Panel on "Neurodiversity in Mathematics"

Abstract: Several fundamental mathematical discoveries across history were made by mathematicians who would likely identify with some sort of neurodivergence, had they grown up in the present time when our understanding of different neurotypes and associated "invisible" disabilities is more refined and well-understood. While our society does value the numerous scientific contributions of neurodivergent scholars, it has a tendency to do so by putting them on a pedestal, by stereotyping them as something akin to a "mad genius". Learning about historical role models who achieved the highest academic success (for example, Newton, Erdős, etc.) can create a sense of pride in the minds of young aspiring neurodivergent scholars, but it is not realistic to aim to be the next Newton or the next Erdős. From the point of view of disability advocacy within mathematical practice, it is important to create an approach that celebrates neurodiversity without putting it on an unrealistic pedestal. Therefore, on the occasion of Neurodiversity Celebration Week, we bring together a group of neurodivergent mathematicians to share their personal testimonies about how their neurodivergent identities impacted their academic pursuits. Our dialogue aims to celebrate neurodiversity in mathematics, while being mindful about identifying the barriers to entry that many neurodivergent people face, so that we can work toward a vision of future mathematical practice that is more inclusive and less ableist.

Panelists' bios: Irfan Alam is an autistic mathematician, currently working as a postdoctoral fellow at University of Toronto Scarborough. Irfan’s mathematical focus is on applications of nonstandard analysis to standard mathematics, especially in probability theory, topology, and lately in the foundations of machine learning. He also works on the philosophy of mathematical practice, with particular interests in the history of infinitesimals and in epistemic injustices in mathematics caused by various socio-cultural norms. Since Fall 2022, he has been on the autistic research advisory board of the "Autism in Context" lab at the University of Delaware.

Daniel L. Reinholz is a Professor of Mathematics and Statistics at San Diego State University. Dr. Reinholz engages in transformative research on classroom equity in postsecondary mathematics. This work has been organized around the development of the EQUIP tool, which generates actionable data to illuminate subtle patterns of classroom participation that result in inequities (by race, gender, disability, etc.). These data can be incorporated into robust professional learning opportunities through equity learning communities that support instructors to transform their teaching. As an autistic and multiply disabled academic, Dr. Reinholz is involved in disability organizing, and is a co-founder of "Sines of Disability". Dr. Reinholz has published over 75 refereed journal articles, and is the author of the recent book, "Equitable and Engaging Mathematics Teaching: A Guide to Disrupting Hierarchies in the Classroom". Dr. Reinholz’s second solo-authored book, "Equity Learning Communities", was published by Harvard Education Press in Fall 2025. Dr. Reinholz also has a forthcoming book on disability in the history of mathematics, to be published with 619 Wreath later this year.

Sarah Tillman is a neurodivergent and disabled independent scholar with a master's degree in applied mathematics. Since 2019 she has been on the Autistic research advisory board of the "Autism in Context" lab at the University of Delaware. As part of this work she has co-authored two papers, one published in "Autism" and the other in "Multiple Voices".

Moderator bio: Namista Tabassum (MBA) is a neurodivergent person of colour, and an interdisciplinary researcher with 10+ years of experience working across business research, policy analysis, communications, and operational strategy. She's currently the Labour Market Specialist at WorkLink Employment Society, where she applies cross-sector research to inform evidence-based programs and strategic communication tools. Her work focuses on translating complex data into practical insights that support decision-making in research, community, and organizational contexts.

Computer scienceMathematics

Audience: researchers in the topic

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Relatorium seminar

Series comments: The name "Relatorium" combines "relator" with the Latin root "-ium," meaning "a place for activities" (as in "auditorium" or "gymnasium"). This seminar series is a platform to relate ideas, interact with math, and connect with each other.

In this series, we explore math beyond what we usually hear in standard talks. These sessions fall somewhere between a technical talk and a podcast: moderately formal, yet conversational. The philosophy behind the series is that math is best learned by active participation rather than passive listening. Our aim is to “engage and involve,” inviting everyone to think actively with the speaker. The concepts are accessible, exploratory, and intended to spark questions and discussions.

The idea of relatability has strong ties to compassion — creating space for shared understanding and exploration - which is the spirit of this seminar! This is a pilot project, so we’re here to improvise, learn, and evolve as we go!

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