THE 2026 YOUNG MATHEMATICAL STORY AUTHORS (YMSA)
COMPETITION
THE CINDY NEUSCHWANDER AWARD
(THE 12-16 YEARS OLD CATEGORY)
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With 690 entries from 440 girls (63.8%) and 250 boys (36.2%) across 28 countries to judge, the Cindy Neuschwander Award (the 12-16 years old category) represents the highest level of competition we’ve seen so far for this category.
Many congratulations to the authors of the winning, shortlisted and longlisted entries! The winner receives £100 and their school another £100. The Award is generously funded by Charlesbridge.
You can read these talented authors' mathematical stories, their inspiration for the stories, and the judges' comments below.
Feel free to share their works on social media using the #YMSAMaths hashtag.
We are grateful to all the winning, shortlisted and longlisted authors, as well as their parents, for giving us permission to share their work under the Creative Commons BY-NC-SA licence.
We would also like to thank all the authors for taking part in this year's YMSA competition and to their schools (and parents) for encouraging them to participate in the competition. Below is the list of this year's 84 participating schools for this age category.
Afeefuddin School (Maldives)
Ahmadhiyya International School (Maldives)
Alif Alif Atoll Education Centre (Maldives)
Altrincham Grammar School for Girls (UK)
Aminiya School (Maldives)
Archer Academy (UK)
Ark Boulton Academy (UK)
Baa Atoll Education Centre (Maldives)
Bacchus Marsh College (Australia)
Botany Downs Secondary College (New Zealand)
British School Gandia (Spain)
Bucklands Beach Intermediate (New Zealand)
Chadwell Heath Academy (UK)
Chigwell School (UK)
Concordian International School (Thailand)
Dean Close Prep School (UK)
Dharumavantha School (Maldives)
Dhiggaru School (Maldives)
DPS Modern Indian School (Qatar)
Dromindoora National School (Ireland)
Dulwich College (UK)
Dulwich College Beijing (China)
Dulwich College Singapore (Singapore)
Durham Johnston Comprehensive School (UK)
Eaton House The Manor (UK)
Ellen Wilkinson School for Girls (UK)
GA Atoll School (Maldives)
Galaxy Montessori Academy (India)
GA Nilandhoo School (Maldives)
GEMS Dubai American Academy (UAE)
Ghiyasuddin International School (Maldives)
Golden Valley School (Costa Rica)
Greenbank High School (UK)
Harrow International School Hong Kong (China)
Hiriya School (Maldives)
Homeschooling (USA)
Huravee School (Maldives)
I Can School (Vietnam)
Imaduddin School (Maldives)
International School Zurich North (Switzerland)
Iskandhar School (Maldives)
Jamaluddin School (Maldives)
Jamnabai Narsee School (India)
Junior High School 3 Surakarta (Indonesia)
Kalaafaanu School (Maldives)
Kendrick School (UK)
Kutaisi Andria Razmadze Physics and Mathematics School N41 (Georgia)
Langley Grammar School (UK)
Lh Atoll School (Maldives)
Lloyd Gymnasium Bremerhaven (Germany)
Manarat Al Riyadh School (Saudi Arabia)
MEF International School Istanbul (Turkey)
Merchant Taylors School (UK)
Merryland International School (UAE)
M Maduvvaree School (Maldives)
Montessori SR Secondary School (India)
My Myanmar International School (Myanmar)
Newlands School (UAE)
Newstead Wood School (UK)
Nonsuch High School for Girls (UK)
Oberoi International School JVLR (India)
Oberoi International School OGC (India)
Our Lady of Mt Carmel Catholic Primary School (Australia)
Panaga School (Brunei)
Presbyterian Ladies College (Australia)
Queen Elizabeth Grammar School Blackburn (UK)
Queens College London (UK)
Redeemers International Secondary School (Nigeria)
Rehendhi School (Maldives)
Rokeby School (UK)
Rotterdam International Secondary School (Netherlands)
Salaahuddin School (Maldives)
Samworth Church Academy (UK)
Satit Kaset IP (Thailand)
Seri Mulia Sarjana Secondary School (Brunei)
Sharafuddin School (Maldives)
Silver Oaks International School (India)
Sman 3 Salatiga Senior High School (Indonesia)
SMPN 6 Mataram (Indonesia)
SMP YPPSB Sangatta Utara (Indonesia)
Sophia High School (UK)
St Albans School (UK)
St Helens School (UK)
St Michaels Catholic School (UK)
St Pauls Prep School (UK)
Tagore International School (India)
Thaajuddeen School (Maldives)
The Dean Academy (UK)
The High School of Glasgow (UK)
The Holt School Wokingham (UK)
The OASIS (India)
The Willink School (UK)
Trevelyan Middle School (UK)
Uptown International School (Egypt)
Vaadhoo Jamaluddin School (Maldives)
Vocational High School Muhammadiyah 4 Surakarta (Indonesia)
Westcliff High School for Girls (UK)
Woodland Star School (Kenya)
Xavier School San Juan (Philippines)
To read the winning, shortlisted and longlisted entries of
our 2026 Kersti Worsley Award (the 4-7 years old category), click here.
To read the winning, shortlisted and longlisted entries of
our 2026 Stuart J. Murphy Award (the 8-11 years old category), click here.
If you want to learn about our upcoming 2027 competition, click here.
To read the winning, shortlisted and longlisted entries from our past competitions, click on a year of interest:
2025, 2024, 2023, 2022, 2021, 2020, 2019.
WINNING ENTRY
'The Doctor's Last Calculation'
by Aminath Neem Shakeeb (15 years old)
at Huravee School (Maldives)
'The Doctor's Last Calculation'
by Aminath Neem Shakeeb (15 years old)
at Huravee School (Maldives)
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What the judges say:
"A mysterious virus has struck and it is spreading at an alarming rate! Dr Ana has identified its concerning and rapid growth. Nearing retirement, she had expected her final months of service to be quiet. But using exponential growth by both formulas and graphs, she discovers how quickly this illness is spreading. Springing into action, she researches which of two medicines would slow and hopefully stop this illness. This story is both believable and inspiring. We enjoyed seeing practical applications of mathematics. Well done also for meaningfully aligning your mathematical story with United Nations Sustainable Development Goal (SDG) 3. Well done and many congratulations for winning the 2026 Cindy Neuschwander Award, Aminath!" |
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What the author says:
"My inspiration for the story came from wanting to show how math isn't just about numbers on a page, but a powerful tool that can save lives. I created Ana, a brave Maldivian doctor who faces her biggest challenge yet when a virus breaks out and she must master exponential equations to find a cure. Creating a mathematical story picture book was a challenging yet incredibly rewarding process. Visualizing and narrating a pandemic helped me truly grasp how quickly exponential growth escalates, deepening my mathematical understanding far better than traditional worksheets ever could. Through this process, I also learned about the United Nations Sustainable Development Goals (SDGs), realizing how Ana's fictional fight mirrors SDG 3 and specifically Target 3.3’s global mission to end the epidemics of communicable diseases. I strongly encourage math teachers around the world to bring this creative approach into their classrooms. Giving students the opportunity to create their own mathematical story picture books turns abstract concepts into meaningful adventures, sparking a genuine love for mathematics learning." |
SHORTLISTED ENTRY
‘Multiplying Losses’
by Amy Xie (15 years old)
at Botany Downs Secondary College (New Zealand)
‘Multiplying Losses’
by Amy Xie (15 years old)
at Botany Downs Secondary College (New Zealand)
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What the judges say: "Living on an island can seem idyllic, but flooding can spoil that dream. Tama loves where he lives but is concerned by rising waters. Using his journal, he looks back at previous years only to discover that the disasters seem to be increasing. With convincing tables and graphs, Tama demonstrates that the flooding on his island is increasing exponentially. While there were no suggestions for stemming the waters, the problem on the island has been identified. Good job also for meaningfully aligning your mathematical story with United Nations Sustainable Development Goal (SDG) 13. What a nice story and many congratulations on having your YMSA entry shortlisted again this year! Being shortlisted for a second consecutive year is a wonderful achievement and a testament to your creativity, dedication, and talent as a mathematical storyteller. Keep going, Amy!" |
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What the author says: "I was inspired to write 'Multiplying Losses' after learning about exponential patterns and how they connect to real-world issues like climate change and rising sea levels. I wanted to show how mathematics can reveal hidden dangers and explain why environmental problems can worsen so quickly. Creating this mathematical story picture book deepened my understanding of exponential growth and helped me see mathematics as more than just formulas and calculations. It showed me how maths can help people understand patterns, investigate problems, and make sense of the world around them. While creating this story, I also learned more about the United Nations Sustainable Development Goal (SDG) 13: Climate Action, especially the importance of spreading awareness and educating people about climate change and its impacts. I encourage Maths teachers around the world to give students opportunities to create mathematical story picture books because they make maths learning much more meaningful, creative, and memorable while helping students connect mathematics to real-life situations." |
SHORTLISTED ENTRY
‘The Coin That Wasn't Fair’
by Serina Xu (14 years old)
at Dulwich College Singapore (Singapore)
‘The Coin That Wasn't Fair’
by Serina Xu (14 years old)
at Dulwich College Singapore (Singapore)
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What the judges say:
"Coin flipping in probability seems like a 50-50 proposition. It’s either heads or tails. But what happens if the results are terribly lopsided? A school uses this toss each week to select a new student leader. Why are so many boys being selected and so few girls? If the groups aren’t equal, the results might be skewed. Follow the main character in this intriguing story as she demonstrates the results of these weekly coin tosses and how she evens the score. With clear diagrams, it becomes evident that the class needs to refigure how to use the seemingly simple coin toss to determine leaders. It was an interesting take on what can go wrong with simple probability! It is great to see your mathematical story meaningfully aligned with United Nations Sustainable Development Goal (SDG) 5. Well done, Serina!" |
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What the author says: "I was inspired to write ‘The Coin That Wasn’t Fair’ because I wanted to explore how maths can reveal hidden inequalities in everyday situations. I was especially interested in how probability, which seems simple and fair on the surface, can lead to unfair outcomes when people do not have equal opportunities to participate. Creating this mathematical story picture book helped me understand probability more deeply because I had to apply mathematical reasoning to a real-world issue instead of only solving textbook questions. It also showed me that maths can be creative, meaningful, and connected to important topics like gender equality. While creating this mathematical story picture book, I also learned more about the United Nations Sustainable Development Goals (SDGs), especially SDG 5 and Target 5.5, which focus on gender equality and equal opportunities for leadership. It made me realise that maths can help identify hidden barriers to participation and show why equal opportunities are important for creating truly fair outcomes. Maths teachers around the world should encourage students to create mathematical story picture books because they help students explain mathematical concepts in engaging and imaginative ways. The approach also allows students to connect maths with real-life experiences, making learning more memorable and enjoyable." |
SHORTLISTED ENTRY
'What If It Wasn't Any of Them?’
by Aishath Naaya Nashid (14 years old)
at Iskandhar School (Maldives)
'What If It Wasn't Any of Them?’
by Aishath Naaya Nashid (14 years old)
at Iskandhar School (Maldives)
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What the judges say: "A murder mystery with a mathematical twist! Detective Eloide is on the case. Using trigonometry to study angles at which the victim was struck and killed, she sets out to prove the innocence or guilt of three employees at the company where the CEO was murdered. The mathematical evidence is compelling. To say more would be to ruin the story. Clear diagrams and calculations round out the tale. Good job also for meaningfully aligning your mathematical story with United Nations Sustainable Development Goal (SDG) 16. Nice work, Aishath!" |
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What the author says: "My inspiration for my mathematical story picture book came from books I've read and movie clips I've seen online. And at the time when I wrote this story, we were learning trigonometry, SOH CAH TOA and angles of elevation and depression. Honestly, I would say that they are multiple benefits from making a story out of maths as it helped me understand how to use 'tan' rule more and actually made trigonometry a bit more fun with less suffering. Math teachers everywhere should definitely encourage their students to create mathematical story picture books as not only do they get more practice out of it, but for the fact that this approach can deepen their understanding by introducing a bit of creativity alongside with maths, it also makes mathematics an overall exciting and enjoyable subject." |
SHORTLISTED ENTRY
'Saviours of the Reef’
by Abdulla Izaan Basheer (14 years old)
at Sharafuddin School (Maldives)
'Saviours of the Reef’
by Abdulla Izaan Basheer (14 years old)
at Sharafuddin School (Maldives)
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What the judges say: "Alia lives in the Maldives and loves the ocean. There are beautiful coral reefs to be explored. But on one such adventure, she notices unhealthy coral bleaching. Using mean and range on the five reefs that surround the island, they discover some interesting patterns. Charts help the reader to see that the reefs nearest the harbor are the least healthy. After going to the city council, they convince them to restrict boat traffic near the reefs and the result is an improvement in the health of those beautiful structures. Another strength of your work is the way you meaningfully aligned your mathematical story with United Nations Sustainable Development Goal (SDG) 14. What a great story with a helpful message, Abdulla!" |
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What the author says: "My inspiration for this story came from my love for the ocean and marine life. Since I live in the Maldives and spend a lot of time around the sea, I wanted to create a story that connects maths with something related to my country. While creating this mathematical story picture book, I began to look at maths in a different way. It made me realise how concepts like statistics can actually be used to understand real-life problems and even make a true difference in our lives. Moreover, before this competition, I did not know much about the UN Sustainable Development Goals (SDGs), but while creating this story I learned about SDG 14.2, which focuses on protecting and restoring marine ecosystems like coral reefs. Overall, I hope this story shows that maths can be more fun and more meaningful than people think. I encourage all Maths teachers to give students opportunities to create mathematical story picture books because it makes learning more creative and enjoyable. It also helps students understand how maths can be used in everyday life, not just in classrooms or exams." |
SHORTLISTED ENTRY
‘The Math that Saved the Island’
by Aminath Azka Arham (15 years old)
at Iskandhar School (Maldives)
‘The Math that Saved the Island’
by Aminath Azka Arham (15 years old)
at Iskandhar School (Maldives)
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What the judges say: "Flooding is endangering the island Azka lives on. Using algebra and the slope intercept form, she clearly demonstrates the encroachment for the sea on the land. Past patterns help her to determine the rate at which the beach is receding. Good job also for meaningfully aligning your mathematical story with United Nations Sustainable Development Goal (SDG) 14. This was an enjoyable story to read, Azka!" |
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What the author says: "Creating my mathematical story picture book helped me understand that algebra is not just numbers on paper - it can solve real problems and help protect communities. I was inspired to create this story because, as someone living on an island, I wanted to show how mathematics can help us understand shoreline erosion and protect our coasts for the future. Through this project, I learned how patterns, equations, graphs, and variables can be used in meaningful ways outside the classroom. It made me enjoy Math even more because I could combine creativity, storytelling, and problem-solving together in one project. I encourage all Math teachers to let students create mathematical story picture books during Math lessons. These tasks make maths learning much more exciting, improve creativity and critical thinking, and help students see how mathematics can be used to solve real-life problems and make a positive difference in the world." |
SHORTLISTED ENTRY
'The Mystery of the Rising Temperatures’
by Aishath Saraa Ibrahim Shifaan (13 years old)
at Imaduddin School (Maldives)
'The Mystery of the Rising Temperatures’
by Aishath Saraa Ibrahim Shifaan (13 years old)
at Imaduddin School (Maldives)
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What the judges say: "Temperatures up and temperatures down. Sana has been working on a project on temperature differences on a neighboring island. Unusually large swings in temperature readings are challenging for Sana to understand until her friend Alyssa comes to the rescue with some integer advice. Having figured out how to add and subtract integers, Sana sees that water temps were rising unusually high and flooding would be the result. By warning the island’s population of the impending high waters, the two girls are able to save the citizens and tourists. Clear tables along with helpful guidance in adding and subtracting integers, disaster is averted. What a nice story, Aishath!" |
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What the author says: "I have always found learning integers a bit more difficult than learning other maths topics. I also realised that mathematics connects with real-life situations and everyday life. I decided to create a mathematical story picture book that helps students understand the topic of integers in a fun and meaningful way. Creating such mathematical story picture books helps students to better understand mathematical topics and deepens their love for the subject. I encourage Maths teachers around the world to give students opportunities to create such mathematical story picture books during lessons. This helps to make learning more fun and memorable." |
SHORTLISTED ENTRY
‘Bearing the Seas’
by Shu'a Shareef (15 years old)
at Ghiyasuddin International School (Maldives)
‘Bearing the Seas’
by Shu'a Shareef (15 years old)
at Ghiyasuddin International School (Maldives)
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What the judges say: "Mix pirates, gemstones and angle measurement together and out comes a creative and exciting story of determining directions on the high seas. Accompanied by clear illustrations and precise depictions of different angles, this story is a great example of using math to tell a swashbuckler. What a fun narrative, Shu’a!" |
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What the author says: "While I did include some fantastical elements outside of it, Maldivian culture was a big inspiration for this story. Since I haven’t seen a lot of Maldivian characters outside of Maldivian media, I made the main character of this story, Aisha, Maldivian, and I had her seafaring because of how much of an influence the sea has on our culture. Creating this mathematical story picture book really helped me clear any confusion I had with bearings. I think the process of drawing and writing made me like this topic even more than I had before. I would really encourage Maths teachers to give their students a chance to create story picture books around maths concepts they didn’t quite get yet. I had quite a lot of fun and I’m sure they would too!" |
SHORTLISTED ENTRY
‘The Bridge Formula’
by Taleen Sawalha (14 years old)
at Manarat Al Riyadh School (Saudi Arabia)
‘The Bridge Formula’
by Taleen Sawalha (14 years old)
at Manarat Al Riyadh School (Saudi Arabia)
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What the judges say: "A tiny crack in a city’s bridge is noticed by Evan. Sarah thinks it’s no big deal but Evan disagrees. “Tiny things grow,” he says. Using graphs and stress and force, he is able to convince the city engineer that the bridge and all the traffic that crosses it, is in danger of failing. Luckily for everyone, Evan’s mathematical advice is convincing and the structure is temporarily closed for repairs. We really enjoyed this story that incorporated engineering into the math. Great work, Taleen!" |
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What the author says: "My inspiration for ‘The Bridge Formula’ came from realizing that math is used in real structures like bridges and buildings, not just in classrooms. I also want to become an architect one day, so I wanted to create a story that connected math, engineering, and design in a serious and meaningful way. Creating this mathematical story picture book helped me understand how equations and graphs can explain real-world problems. It made me appreciate math more because I can now see how important it is for safety, architecture, and engineering. To all Maths teachers, I think mathematical tasks like this allow students to express their ideas in a different way while still learning important mathematical concepts. Creating mathematical story picture books can help make Mathematics as a school subject more interesting and realistic, and it showed me that mathematics can be both creative and powerful." |
SHORTLISTED ENTRY
‘Exponential Growth & Decay Inc.’
by Maakin Munnim Saeed (14 years old)
at Iskandhar School (Maldives)
‘Exponential Growth & Decay Inc.’
by Maakin Munnim Saeed (14 years old)
at Iskandhar School (Maldives)
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What the judges say: "This fast-paced and humorous story with good cop Growth and bad cop Decay will have readers laughing while learning about exponential growth and decay. The two main characters are business consultants brought in to help a flailing company regain a profitable position. It seamlessly incorporates the mathematical concepts into the story, making the ideas more easily understood. We loved the humor in this story, Maakin!" |
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What the author says: "My inspiration for writing Exponential Growth and Decay Inc. came from realizing how just often we inherently label Growth as “good” and Decay as “bad”, which isn’t true at all. I also wanted to show that mathematics isn’t just about complex, abstract numbers: it’s essentially a language that explains the rise and fall of businesses, ideas, and even our everyday choices. Creating this book really helped me see math’s not as a chore, but as living concepts that shape very real outcomes. Turning equations into characters deepened my understanding of Exponential Growth and Decay and the Rule of 72 because it became a story I could tell and visualize. To all Maths teachers worldwide: Please let your students create mathematical story picture books. It turns mathematics into a creative experience, helps students build confidence in their abilities, and shows that math is far more than just another school subject!" |
SHORTLISTED ENTRY
‘The Mystery of Uncle’s Secretbox’
by Elvira Azkiya (13 years old)
at SMP YPPSB Sangatta Utara (Indonesia)
‘The Mystery of Uncle’s Secretbox’
by Elvira Azkiya (13 years old)
at SMP YPPSB Sangatta Utara (Indonesia)
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What the judges say: "Guessing what is inside a box is the gist of this story. Using algebra to balance the boxes, Jay is able to eliminate boxes until he finds the right one. Diagrams and helpful equations make the math clear to the reader while enjoying a fun story. Well done, Elvira!" |
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What the author says: "I got the idea for this story while reading a mystery novel, and I thought about combining it with my algebra class at school – but with simple mysteries like puzzles. From there, I created a character who solves these puzzles using the math they learned in school. I wrote this story with a fun atmosphere because math is sometimes seen as a boring subject, so I hope math won’t be seen as boring anymore if we create fun stories that are also easy to understand. To all Maths teachers around the world, I hope you’ll always guide and encourage your students to create mathematical story picture books based on their own creativity; that way, they’ll realize that math is useful in everyday life." |
SHORTLISTED ENTRY
‘Space Trouble: Exponential Growth’
by Sunny Khurana (13 years old)
at Merchant Taylors’ School (UK)
‘Space Trouble: Exponential Growth’
by Sunny Khurana (13 years old)
at Merchant Taylors’ School (UK)
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What the judges say: "Weird mold in a space station presents a concerning problem. It’s growing! James and Luna, the two astronauts on board, are shocked to figure out how much it is growing. Sadly for them, it’s exponential! After using the formula for exponential growth, and using some very clear diagrams, they determine that before too long they will run out of oxygen! With the clever solution of freezing this growth, they are able to figure out how to make the mold decrease in size. It is a fun, tension-filled story sure to engage readers and help them to understand growth and decay. We loved the excitement of this space tale! Wonderful work, Sunny!" |
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What the author says: "I chose exponential growth as my topic because I felt I could portray it effectively. I enjoy illustrating ideas and designing comics, and I felt this could make exponential growth a lot more exciting. I liked providing a visual representation of a maths topic, especially as a comic, to help people understand it in a way that does not feel like studying. To all Maths teachers, I feel other students should also be given an opportunity to create their own mathematical story picture books because it sparks creativity and helps them develop a thorough understanding of a mathematical topic." |
SHORTLISTED ENTRY
'Neo & The Cracked Code’
by Nawaal Farhan (13 years old)
at Manarat Al Riyadh School (Saudi Arabia)
'Neo & The Cracked Code’
by Nawaal Farhan (13 years old)
at Manarat Al Riyadh School (Saudi Arabia)
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What the judges say: "When a neighbor’s smart lock is hacked and illegally opened, Neo wonders how it would be possible to figure out the four digits needed for access. Trying to think of as many combinations as she can, she realizes that this guess-and-check strategy is an inaccurate and incomplete method to try to understand the revealed code. Thinking more deeply, she uses permutations to help her figure out how many variations there would be. She uses clear diagrams and multiplication to help explain to her neighbor how to create a stronger code. What a fun story, Nawaal!" |
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What the author says: "Several months ago, I came across a video about how fingerprint smart locks can sometimes be unreliable. The video showed how certain substances could reveal fingerprints on a smart lock, which led my mother to ask, “How would they know the order?” I explained how permutations could help determine it, and that conversation inspired me to write 'Neo & The Cracked Code'. Creating this mathematical story picture book has made me realize how connected math is to everyday life. Just as permutations helped Neo solve a problem, math can help solve real-world challenges in ways people may not always notice. The YMSA competition also taught me how to create a well-structured story while sharing mathematical ideas creatively. I would especially like to thank Ms. Mariam Fadel for inspiring my interest in mathematics and encouraging me to explore it further. To all maths teachers, I believe creating mathematical story picture books can help students connect math to real-life situations in a creative way." |
SHORTLISTED ENTRY
‘A Fair in Chaos’
by Aishath Zakaau Waseef (15 years old)
at Sharafuddin School (Maldives)
‘A Fair in Chaos’
by Aishath Zakaau Waseef (15 years old)
at Sharafuddin School (Maldives)
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What the judges say: "School fairs are always a lot of fun but they need organization and volunteers to make them run smoothly. Using clear set of Venn diagrams, a group of students aims to organize the event efficiently. Once every booth was manned and the right number of students helped in each area, the fair was a great success. What a nice story, Aishath!" |
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What the author says: "Since this is my first time participating in the YMSA competition, I was inspired by the busy preparations for our school’s Student Business Fair and how set theory can organize real-world chaos. I specifically wanted to capture that "Aha!" moment when Aisha used simple circles to solve a counting problem that had an entire group of students and teachers debating. The process of merging images and numbers into a story picture book helped me reinforce my knowledge of universal sets and complements in a way that felt like play rather than study. It proved to me that math is ultimately a language for understanding relationships and turning confusion into cooperation. To my fellow students: take the leap and participate in the YMSA competition, it makes mathematics learning unforgettable! Every Maths teacher should give their students the chance to create their own mathematical story picture books to help them revise concepts through art and narrative." |
SHORTLISTED ENTRY
‘Before 3:02 AM’
by Aishath Eynal Zaheen (14 years old)
at Aminiya School (Maldives)
‘Before 3:02 AM’
by Aishath Eynal Zaheen (14 years old)
at Aminiya School (Maldives)
Click here to read this story
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What the judges say: "Social media posts can seem innocent or funny, but Maya discovers that a video she has posted has snowballed in views. Understanding too late that the video was emotionally hurtful to the subject, she could see that the exponential growth in views was enormous. Only after she receives a heartful request from the student she filmed, does she understand that her attempt at humor was anything but funny. Thankfully she deletes the video before it can grow any larger. This is a great cautionary tale on the thoughtless and harmful effects of social media demonstrated very clearly through math. Well done, Aishath!" |
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What the author says: "I was inspired to write 'Before 3:02 A.M.' because I wanted to show how quickly things can spread online and how easily people forget there is a real person behind the screen. Social media and algorithms are a huge part of modern life, so I wanted to connect exponential growth to something emotionally meaningful and realistic. Creating a mathematical story picture book helped me understand exponential functions more deeply because I was no longer solving equations only for marks and tests. I was using mathematics to predict consequences and support a real storyline, which made the concept feel much more powerful and memorable. I think mathematical story picture books give students a chance to see maths creatively rather than fearfully. Maths teachers should encourage their students to create mathematical story picture books because they help students connect mathematics to real life, imagination, and important social issues." |
SHORTLISTED ENTRY
‘Aurora City’
by Maryam Laiba Mohamed Rasheed (12 years old)
at Huravee School (Maldives)
‘Aurora City’
by Maryam Laiba Mohamed Rasheed (12 years old)
at Huravee School (Maldives)
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What the judges say: "Looking for the most interesting place on earth to visit? Take a trip to Aurora City. There you can experience both the icy mountains and the warm desert every single day. Using integers to clearly determine and chart temperature variations, this intriguing story entices the reader to travel to this unique destination. This story highlights the use of adding and subtracting positive and negative integers and also creatively explains why those variations occur. What an enjoyable math story, Maryam!" |
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What the author says: "I was inspired by a deeply personal dream of witnessing snowfall and experiencing the silent wonder of winter, something I have never seen in real life. Through Aurora City, a place where summer and winter exist within the same day, I transformed that longing into a vivid world filled with imagination, contrast, and discovery. Creating this mathematical story picture book allowed me to explore integers in a meaningful and creative way by connecting positive and negative numbers to real-life temperature changes. The experience showed me that Mathematics is more than equations, it is a language that can tell stories, inspire imagination, and bring ideas to life. Maths teachers around the world should encourage students to create mathematical story picture books because they combine creativity with critical thinking, making mathematical concepts more engaging, memorable, and deeply understood." |
SHORTLISTED ENTRY
‘Connecting the Dots’
by Aishath Azka Azhar (14 years old)
at Jamaluddin School (Maldives)
‘Connecting the Dots’
by Aishath Azka Azhar (14 years old)
at Jamaluddin School (Maldives)
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What the judges say: "Anna has finally become a medical doctor! As she begins her practice, she focuses on orthopedic procedures. She is curious about healing rates in her patients and compares ages of those under her care and how quickly they heal. She discovers some correlations and discovers that younger bones heal more quickly. What about patients the same age but with different levels of health. It’s no surprise that healthier patients heal faster. Clear diagrams help the reader see more clearly how Anna can help her patients. This is a great story about how doctors look at more factors than just an initial injury to promote wellness. Great job, Aishath!" |
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What the author says: "I was inspired by how Mathematics can influence and shape our day-to-day lives in ways we never knew before. The real-life applications of Mathematics lessons can be found everywhere, and that became my biggest inspiration. Creating this mathematical story picture book has surely deepened my love for the subject. This is because I have been able to better understand how relevant mathematics is in our daily lives. It also has deepened my understanding of Math. This is due to the fact that through creating this mathematical story picture book, I was able to analyse how mathematical concepts are used in real life, and the actual meaning behind the equations in Math. This has helped me understand Math much better. To all Maths teachers, giving students opportunities to creatively express and apply their mathematical understanding is extremely important, and this can be done through allowing students to create mathematical story picture books as part of their mathematics learning." |
LONGLISTED ENTRIES
The judges would also like to offer congratulations to authors of the following entries which were longlisted for the 2026 Cindy Neuschwander Award!
The judges would also like to offer congratulations to authors of the following entries which were longlisted for the 2026 Cindy Neuschwander Award!
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‘A Trigonometry Investigation’ by Aishath Mishkaa Haneefli (13 years old) at GA Nilandhoo School (Maldives)
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‘Gramps Bakehouse’ by Dua Khurram (13 years old) at Manarat Al Riyadh School (Saudi Arabia)
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