observed tests in these huge wave flumes and basins and out the open ocean. Each test was really suspenseful because no one knew how the devices would perform. So I was crossing my fingers and cheering right along with the engineers.

Download an accompanying Common Core Guide and Discussion and Activity Guide for The Next Wave.

MKC: Are STEM topics especially interesting to you?

Elizabeth: I don’t actively set out to write STEM books. I am drawn to important, compelling stories that have been overlooked – and it just so happens that many of those stories are in STEM fields. I love stories of invention because they are at their core stories of the human spirit and our quest to understand the world and solve problems we face. To me, inventing something is essentially an adventure requiring creativity and heroic effort in the face of daunting obstacles. A fun example is my recent book The Music of Life: Bartolomeo Cristofori and the Invention of the Piano. While it is a picture book biography about music and history, I was delighted to see it was named a Best STEM Trade Book by NSTA-CBC.  So I guess what I’m saying is that to me STEM is just in integral part of the human story – and I love telling human stories.

Win a FREE copy of The Next Wave!

Enter the giveaway by leaving a comment below. The randomly-chosen winner will be contacted via email and asked to provide a mailing address (within the U.S. only) to receive the book.

Good luck!

Your host this week is Mary Kay Carson, fellow science nerd and author of Mission to Pluto and other nonfiction books for kids. @marykaycarson

 

STEM Tuesday – Shining the Light on Technology, Engineering, and Math — Writing Craft & Resources

TEM From An “S” Guy

When I first saw the June STEM Tuesday June topic, Shining the Light on the TEM in STEM, I did a double take. Being a scientist, I felt left out. I threw stuff. I cursed. I ranted to my friendly Aeromonas bacterial cultures in the lab about feeling left out.

Fortunately, my cultures are good listeners and the wise bacteria kindly pointed out the fact that, if looked at from a neutral eye, the “S” in STEM actually does get a lion’s share of the STEM attention. I took this prokaryotic wisdom into consideration, returned the agar plate to the incubator, and went home to contemplate the need to shine a light specifically on the technology, engineering, and mathematics side of STEM.

It turns out that the science component of STEM does appear to hog the limelight and push the TEM to the shadows. The “T”, the “E’, and the “M” often get a bad rap. So I’ve changed my tune. Welcome to June, TEM! Glad to give you guys a moment in the electromagnetic energy waves of the solar spectrum.

But I also want to ask the TEM what we can do better to present and teach technology, engineering, and mathematics so they don’t seem quite so foreign to the majority of us. What can we do to make these things easier for young people to grasp? What can we do to help the young people who gravitate toward the TEM?

TEM Brain Muscle

TEM thinkers are often put into their own lane from the time they are young and kept there safely in that lane as they mature. Instead of expanding their knowledge base and widening their talents, TEM thinkers are often pigeon-holed to their specific skill set. Is this because they look at the world through the somewhat unique lenses of logic, design, and formula? Is there a certain level of trepidation for us to guide others down this TEM path when we ourselves are uncomfortable guiding them in those subjects?

What can we do to draw the non-TEM thinkers into at least an understanding of basic ideas and power of technology, engineering, and math? On the other hand, how can we develop TEM thinkers without slotting them down a narrow, pocket-protector lane in life?

Both TEM-phobics and TEM-philics need to be given problems to solve instead of shown the solutions. Allow them to develop their brain muscles and unique skills through problem-solving rather than simply giving them the names and uses of the tools in the toolbox. They need the space to try. They need the freedom to fail. They need an environment where mistakes are a step in the learning process and not an environment where the learning process is gauged solely by counting the mistakes.

Story

I’ve been preaching for years that the scientific method is not a series of lifeless, formulated steps but is a full technicolor philosophy of problem-solving. It’s scientific storytelling! The scientific method is to problem-solving as plot and story structure is to a writer. It gives us a plan. It gives us a beginning, a middle, and an end.

Instead of looking at TEM as solely a conglomeration of code, circuits, calculations, and formulas, we should look at the code, circuits, calculations, and formulas as tools we use to tell a story.

Unfortunately, we often get caught up and confused by the tools instead of focusing on telling the problem-solving story. The story/solution is more important than the tools. For example, what’s more important when writing a simple program to calculate the slope of a line, the programming logic or the programming language? The language is the tool we can reference or find as needed, but the logic and the design are where the real magic lies.

Is it enough to only know that the Slope = (y2-y1) / (x2-x1) or can we be a better problem solver by understanding that the rise and run of the line numerically define the slope? By defining the slope in measurable terms, we define the characteristics of the line. Once we understand the characteristics of the line, we can use that knowledge to develop a ramp to help Mrs. Hays transport her gigantinormous suitcase of books easily up the school stairs and into her classroom each and every day. Now that’s a story!

Framing the TEM (and the “S”!) in terms of telling the story of the way something works or how a problem is solved can help young thinkers expand their STEM skills without getting tangled up in the sometimes confusing toolbox.

Novel Engineering

Novel engineering is a pretty cool concept I first learned about at the 2017 nErDcampKS. I wandered into this session with no idea what novel engineering was, and as a non-teacher, no idea of its power. The concept is surprisingly simple. The teachers use a text or a story and assign the students a problem to solve from the story. The students then work in groups or as individuals to analyze, design and build a solution to the problem. Makerspace rooms or areas in the schools can be set up to give the students the resources needed.

Linda Sue Park’s A LONG WALK TO WATER was a popular choice for middle school novel engineering projects. The teachers in the session talked about how the kids worked out solutions on how to find, carry and store water more effectively.

Another upper-elementary teacher gave the example of how she used the Rapunzel fairy tale in her classroom as a novel engineering project. The goal for the students was to design an alternative system for Rapunzel (a Barbie doll) to escape the four-foot tower built in the classroom without the aid of any knights in shining armor. This teacher said her students really got into the project and came up with great solutions, including an adventurous escape from the tower on a zip line.

Thinkers & Tinkerers

In the classroom, in the lab, or in the home, let young minds be thinkers and tinkerers. No matter what letter of the STEM acronym these young minds gravitate toward, they need the platform and the space to learn. Provide books and lessons and leadership to promote a maker environment for our STEM learners. Teach them to how to use the tools of code, structures, pathways, classifications, circuits, calculations, and formulas, to help them solve problems, not get trapped or intimidated by them.

The tools don’t solve problems, problem solvers do.

Thinkers and tinkerers rule!

Now back to work. Hopefully, those Aeromonas bacteria will allow me some of my own thinking space to work through the experimental problems I’m currently experiencing.

Have a great TEM month!

Mike Hays, STEMologist, Class I

 


The O.O.L.F Files

The Out Of Left Field files this month focus on the TEM of STEM. I have to admit, there’s some pretty cool stuff listed below to check out. Readers and teachers, if you have any interesting O.O.L.F. files links you’d like to share, please leave them in a comment below. The STEM Tuesday community appreciates it! We’re all in this together!