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While reading, in other articles, about the authors' experiences with and perspectives on the work of Terry Wood, I have been struck by the many facets of Terry's work as a mathematics educator (researcher, teacher, mentor, and friend) that emerge article after article. Having agreed to write some synthesis of the articles, I have chosen the metaphor of a braid, woven in different ways by different authors (co-researchers, doctoral students, colleagues, and friends). All speak of Terry's basic humanity (my words) as they have appreciated her contributions, both personal and professional, to their lives and work. From this, I draw many threads and diverse weavings. Not least, I weave my own experiences of and with Terry in contributing to my own life and work. I borrow (from Hofstadter, 1999) the term "golden braid," as I believe this special issue reflects, repeatedly, a "golden" braiding in our relationships with Terry. [ABSTRACT FROM AUTHOR]

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The article offers work and life of Slovak mathematician, Professor Sylvia Pulmannová Topics discussed include her work in the field of quantum structure theory which is laying among mathematics, mathematical foundations of quantum mechanics, and logic. Article also presents her main contributions which are in the theory of quantum logics and probability theory of quantum structures; and gained respect and recognition which was registered that she is Editor-in-Chief of Mathematica Slovaca.

This essay discusses the challenges of mothering four very different children|one adopted, one gifted, one anxious and one dyslexic child|and the impact of this experience on teaching mathematics at the college level. [ABSTRACT FROM AUTHOR]

Despite the increasing number of women graduating in mathematics, a systemic gender imbalance persists and is signified by a pronounced gender gap in the distribution of active researchers and professors. Especially at the level of university faculty, women mathematicians continue being drastically underrepresented, decades after the first affirmative action measures have been put into place. A solid publication record is of paramount importance for securing permanent positions. Thus, the question arises whether the publication patterns of men and women mathematicians differ in a significant way. Making use of the zbMATH database, one of the most comprehensive metadata sources on mathematical publications, we analyze the scholarly output of ∼150,000 mathematicians from the past four decades whose gender we algorithmically inferred. We focus on development over time, collaboration through coautorships, presumed journal quality and distribution of research topics—factors known to have a strong impact on job perspectives. We report significant differences between genders which may put women at a disadvantage when pursuing an academic career in mathematics. [ABSTRACT FROM AUTHOR]

The article presents the author's view on the issue of gender discrimination against woman mathematics teachers in the U.S. The author implies on the issue of gender and sexual identity among teaching and learning of mathematics in the country. The author also outlines the other issues of gender inequality for mathematics teachers including gender-complex education and quality of mathematical resources.

An interview with mathematics professor Ann Watkins is presented. Topics mentioned include her career plans and aspirations when she was 18 years old, her interest in the subject introductory statistics, her recommendations for teaching probability and statistics in high school mathematics, and her involvement in developing materials for high school.