The cover was made by Prof. Laura DeMarco, the subject if this issue’s interview. To make it, she used the Dynamics Explorer Tool, a program developed by Suzanne Lynch Boyd and Brian Boyd. One topic that Prof. DeMarco researches is stability. So that readers can actually roll up their sleeves and do some experimentation with this concept, we explain how to construct the famous Mandelbrot set in the article right after the interview.
Next comes the concluding part of the 4-part series by Dr. Emily Riehl on the Stable Marriage Algorithm. We hope you have enjoyed this series of articles and her accompanying WIM Video. It was a huge treat for Girls’ Angle. Also, special thanks to Julia Zimmerman for illustrating the series and to Grace Lyo for editing it.
Math Doctor Bob continues his series on Fermat’s little theorem with a discussion on how to find the multiplicative inverse of a number, modulo n.
This issue’s Math In Your World was inspired by a game of Scrabble played in front of Au Bon Pain in Harvard Square. If two people play a single game, what is the probability that the winner of this single game is, indeed, the better player? Following up on this single question leads to a lot of mathematics and statistics. The importance of this mathematics perhaps becomes more evident if put in the context, say, of choosing a medicine or treatment option: if Medicine A does a better job of helping a patient than Medicine B in one single case, does that mean that Medicine A is better?
Coach Barb continues her conquest of fractions, this time by revisiting the way ancient Egyptians expressed them.
Finally, in the Notes from the Club section, we describe Support Network Visits from Iris Ortiz, of Cambridge Systematics, Crystal Fantry, of Wolfram Research, and Ashlee Ford-Versypt of MIT’s Department of Chemical Engineering. Every semester, professional women who use math in their work visit the Girls’ Angle club and work directly with our members. These “Support Network” visitors serve as role models and provide our members with yet another reason to study math. We also describe an activity using knots that is easy to implement in a classroom and is designed to underscore the difference between active and passive learning.
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