CALENDAR OF FEMALE MATHEMATICIANS AS A

SECONDARY SCHOOL CLASSROOM DIARY

PREMA WORKSHOP, BARCELONA, JANUARY 2007

Why?

How?

2004

2005

2006

They(women) also exist

coeducation in the tutorial classes

Didactic unit

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Why?

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They (women) also exist

One of the aims we wanted to achieve with the calendars

was to show the existence of these women and to encourage the students of Secondary Compulsory Education (O-level) and Bachillerato (A-level students) to know those women

and their work

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How?

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2004

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Sophie Germain

Sophie Kovalevskaya

Grace Chisolm Young

Emmy Noether

Florence Nightingale

María Goeppert Mayer

Gaetana Agnesi

Caroline Herschel

Emile du Breteuil

Teano

Mary Somerville

Ada Byron

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2005

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Rosa Smith Eigenmann

Valentina Tereshkova

Eulalia Pérez Sedeño

Diane Fossey

Chien-Shiung Wu

Emma Castelnuovo

Mary Anning

Helen Sawyer Hogg

Hildegard von Birgen

Lisa Meitner

Susan Bell Burner

Marie Curie

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2006

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Marie Anne Pierrette

Rozsa Péter

Heddu´Anna

Lucy Cartwright

Lady Mary Wortley

Elena Piscopia

Rosalind Franklin

Mileva Maric

Irene Joliot-Curie

Rosalyn Sussman

Agnodice

Julia Bowman

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Women Mathematicians in 2005, 2006

and 2007

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Coeducation in tutorial classes

In Andalucía, the students of Secondary Education spend an hour with their tutor in which one of the topics they have to work about is Coeducation. The calendars have been a useful tool for this purpose and many Secondary Schools in our Community have used them successfully.

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DIDACTIC UNIT sample

Subject: Statistics 3º de E.S.O.

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In this unit the students start by distinguishing the different types of variables and later they learn to arrange them in tables of frequencies

and study the different statistical graphs. Now, it is the moment to tell them about Florence

Nightingale.

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Florence Nightingale: Italia 1820 - Inglaterra 1910

Very well-known as a nurse, few persons know about either her statistical facet, or that she was the one that designed the graph of sectors. She supported the setting up of the Applied Statistics College. Her graphs and studies made the British Government realize that the lack of cares and hygiene in campaign hospitals was the main reason for the death of soldiers in the Crimea War.

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Let’s see Nightingale's graph, which represents the mortality during the war of Crimea.

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Every sector has a colored area proportional to the information

represented. The part colored in greenish blue, represents the deaths that could

have been avoided or mitigated, such as those deaths caused by cholera or typhus. The yellow ones show the deaths caused

by wounds of war. The central parts show

the deaths caused by any other reasons.

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CONCLUSIONThe most important achievement accomplished has been the evolution in the students’ perception of the calendars in the course of the years.The Calendars started as an object the teacher pinned-up on the classroom wall, and, little by little, the calendars have become a positive element appreciated by students:

• Groups that don’t have it, demand it.• It is used as a decorative element in the contest “La clase

más limpia” (The tidiest classroom), whereas other calendars are thrown away ours remains in the classroom.

• The students ask their teachers questions about the “woman of the month”.

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Finally, I would like to stress the fact that these women’s biographies are in display all the days of the whole school year, that, it is not compulsory to study them. This is why students tend to assimilate the existence of women in all the fields of Science as something natural. This natural way in which the calendars are shown, I think, is the first step to create a co-educative atmosphere in the Maths classes and, maybe, to create mathematics vocations among the girls.

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Bibliography:

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Materials supplied by the Center of Documentation Thales

Internet