Women and Minorities in Mathematics Incorporating Their Mathematical Achievements Into School Classrooms Putting the Model in Mathematician Role Models

Mathematics suggests that ``Students should have numerous and varied experiences related to the cultural, historical, and scientific evolution of mathematics so that they can appreciate the role of mathematics in the development of our contemporary society and explore relationships among mathematics and the disciplines it serves.'' (National Council of Teachers of Mathematics, 1999) Previous articles in this column have showcased classroom use of the lives and work of a woman or minority mathematician (Greenwald, 2006). This article is devoted to broader reflection about mathematician role models in the classroom. Where do our students get their impressions of what mathematicians are like? Numerous women mathematicians, including one of the co-authors, have been told they don't look or sound like a mathematician. From research ``We know that many students perceive mathematics as a discipline that is done by others rather than people like themselves. The `others ' may be the smartest student