Interview with Eva Miranda, mathematician and professor at the Universitat  Politècnica of Catalonia

Eva Miranda: “We Are Living in a Fascinating Era: Mathematics Is Everywhere”

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Antoni Hernández-Fernández

Eva Miranda Galcerán is a distinguished Catalan mathematician, renowned for her work in geometry, particularly symplectic geometry. Holding a degree and a doctorate from the University of Barcelona, she has collaborated with prestigious institutions such as the Université of Toulouse, the Universitat Autònoma de Barcelona (UAB), and the Observatoire de Paris. Currently, she is a Professor at the Universitat  Politècnica of Catalonia (UPC), where she leads the Laboratory of Geometry and Dynamical Systems.

Miranda has received numerous accolades, including the ICREA Academia Award, the Chair of Excellence in Paris, the Bessel Award from the Alexander von Humboldt Foundation, and the François Deruyts Prize from the Royal Belgian Academy of Sciences. We spoke with her about her academic journey, mathematics education, and a unique CASIO campaign in which she has recently participated.

Eva, thank you for speaking with Educational Evidence. To begin, could you tell us a bit about your academic journey? How did you become interested in mathematics?

From a young age, mathematics was my refuge — a perfect world where everything made sense, and nothing was left to chance. Mathematics felt like the chorus of a catchy song that you cannot get out of your head. I was captivated by the recurring patterns, the hidden rhythms vibrating within numbers and formulas, like a well-played melody. Each problem was a puzzle to be solved, a secret tune waiting to be uncovered. It all fit together seamlessly.

“What fascinated me were the recurring patterns — those hidden rhythms that pulse through numbers and formulas, like a well-played melody”

Why do you think mathematics curricula in primary and secondary education often provoke fear or rejection among students?

The issue with mathematics in the education system is this: when a student enters the system, they are already familiar with the alphabet and language, which makes the task of a language or literature teacher easier. In those classes, students work with familiar elements — they can use words to write poems or stories and feel like active participants in their learning. It all makes sense. In contrast, the language of mathematics is learned later, at school and in secondary education. It is only after mastering the basics that one can start “writing” their own mathematical novels, poems, or even haikus. This delayed learning often gives mathematics a poor reputation: mastering the initial rules — the mathematical alphabet made up of numbers and their relationships, the equations — can be tedious. Bridging this vocabulary with real-life applications is key to drawing students closer to mathematics.

«As the level of difficulty increases (along with the excitement!), students who have not grasped the basics may find themselves struggling»

But how can this be achieved? Each teacher has their own method, but it remains a challenge. In this process, a student may follow one of two paths: either they fall in love with this new language and feel at ease, or they become lost because they cannot grasp its purpose. Students experience both scenarios. In the early stages of learning, the rules are simpler, making it easier to stay on track. However, as the level of difficulty increases (along with the excitement!), students who have not grasped the basics may find themselves struggling.

Another challenge is the shortage of specialised mathematics teachers. With more career opportunities for mathematicians, fewer of them are choosing to teach in schools. Consequently, some teachers may lack the motivation or depth of expertise needed to inspire their students, further alienating them from the subject.

That sounds challenging… How can both teachers and students be motivated?

Bringing mathematics closer to everyday life is crucial for sparking interest. Mathematics is everywhere, though we often fail to notice. Where to start? Take your mobile phone — unlock it using your fingerprint or a passcode. That’s cryptography, rooted in number theory. Then, look at your photos: data compression, made possible by wavelets, allows you to store countless images and songs on your device. JPEG files are a prime example.

If you prefer something more heroic, think about the pandemic: mathematics was essential in predicting when we could go outside again and in modelling the spread of the virus, helping to curb its transmission. They also play a critical role in cancer detection — medical imaging uses geometric methods, as tomography relies on reconstructing 3D shapes from 2D images.

«I believe that connecting mathematics to everyday life greatly enhances interest. Mathematics is everywhere, though we often fail to notice»

We are currently living in a fascinating era: mathematics is everywhere. We are in the age of data, and their role in data science is fundamental — from improving medical diagnoses, predicting diseases, and optimising treatments to advancing artificial intelligence and the technology we use daily. Incorporating these real-world applications into the classroom could make mathematics much more engaging and relatable for everyone.

And for those who already love mathematics… what advice would you give to students considering a career in the field, especially young women?

I would tell them the same thing Barack Obama famously said during his 2008 presidential campaign: Yes, we can! If science is your dream, dare to pursue it without fear or hesitation. Science needs curious, brave, and creative minds like yours. The future is out there, waiting to be explored.

Mathematics has historically been a field often — at least in terms of media representation— dominated by men. Esteemed women like Maryam Mirzakhani or Emmy Noether remain largely unknown to the general public. What challenges have you faced, and what do you think women in mathematics and research still encounter? How can we raise the profile of female mathematicians and scientists through education?

There are many reasons why fewer women are studying mathematics today than in previous years. When I was a student, women mathematicians were often associated with teaching in schools, which was socially accepted and expected. However, career paths in mathematics have since expanded significantly, with many opportunities in technology. Yet, there is still a lingering stigma around women pursuing technological careers — perhaps an overprotective response to a threat that doesn’t really exist. This has contributed to the decline in the number of women studying mathematics.

«I have found — and continue to find — myself needing to justify my expertise more than I should. Women in science are often scrutinised more closely»

My challenges began in the postdoctoral stage, where opportunities become more limited, as the world of research remains male-dominated (in some countries more than others), and at times, breaking through has been difficult. Throughout my career, I have found — and continue to find — myself needing to justify my expertise more than I should. Women in science are often scrutinised more closely.

There is still much work to be done. While we have made significant progress, the pandemic set us back in some areas. Remote working, which should have supported work-life balance for both men and women, disproportionately affected women’s scientific productivity, as confirmed by a study published in Science.

Regarding the visibility of women scientists in society, recently you were featured in CASIO’s campaign showcasing female scientists on their calculators. How do you feel about this initiative?

I love this initiative to highlight female mathematicians. The collection includes Marie Curie, an undeniable scientific icon, but also contemporary figures like Sara García Alonso — providing real, living role models that inspire young girls to embrace science.

Look, I brought the calculator — isn’t it beautiful? Words can’t capture how emotional I feel. Honestly, I still can’t believe it. I must confess, with a tear in my eye, that I have been floating on air since the 5th of January 2024 when Eloy Bernal called me on 5 January 2024: “Eva, would you like to be part of the Científicas Casio collection?” I was speechless. Me? Really? It was one of those moments when the world stops for a second.

And then came the process of creating the image… pure magic. The illustration by Lilly Brick, an incredible artist, could not have been more special. Picture the scene: there she was, fully immersed in her work, painting a mural at the Aquarium, while I stood there, mesmerised, watching art and science intertwine. We met there, among fish and colourful lights, and from the photos we took, with extraordinary skill and a sublime artistic touch, she brought to life the image that now appears on the calculator.

If I may say so, recognition is a wonderful thing—and making women in science and technology more visible is absolutely essential!

But beyond the personal side of it, this initiative is extraordinary, with a real and profound impact on young people. Let me tell you a story that truly moved me. My father gave one of these calculators, the one with my illustration, to a young girl who was being bullied at school. One day, with quiet determination, she placed it on the table. Her classmates asked, “And what are you doing with that calculator?” But she, without a moment’s hesitation, replied, “It belongs to an important scientist, and I know her”. From that moment on, the bullying stopped. Isn’t that incredible? It just shows the power something so simple can have in a child’s life. It’s as if the scientist on the calculator had come to life, reached out to her, and, with a knowing smile, welcomed her into the world of science.

«It’s amazing how mathematics and a passion for science can travel so far, even though something as ordinary as a calculator»

It’s amazing how mathematics and a passion for science can travel so far, even though something as ordinary as a calculator. Knowing that this could inspire someone, give them confidence, or ignite their curiosity is something that truly moves me. I just hope this initiative helps more girls and young women see themselves in science, dare to ask questions, explore, dream big… and, most importantly, believe that they belong here too. Science belongs to all of us. Girls should grow up knowing that there are no limits, that they can go as far as they want, that science is their space too. Initiatives like this matter because they make visible what has always been there—the talent and creativity of so many girls with a passion for science.

Thank you so much, Eva. I wonder if from now on, students will call you ‘the one with the calculator’! Thank you for sharing your experiences and knowledge with us. It’s been a real pleasure talking to you.

Thank you! A warm greeting to all Educational Evidence readers — it has been a pleasure.

Source: educational EVIDENCE

Rights: Creative Commons