Oregon State University Assistant Professor Swati Patel and two colleagues, Padi Fuster and Robyn Brooks, wanted to do something to counter systemic inequities in mathematics. In response, they founded the Math For All conference at Tulane University in New Orleans in 2020.
“We created this conference to try to build a more positive and welcoming culture in mathematics,” Patel said. “We thought of a conference that would be an open and friendly space for people to gather and talk about math, math education and how it relates to diversity, justice and inequity.”
Math For All is now a national conference that hosts regional programs annually throughout the country, including a satellite location at Oregon State where 40-60 people attend in Corvallis for free, thanks to generous donor support and scholarships. Attendees learn how mathematics applies to everyday life and experience a sense of belonging to a powerful scientific community. Talks and discussions tend to cover everything from human rights in data science to the mathematics of paper folding.
OSU's satellite conference often welcomes people from local community colleges and other universities, drawing mathematicians from undergraduates to instructors and faculty members.
Breaking down barriers in mathematics
Organizers ensure the conference is structured to promote dialogue between attendees, encouraging them to bridge the gap between their mathematical interests and other human interests that may spark commonality between them. One year, attendee nametags sported the person's unique interests like math as art, trivia or social justice.
“It makes me very happy when undergraduates feel comfortable in this space to ask questions. It takes courage to do that,” Patel said. “It’s not easy to raise your hand and ask a question to a speaker.”
Oregon State graduate student and co-organizer Leah Sturman said in 2023, the first guided discussion included an activity where participants matched important mathematical theorems to the actual societal impact.
Participants then split into groups and developed flowcharts that related those theorems to another branch of math they were familiar with. The activity asked the question, “What does my math mean for people around me?” Some groups decided to relate the theorem to a tool they use themselves, such as illustrating how the Pythagorean Theorem relates to GPS.
“Mathematics is far more doable than a lot of people think,” Sturman said. “It is not nearly as impenetrable or scary as people’s guts tell them. I’ve seen people who think they are bad at math actually be really good at it.”
After the activity, co-organizers posted these flowcharts on the wall for other people to see throughout the day.
“In the second session, we had a little bit more discussion around the thought behind the flowchart activity,” Sturman said. “You know, how can we be conscientious and choose to do mathematics that has a positive impact on society?”
The topics discussed are always varied, so attendees can see how mathematics impacts society as a whole, including the communities they are a part of. This enables everyone to bring their own experiences to the table, as the organizers intend.
"When I went to college, I don't ever remember having a space when I was an undergrad where the conversations like this were being facilitated and were encouraged."
