A Tour of Intersections: Poetry with Mathematics

I don’t know about you, but between coverage of the coronavirus outbreak and political discussions looking ahead to this year’s presidential elections, I have been encountering a lot of stress-inducing content lately. Reading poetry is a welcome break from that, so here is a roundup of a few of my favorite posts from the last few months on the Intersections: Poetry with Mathematics blog.

“A MATH WOMAN acrostic poem”

In this short post, JoAnne Growney challenges readers to “describe a MATH WOMAN in 9 words? and, what if those words’ first letters must spell MATH WOMAN?”

After all, March is still Women’s History Month.

I’m still thinking of ideas for my poem.

“Those trains in word problems — who rides them?”

This post is about the poem “A Problem in a Math Book” by Yehuda Amichai. The poem was originally written in Hebrew before being translated into more than 40 other languages, Growney’s post notes.

If I had to pick a favorite line from the poem, it would be this part (about two trains in a math problem): “And no one ever asked what happens when they meet.”

“Learning slowly . . savoring difficulty . . .”

Growney shares one of her own poems called “Reflection,” which is about her mathematics learning process.

I relate deeply to this line. ” My notes were three times as long as what I had read.”

“Poetically exploring the the invention of ‘i'”

Featuring an except from “The Mathematical i” by Punya Mishra.

“Dogs Know . . . Mathematics”

This piece explores the poem “Dogs Know” by Larry Lesser, which first appeared in the Journal of Humanistic Mathematics and was also featured on NPR. I really enjoy the section of the poem that talks about the dog solving a packing problem, but I think my favorite phrase from the poem is:

My dog knows trigonometry, tracking
periodic rhythms
of moon
and heart.

Finally, Growney’s blog also has two posts (this one and this one) about the three winning poems in the 2020 AMS Math Poetry Contest: “Outlier,” by Sabrina Little, “The Number Won,” by Austen Mazenko and “x² + y² = 1(ife),” by Chenyu Lin, Colorado Christian University.

Have ideas or feedback to share with us? You can reach us in the comments below or on Twitter (@writesRCrowell)!

Posted in Current Events, Math Communication, Math Education, Mathematics and the Arts, people in math, Recreational Mathematics, women in math | Tagged , , , , | 2 Comments

The Joy of x Podcast: A Tour

The Joy of x podcast logo.

The Joy of x podcast is a series of conversations with a wide range of scientists about their lives, work, and what fostered their passion. It is hosted by Steven Strogatz in collaboration with QuantaMagazine. The format of this podcast makes it seem like you are joining an intimate session where you are privy to the interviewee’s lived experiences and how it has influenced their journey so far. Steven Strogatz, an applied mathematician, and author, really sparks the curiosity of listeners by displaying his own joy for discovery and scientific quests. In each episode, you get a clear sense of the joy behind the search for answers for the big questions these mathematicians tackle. As said by Strogatz in Why I’m Hosting The Joy of x Podcast,

“Through this podcast, I’ve been learning about the inner lives of some of the most intriguing mathematicians and scientists working today. A few are old friends and colleagues, while others are people I’ve still never met in person: Until their voices came through my headset, I knew them only through their research. But in every case, I wanted to know what makes them tick. I wanted to know why they do what they do, what they’ve discovered, and why it matters to them and to the world.” – Steven Strogatz

In the press release, QuantaMagazine Launches new podcast ‘The Joy of x’, we get the full line-up of this series which will have 12 episodes (one per week) that run from 40 to 75 minutes each and features a fantastic group of scientists and mathematicians including “mathematical physicist Robbert Dijkgraaf, mathematical biologist Corina Tarnita, mathematician Alex Kontorovich, neurobiologist Leslie Vosshall, mathematician and retired NFL player John Urschel, theoretical cosmologist Janna Levin, mathematician Tadashi Tokieda, neurobiologist Cori Bargmann, astrophysicist Brian Keating, mathematician Moon Duchin, mathematician Rebecca Goldin, and psychologist Brian Nosek.” 

So far, the podcast has released six episodes featuring Priya Natarajan (Yale University), Alex Kontovorich  (Rutgers University), Leslie Vosshall (Rockefeller University), Robbert Dijkgraaf (Director of the Institute for Advanced Study in Princeton), Corina Tarnita (Princeton University), and John Urschel (Massachusetts Institute of Technology). There is a great variety in the fields represented by the interviewees. If you enjoy exploring all sorts of areas of science and knowing the minds behind interesting questions, this podcast is for you. You can listen to the trailer below!

For me, the power of this podcast is listening to people share their stories. This adds a new dimension to them that is missed in how we talk about science and math. In this post, I review and give a glimpse of the latest three episodes.

John Urschel: From NFL Player to Mathematician

In this episode, we listen to mathematician and former NFL football player John Urschel. Currently, he is a Ph.D. Candidate at MIT where he studies topics in Convex Geometry, Graph Theory, Machine Learning, and Numerical Analysis. He shares the pressures of “living two lives” as an NFL football player and graduate student. For example, how qualifying exams can feel like the only chance to prove that you belong in the fields and how strategic quitting can be a valuable skill. From a very young age, he discovered the joy in solving challenging puzzles which turned into a passion for math. While his work has many applications, what he really enjoys is “digging out the math that makes the machine work”. This translates into going from a real-world problem, moving it to a more abstract yet beautiful representation and towards a generalization. You can read more about his journey in this interview about his upcoming book “Mind and Matter: A Life in Math and Football”. 

Corina Tarnita and the Deep Mathematics of Social Insects

In this episode, we listen to Corina Tarnita a mathematical biologist with a passion for patterns. She nurtured her mathematical ability by tackling problem-solving from a young age through the encouragement of her mother and participation in math olympiads. Her love for math sparked a love for biology. As she elegantly put it, “there is something remarkable about the diversity of solutions that nature has found for this unbelievable complex problems.” Using mathematical models, she discovered that termite colonies and plant competition for resources drive the patterns that can be seen like “pepperoni slices on a pizza” in the grasslands of Namibia. What I enjoyed the most about this interview, what of course the connection between the math, the biology, and also a bit of chance. I won’t spoil the story but sometimes, even when math points in the right direction, it takes being in the field to connect the dots. You can read more about Tarnita’s story and work in A Mathematician Who Decodes the Patterns Stamped Out by Life.

Robbert Dijkgraaf on Exploring Quantum Reality

In the episode, we listen to Robbert Dijkgraff a mathematical physicist who rediscovered his passion for physics through art. Through his career, even as a young scientist, he valued the power of collaboration. He retells how collaborating with his childhood friend allowed them to use both their strengths to make discoveries. He spent two years at an art school in the Netherlands, where it brought him a new perspective, “it’s about how adventurous are you, are you willing to go to other fields?… You could just explore, explore, explore.” This allowed him to bring this sense of adventure to what it means to be a research scientist. He works in the field of string theory, a field that hopes to bring together the theory of general relativity (i.e. the theory of the very large) and quantum theory (i.e. the theory of the small). Matrix models, which have symmetry at its core, can be used to build strings, gravity, and space-time. What I loved about this interview is the great commentary on how we experience time and space differently as humans. You can read more about Dijkgraff’s views on mathematical conjectures in his recent post, “The Subtle Art of the Mathematical Conjecture”.

Do you have suggestions of topics you would like us to consider covering in upcoming posts? Reach out to us in the comments below or let us know on Twitter! You can find me at @MissVRiveraQ.

 

Posted in Applied Math, Biomath, Current Events, Math Communication, Physics, Podcast | Comments Off on The Joy of x Podcast: A Tour

ThatsMaths: A Tour

“The Great Wave off Kanagawa” by Katsushika Hokusai is discussed in a ThatsMaths post about rogue waves. Woodblock print by Katsushika Hokusai. Wikimedia Commons image credit: Meidosensei/CC

ThatsMaths is a blog by Peter Lynch, an emeritus professor of the University College Dublin’s School of Mathematics and Statistics. Many of the posts on the blog are articles that Lynch has written for the Irish Times. Please join me on a tour of some exciting ThatsMaths posts from the last several months.

“An English Lady with a Certain Taste”

In the early 1900’s, Dr. Muriel Bristol told two statisticians — Ronald Fisher and William Roach — that she could taste the order in which ingredients were added to tea.

Shortly after Fisher had moved to Rothamstead Research Station in 1919, he poured a cup of tea and offered it to Bristol. She declined, saying that she preferred the milk to be poured first. The arrogant young Fisher scoffed at this, insisting that it could not possibly make any difference, but Bristol maintained her stance, assuring him that she would always know the difference. Overhearing this exchange, another scientist, William Roach said, ‘Let’s test her,'” Lynch wrote.

He describes how statistics and combinatorics were used to determine if Bistol could actually taste the order in which ingredients were added to her cup of tea.

“Simple Curves that Perplex Mathematicians and Inspire Artists”

This post covers the Jordan Curve Theorem (including an extension of the theorem to higher dimensions), the traveling salesman problem and their intersections with art.

“The Jordan Curve Theorem states that every simple closed curve, no matter how complicated or convoluted, divides the plane into two regions, an inside and an outside. The theorem appears so trivial that it does not require a proof. But results like this can be much more profound than a first glance might suggest and, on occasions, things that appear obvious can turn out to be false,” Lynch wrote.

He then discusses Bernhard Bolzano’s work. (Lynch has also written a separate post focusing on Bolzano’s life and work.) “He claimed that, for a closed loop in a plane, a line connecting a point enclosed by the loop (inside) to a point distant from it (outside) must intersect the loop. This seems obvious enough, but Bolzano realized that it was a non-trivial problem,” Lynch wrote.

“For general curves it is quite difficult to prove since “simple” curves can have some bizarre properties, such as being jagged everywhere with no definite direction, or as being fractal in nature like the boundary of a snowflake. This makes it difficult to distinguish which points are inside and which are outside. The proof uses advanced ideas from the branch of mathematics known as topology,” he added.

“Hokusai’s Great Wave and Roguish Behaviour”

In this post, Lynch wrote about “The Great Wave off Kanagawa” woodcut by Katsushika Hokusai, rogue waves, non-linear modeling and the study of rogue waves in laboratory tanks.

“In recent decades, many enormous sea waves have been observed, removing all doubt about the existence of rogue waves. These waves have heights more than double the surrounding waves. In January 2014, the height of a wave off Killard Point in Co. Clare was measured at almost 30 meters. Although they are quite rare, rogue waves are part of the normal behaviour of the oceans,” Lynch wrote.

Lab studies on rogue waves utilize “mathematical theory, computer simulations, wave-tank experiments and observations” to “determine the critical factors for the formation of rogue waves. Mariners’ lives depend on their ability to avoid them, and new theoretical descriptions may enable us to anticipate their likely occurrence. Despite progress, many questions about rogue waves remain unanswered and research continues. The pay-offs include greater accuracy of wave predictions and saving of money and of lives,” Lynch noted.

“Chase and Escape: Pursuit Problems”

This piece describes the mathematical study of pursuit problems, beginning with the work of Pierre Bouguer, who, around the year 1730, produced “the first comprehensive treatment” of the subject, according to Lynch.

“From cheetahs chasing gazelles, through coastguards saving shipwrecked sailors, to missiles launched at enemy aircraft, strategies of pursuit and evasion play a role in many areas of life (and death). From pre-historic times we have been solving such pursuit problems. The survival of our early ancestors depended on their ability to acquire food. This involved chasing and killing animals, and success depended on an understanding of relative speeds and optimal pursuit paths,” he wrote.

The rest of the piece focuses on cyclic pursuit problems (more specifically, the N-bug problem).

Want to get in touch to share feedback or ideas for future posts? We welcome your comments below or on Twitter (@writesRCrowell).

Posted in Applied Math, Biomath, Blogs, History of Mathematics, Mathematics and the Arts, people in math, Statistics | Tagged , , , , , , | Comments Off on ThatsMaths: A Tour

In honor of Black History Month

February 1 marked the beginning of Black History Month. Its origin trace back to 1926, when the historian Carter G. Woodson pioneered “Negro History Week” in the second week of February because it coincided with the birthdays of former US president Abraham Lincoln (February 12) and abolitionist Frederick Douglass (February 14). Later, during the United States Bicentennial in 1976, President Gerald Ford recognized Black History Month, reminding Americans to “seize the opportunity to honor the too-often neglected accomplishments of black Americans in every area of endeavor throughout our history”.

In last year’s post, “On Mathematical Superpowers and Black History Month“, Rachel listed some of the great posts that have been published across many of the AMS blogs and highlights “some power problems that need to be addressed to make the mathematics community a more welcoming and opportunity-filled one for Black mathematicians and students.” Last year, SIAM News highlighted some of the African American heroes in mathematics in “Celebrating Black History Month” including Mary Jackson, Charles L. Reason, J. Ernest Wilkins Jr, Annie Easley, Katherine Johnson, Elbert Frank Cox, Dorothy Vaughan, and David Blackwell. Knowing their history, the power behind their pursuit of knowledge, and the trail the left for others to follow is a way to honor their place in our community. To preserve and share the stories of African American Elders, the National Visionary Leadership Project has recorded two video series featuring interviews with David Blackwell, the first African-American member of the National Academy of Sciences, and Evelyn Granville, one of the first African-American women to earn a Doctorate in mathematics.

This month’s Notices of the AMS features articles that showcase the research and contributions of Black mathematicians to the mathematical community. In “A word from…” by Robin Wilson, he summarizes the topics covered in this issue and emphasizes that the history of Black mathematicians is a part of the history of the American Mathematical Society, one not always centered around inclusion.

“Black history is American history, and the history of Black mathematicians in the United States is a part of the history of the American Mathematical Society. As with the history of the United States, the history of the AMS has not always been one of inclusion. With this special issue in honor of Black History Month, we shine light on some of that history, as well as uplift the efforts of mathematicians and institutions to redirect this tide of history and create equity in the field.” – Robin Wilson

A piece that caught my attention was Jesse Leo Kass, “James L. Solomon and the End of Segregation at the University of South Carolina”. In the article, he provides an overview of the impact segregation had on mathematics and how James L. Solomon, a former math graduate student, was one of the first three African American students to desegregate the university in 1963.

“The professional trajectories of African American mathematicians were profoundly shaped by legalized segregation and other exclusionary policies. Not only did such measures make it difficult for African Americans to obtain a college education, but those who persevered and wanted to work as professional mathematicians faced limited job opportunities. While HBCUs employed largely African American faculty, many other universities had formal or informal policies against hiring African Americans. Moreover, those who did secure academic positions still struggled to participate fully in academic culture. The career of William Claytor vividly illustrates these challenge.” – Jesse Leo Kass

In “Black and Excellent in Math”, Haydee Lindo writes for the MAA Math Values blog about the implicit and overt aggression that students and faculty of color face and how it is a key source of disparity in black mathematical achievement. She highlights the work of Ebony McGee, in search of navigating these challenges.

“How do we make ourselves bulletproof? We can’t. […] One of the key ideas seems to be this: when we are younger our attraction to Mathematics is often fueled by external encouragement from our teachers, high scores on tests, etc. As we grow more mature, black mathematicians and engineers remain successful by progressing, from being preoccupied with attempts to prove stereotypes wrong to adopting more self-defined reasons to achieve.”  – Haydee Lindo

Lindo also emphasizes the importance of cultivating affirming environments. For example, attending Historically Black Colleges and Universities (HBCU), taking courses with faculty of color, attending conferences with a focus on the success of minority STEM students, and moving towards culturally sustaining pedagogies. Giving back to the community through mentorship, service, and outreach plays a huge role in preparing future generations. In “Mathematics: The Key to Empowering Tomorrow’s Workforce”, Tanya Moore describes it elegantly.

“In the African-American tradition there is a phrase, Each One, Reach One, that reflects the value of bringing along others once you have acquired a certain level of knowledge or success. In the context of the mathematics community, this value is often reflected in the math-related activities and events that happen outside the classroom to prepare the next generation for their chosen educational and career paths. As technology promises to change the way we work by altering the landscape of the labor market, mathematics will take on a new level of importance. The role of service and outreach and the willingness for Each One to Reach One to increase mathematical engagement will matter even more.” – Tanya Moore

The workforce is also changing as data plays a bigger role in many career paths and in our lives. An amazing group that has data at its center is Data for Black Lives. This group of activists, organizers, and mathematicians are “committed to the mission of using data science to create concrete and measurable change in the lives of Black people”. During this month, “Mathematically Gifted & Black” highlights the contributions and lives of Black mathematicians. This website was founded in December 2016 by  Erica Graham, Raegan Higgins, Shelby Wilson, and Candice Price. Its name was inspired by the song “To Be Young, Gifted and Black” sung by Nina Simone and co-written by Weldon Irvine. I was so excited to read the profiles of the honorees of this year which so far include Asamoah Nkwanta, Felicity T. Enders, Kwame Okrah, Shea D. Burns, Kevin Corlette, Caprice Stanley, Abdul-Aziz Yakubu, Aissa Wade, Lorin Crawford, Omayra Ortega, Christopher C. Jett, and Loni Philip Tabb.  What I love about this website is summarized perfectly in “The Mathematically Gifted and Black Website“:

“The power of the personal story is helping people better understand one another and shred stereotypes. The mathematicians spotlighted were able to tell their stories in their own words, to discuss their proudest moments, in mathematics and in life, and to include personal stories of struggle along with inspirational anecdotes. All were allowed to be themselves, unapologetically.”

Do you have suggestions of topics you would like us to consider covering in upcoming posts? Reach out to us in the comments below or let us know on Twitter! You can find me at  @MissVRiveraQ.

Posted in Black History Month, Blogs, Current Events, History of Mathematics, Math Education, people in math, Publishing in Math, women in math | 2 Comments

Mathematical Enchantments: A Tour

Mathematical Enchantments, or “Jim Propp’s math blog” is about “adventures in fantastic realms you can build inside your head.” The blog has been discussed a few times on this blog in recent years. Welcome to my tour of a few interesting posts on the blog.

“Why this blog?”

I appreciate when the purpose and focus of a blog are well-defined, and this post really delivers on that front.

Propp wrote about math as “a consolation for living in a world without magic.” As someone who never believed in magic (even as a child) but wished for its existence, I relate to that sentiment.

“Lots of people (most notably Martin Gardner and more recently Arthur Benjamin, Persi Diaconis, Ron Graham, and Colm Mulcahy) have written and talked about the links between math and magic tricks, but hardly anyone talks about the way that math, for many people who do research in it, satisfies a craving for the fantastic that most of us haven’t outgrown (even if we’ve persuaded ourselves that we have). Indeed, I think that most children get glimpses, all too easily forgotten, of math as a wondrous ticket to other worlds,” Propp wrote.

“My goal in Mathematical Enchantments is to reawaken in my readers this childlike relationship to the subject, and to make this view of math enticing and even natural. And if you are an actual child, or an actual mathematician, and your sense of mathematical wonder is already awake and active, all the better! There’ll be lots of new games you can play. These things are fun, and fun is good,” he added.

“The Paintball Party Problem and the Habit of Symmetry”

Propp wrote about time he was “the showrunner” of his son’s ninth birthday party. He had to decide how to configure seven games of two “four on four” paintball teams so that each boy attending the party would be on his son’s team the same number of times, and ideally, would also be teammates with each of the other party attendees the same number of times.

He describes how the notions of randomness and quasirandomness, the geometry of cubes, finite fields and other mathematical ideas informed his solution. The team schedule “took me under five minutes, if you leave out the time I spent learning abstract algebra and coding theory thirty-plus years earlier,” Propp wrote.

“Knots and Narnias”

This post starts with the idea of portals similar to those in The Chronicles of Narnia books by C.S. Lewis and the His Dark Materials trilogy by Philip Pullman. Propp then shows how to use “mathematical scissors and glue” to construct different types of wonky, complex portals. His post includes a link to an older video of Bill Thurston (1946-2012) discussing similar ideas.

“Time and Tesseracts”

I love A Wrinkle in Time (the classic book by Madeleine L’Engle and the 2018 film), so this post especially appeals to me. Propp begins with a discussion of forth dimensional space, which he defines as “a space that at every points admits four mutually perpendicular lines, in no particular order, but not five.” He then delves into a discussion of tesseracts, hypercubes and music as a tool for thinking about higher dimensions.

Want to get in touch with feedback or to share ideas for future blog posts? Reach us in the comments or on Twitter (@writesRCrowell)!

Posted in Blogs, Interactive, Math Communication, Mathematics and the Arts, people in math, Recreational Mathematics | Tagged , , , , , , , , | 1 Comment

Traffic and Other Jams

Photo by Nabeel Syed on Unsplash.

Most people can relate to (or feel) the frustration caused by being stuck in traffic, waiting in a queue to board a plane, or circling the parking lot to find a space. Routes that could take 30 minutes can turn into hours, congested aisles of passengers cause bottlenecks, or while on your third-round around the parking lot you see someone behind you take the only space. In this post, I share some of the interesting math behind common jams you might find yourself in.

In her article, Can a city ever be traffic jam-free?, Katia Moskvitch highlights the environmental, health, and economic implications of traffic jams.

“Jams are not only frustrating, they are also a major contributor to air pollution, and that’s bad not just for our climate, but everybody’s health too. According to researchers at the Harvard Center for Risk Analysis, congestion in the 83 largest urban areas in the United States caused more than 2,200 premature deaths in 2010 and added $18bn to public health costs. Then there is the economic cost of lost hours (both work and leisure) and delayed shipments. Drivers in the 10 most-congested cities in the United States sit around 42 hours in traffic jams every year, wasting more than $121bn in time and fuel while doing so.”- Katia Moskvitch

With such high implications, you can see why traffic modeling has become a big part of applied mathematics research. From the same article, I loved this quote by Gabor Orosz (University of Michigan) which illustrates how traffic flows can be understood through analogies ( such  as fluid and gas flow, to the movement of birds and skiers) but still, “although such analogies may help scientists to gain some understanding, it is becoming more and more obvious that traffic flows like no other flow in the Newtonian universe”. I became more curious about the math behind traffic modeling after reading Mathematicians have solved traffic jams, and they’re begging cities to listen by Arianne Cohen. This article summarizes some of the key points of the work by Alexander Krylatov  and Victor Zakharov (St. Petersburg University) whose research tackles traffic modeling from an optimization perspective. Along with Tero Tuovinen, they are also authors of the book Optimization Models and Methods for Equilibrium Traffic Assignment which gives new approaches,  algorithms, methods, prospective implementations developed by the authors on the problem of traffic assignment.  Cohen highlights that four ideas that could reduce traffic jams are the following,

  1. All drivers need to be on the same navigation system. Cars can only be efficiently rerouted if instructions come from one center hub. One navigation system rerouting some drivers does not solve traffic jams.
  2. Parking bans. Many urban roads are too narrow and cannot be physically widened. Traffic-flow models can indicate where parking spots should be turned into lanes.
  3. Green lanes. For cities that want to increase electric car use, special lanes should be created for electric cars, providing an incentive for their use.
  4. Digital twins. Traffic demands and available infrastructure can only be balanced with digital modeling that creates an entire “twin” of existing roadways. The software will be “an extremely useful thought tool in the hands of transport engineers.”

After reading the article, I was curious to see if other perspectives on these matters were out there. In response to Cohen’s article, Daniel Herriges writes that human behavior is a strong factor in traffic congestion that is difficult (if not impossible) to account for with models.

“As long as we build a growing city around roads for cars, it’s a pretty sure bet that people in their cars are going to find ways to fill up those roads. We can’t build or network-engineer our way out of congestion, but we can bankrupt ourselves trying. There’s a better way to deal with traffic—and “deal with” does not mean “solve.” It is to make our places resilient to congestion, so that if and when it happens, it doesn’t destroy our quality of life. This means 15-minute neighborhoods: more destinations within walking distance of home. It means a range of ways to get around so nobody is forced into just one option, and a well-connected street network so there are many paths from A to B.”  – Daniel Herriges

The two perspectives are fascinating! This is not the first time that traffic models have appeared around the internet as the solution to traffic jams. Many researchers have tackled versions of these questions using different areas of math. For example, back in 2007  “Traffic jam mystery solved by mathematicians”.

In Traffic Modelling: Is Beating Traffic a Zero-Sum Game? Paul Sobocinski asks if self-driving cars that stick to one lane lead to less time on the road than humans switching lanes? He finds through simulations that opportunistic lane changing (i.e. weaving through lanes of traffic to shorten a commute) is not a zero-sum game. In fact,

“Opportunistic lane changing can benefit all drivers on the road if exercised judiciously. This means not changing lanes too frequently (i.e. adhering to a reasonable minimum time in lane), and only changing lanes if it saves a significant amount of time (i.e. the time saved in the new lane is 90% or higher). What do the results tell us about how to be a better driver? To state it simply: Be patient. Change lanes, but not frivolously. Everybody wins. Experienced drivers will likely not find this conclusion surprising.” – Paul Sobocinski

Following the same spirit, Jenna Marshall explains in Where to park your car, according to math the research of physicists Paul Krapivsky (Boston University) and Sidney Redner (Santa Fe Institute) which ordinary differential equations and simulations to find the best parking space (i.e. the one that lets you spend the least amount of time in the lot). As conveniently shown in the video below, they consider three strategies: meek (i.e. grabs the first space available), opportunistic (i.e. gambles on finding a space right next to the entrance), and prudent (i.e. drives past the first available space, betting finding another other space further in).

So, what is the answer? Being more prudent. However, the authors also acknowledge the limitations of their work.

“If you really want to be an engineer you have to take into account how fast people are driving, the actual designs of the parking lot and spaces — all these things,” he remarks. “Once you start being completely realistic, [every parking situation is different] and you lose the possibility of explaining anything.”- Sidney Redner

Finally, if you are a frequent flier you may have wondered about the best way to board an airplane. In Mathematician crunches the numbers to find most efficient way to board a plane, CBC radio interviews Eitan Bachmat whose work with Rami Pugatch (Ben-Gurion University), Sveinung Erland, Vidar Frette (Western Norway University), and Jevgenijs Kaupužs (University of Liepaja) tackles the airplane boarding policies using a Lorentzian-geometry-based analysis. As explained by Bachman,

“In our latest studies, we’ve been looking at random boarding versus if you have two groups of people — some which are slower and some which are faster. For example, people without luggage — they’re supposed to be the fast group. And people with luggage, the slow group. A lot of the times it happens they board first people who have children and need assistance. That would be a slow group.So, if you have a fast and slow group, what we found is that you should board the slow passengers first, which is kind of counterintuitive and surprising, I think.”- Eitan Bachmat

When asked about the mathematics behind this project his layman explanation what very insightful!

“OK. So I’ll try my best to keep it really simple. So the same math can describe very different things. I can say three plus three equals six, and three apples plus three apples equals six apples. Or, it could be three houses plus three houses equals six houses. Apples and houses have nothing in common. But, sort of, the math that describes the situation is the same. And what turned out, and that was very surprising, is that when you and 200, or 300, other people board the airplane, in terms of the mathematics, you’re doing a quite complicated computation in relativity theory about the aging of some free-falling particle and some model of the universe.” –  – Eitan Bachmat

Next time you are in a jam, you can rest easy knowing that a lot of cool mathematics is happening behind the scene. Do you have suggestions of topics or blogs you would like us to consider covering in upcoming posts? Reach out to us in the comments below or let us know on Twitter (@MissVRiveraQ)

Posted in Applied Math, Game Theory, Mathematics and Computing, Physics, Traffic Modeling | Tagged , , , , , , | Comments Off on Traffic and Other Jams

Flygskam, Textbooks in Braille and More

This year’s JMM have come and gone, but many related posts are still available. Here are just a few that I recommend.

“To be or not to be there: Conferencing in the age of flygskam”

In this piece for the Graduate Student Blog, Aram Bingham wrote about why he didn’t attend this year’s JMM. He discusses the impacts of air travel to conferences on the environment and encourages mathematicians to consider alternative options, such as video conferences or “campaign[ing] for the construction of a carbon-neutral/negative conference center at the geographic/population center of the US (near the Nebraska-Kansas border, or somewhere in central Missouri, or somewhere else depending on how you measure), with connecting high-speed rail, to be used for all national scientific conferences.”

However, Bingham’s post isn’t advocating that mathematicians completely nix conference air travel, but, instead, consider carefully their conference travel decisions. “I’m not calling for any sort of a heroic abandonment of all air travel by the scientific community or advocating the use of sanctimonious hashtags (see #istayontheground),” he wrote. “I’m sure I will fly again for a conference, and probably even use a paper cup or two for coffee when I have forgotten my reusable mug. I just want to point out that the path of minimizing the consequences of our own actions is too tempting for a community that should be taking leadership, and that this path is made even easier by the fact that individualistic resource consumption and accumulation is still de rigeur in this country in general. Non-conformity might initially require a little bit of courage, but I think it’ll be a bit easier for the rest of society, and result in less political strife, if scientists act first,” he added.

World Premiere of ‘Secrets of the Surface'”

The film is about the life and achievements of Maryam Mirzakhani. “Following the screening was a Q&A moderated by Hélène Barcelo of MSRI, with panelists Ingrid Daubechies, Amie Wilkinson, Jayadev Athreya, Tatiana Toro, all mathematicians who knew Mirzakhani; also on the panel were Erica Klarreich, a math journalist who narrated the film, and George Csicsery, the director and producer,” wrote Leila Sloman, who attended the screening and discussion. She presents “an incomplete and slightly edited transcript of the panel.”

“Creating a math textbook accessible to the blind”

For this post on the JMM 2020 blog, Leila Sloman interviewed several mathematicians about their work on automating the process of converting math textbooks into Braille formats. Samantha Faria also interviewed the team behind the Math That Feels Good project.

“Bank of REU/Grad Fair Questions”

For the e-Mentoring Network in the Mathematical Sciences blog, undergraduate students Lucy Martinez and Eduardo Torres Davila compiled lists of recommended questions for students to ask while they evaluate whether a certain REU or graduate school might be the right fit for them.

“We attended the Joint Math Meetings (JMM) conference in Denver to present our research from our work at the Mathematical Sciences Research Institute Undergraduate Program,” Martinez and Torres Davila wrote. “At JMM, there was a fair of graduate schools and research experiences for undergraduate programs, which was attended by universities from all parts of the nation. At each booth, were university professors and current graduate students who could talk about their PhD program in the mathematical sciences…Although, we attended the fair to find out more about the programs offered, there were points in our conversations in which we were unsure what to ask. We quickly realized that if we had a list of questions prior to attending the conference, we could have been more prepared. We talked to Dr. Pamela E. Harris about our situation and she recommended that we go on a scavenger hunt for questions we could have asked!” Martinez and Torres Davila added.

As always, thanks for reading! If you want to reach me with ideas or suggestions, please leave a comment below or find me on Twitter (@writesRCrowell).

Posted in Blogs, Current Events, Events, Issues in Higher Education, K-12 Mathematics, Math Communication, Math Education, people in math, women in math | Tagged , , , , , , , | Comments Off on Flygskam, Textbooks in Braille and More

Math for Crime Fighting

 

Credit: Tony Webster/Wikimedia Commons

On New Year’s Eve 2019, abc13 News posted a story about using mathematics to tease out the details of a crash that killed a father and two young boys. The driver who hit them was sentenced to 60 years in prison for their deaths.

“We were able to clearly show that (he was) driving almost double the speed limit and being intoxicated. Remove either one of those and I don’t think this crash happens,” Lt. Paul Adkins of the Texas Department of Public Safety told article author Marla Carter.

Reading about this case made me think about the different ways mathematics can be used to analyze or solve solve crimes. Here are just a few of the pieces available on the topic.

If you haven’t already, check out Anna Haensch’s “Some Math About Guns,” which she wrote in 2018 for this blog.

“Catching criminals with maths” by Hugo Castillo Sánchez, David Pérez Esparza, Rafael Prieto Curiel and Sanaz Zolghadriha.

This post for the Chalkdust Magazine blog covers the mathematics of organized crime networks and gang rivalry, bloodstain pattern analysis, how Newton’s law of cooling can be used to calculate time of death and more.

Plus Magazine articles

Plus Magazine, “an online magazine which aims to introduce readers to the beauty and the practical applications of mathematics,” has some interesting articles about math and crime:

“Crime fighting maths” by Chris Budd

This post describes how math can help law enforcement catch getaway cars, determine the origin of contaminants illegal dumped into water, and more.

There is also a section of that post that discusses solving inverse problems pertaining to crime scenes and accidents, a topic that is covered further in “Inverse problems save the day” by Chris Budd and Cathryn Mitchell.

“Police and thieves” and “Police and thieves continued” by Marianne Freiberger

These articles describe Andrea Bertozzi’s research on modeling home burglary patterns and “what we can learn” from her model.

This model “consists of two interlinked equations (partial differential equations to be precise) which describe how the attractiveness value of a location and the density of burglars at a location change over time (depending on a number of parameters),” Freiberger wrote.

“Interestingly, the equations you get have the same form as those describing reaction-diffusion processes you see in chemistry or biology: here two substances spread out (diffuse) through space and react with each other when they meet…The way to think about reaction-diffusion in a crime context is this. Both the risk of crime (given by the attractiveness value of a location) and the density of burglars diffuse through space — they are like the two chemical substances. And when risk meets burglar the two can interact, causing a crime. Using this idea, Bertozzi and her colleagues built a more sophisticated model in which targets can also move around. This means they can represent, not just houses, but also cars or people. So a wider range of crimes, not just burglaries, can be represented,” Freiberger added.

“Law and Order: MVT” by Evelyn Lamb (published on her Roots of Unity blog and posted to her website)

This post is definitely more lighthearted than the other ones I’m mentioning here.

Come for the amusing opening lines (“In the criminal justice system, velocity-based offenses are considered especially unimportant. In New York, the dedicated detectives who investigate these minor misdemeanors are members of an elite squad known as the Moving Violation Team. These are their stories.“), stay for the plot twist ending in this post where Law and Order meets the Mean Value Theorem.

Want to connect with us or share something you would like to see us cover on this blog? Reach out in the comments or on Twitter (@writesRCrowell)!

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Advocating for Mental Health at JMM

Image credit: Photo by TotalShape.

Mental health, which encompasses our emotional, physiological, and social well-being, has been a topic I’ve wanted to write about on this blog for a while. I was hesitant at first because I felt unqualified to address the many factors that holistically impact our mental health. However, I couldn’t pass the chance to encourage those attending the Joint Mathematics Meeting to go to the session “Mental Health in the Mathematics Profession” organized by Justin Curry (SUNY Albany) and Mikael Vejdemo-Johansson (CUNY College of Staten Island) tomorrow Wednesday, January 15, 2:15–3:45 pm. Curry and Vejdemo-Johansson along with Julie Corrigan wrote about their own experiences with mental health in their opinion piece, “Mental Health in the Mathematics Community“. Among the authors, we see the challenges faced by being diagnosed with bipolar disorder, depression, and post-traumatic stress disorder (PTSD). As highlighted in the article mental health is a problem that is very prominent in the academy and especially prevalent in students from underrepresented backgrounds. 

“Mental illness is a widespread problem, but it has a uniquely devastating presence in the university. In a recent international study of 2,279 masters and PhD students, 39 percent were evaluated as having moderate to severe depression, compared with 6 percent of the general population. Multiple studies have also shown that rates of depression and anxiety in graduate students who are women, people of color, or LGBTQ are higher than among those students who are not. This makes individuals in these groups, who are already underrepresented in STEM programs and consequently STEM careers, at increased risk. Failure to address mental health problems in the university makes addressing inequality in society at large harder to do.”

I encourage you to read their stories, what helped them, and what didn’t. Mental health does not come in one size fits all and supporting each other will depend greatly on the individuals. When searching for articles at the intersection of mathematics and mental health one of the most commonly discussed topics is math anxiety. In “On Math Anxiety“, Anna Haensch gives a glimpse of the research on its impact in math performance and shares links to the experiences of many students. As she mentions,

“By reading the brain functioning of math anxious and math non-anxious people while performing simple arithmetic problems, the research shows that people are better at automatic problem solving when the parts of their brains associated with math anxiety aren’t activated. So that feeling you get when someone asks you to quickly multiply two numbers and you just stare at them, tearing up, like a sad deer in headlights…that’s real. So we know it’s real. And we know that a lot lot lot of people feel it (disclaimer, sometimes I have really had bad math anxiety…sometimes math still makes me cry) but that doesn’t change the fact that everyone has to get through some amount of math education. This means we need to teach math in a way that minimizes the stimulation of that anxious brain and maximizes the release of those glorious math fueled dopamines.” – Anna Haensch

And it is real! During grad school, it became very apparent to me how my anxiety (and in particular math anxiety) got in the way of my studies. Many people think that anxiety is a mindset but for me, it manifested in very real physical symptoms too. A week before any big assignment or test, I would have consistent nightmares along which got worse as deadlines closed in. It got to the point I was incapable of sleeping before tests which meant which not only made me more prone to getting sick but by the time the test arrived my brain was already overwhelmed. In the past, math anxiety has been associated with being “bad” at math. It makes sense that you would be anxious about areas in which you don’t feel you can’t succeed in, however, a recent study at University of Chicago by Jalisha Jenifer, Kyoung Whan Choe, Christopher S. Rozek, Marc G. Berman, and Sian L. Beilock mentions that math anxiety can lead to math avoidance even if rewards are offered. The article “Fear of math can outweigh promise of higher rewards“,

 “People often say that being anxious about math is just a byproduct of being bad at it. Our research shows that isn’t true,” Beilock said. “Even when math-anxious people are capable of doing math, they avoid it, which means that educators and parents have to think about how we can lower math anxiety in our kids or we are going to miss students who are capable of success in math and science and just stay away from it.”

Opening the doors to conversations around mental health is crucial to decreasing the stigma around it. Seeing the article in the Notices of the AMS showcased to me the value of opening up and being vulnerable about your experiences. Mental health challenges don’t only affect our students but they have a big impact on faculty and staff as well. This is also worsened by the fact that training to identify these challenges and intervene is scarce. Hilal Lashuel highlights this in his article “The mental health crisis must be met with an accepting campus community” and suggests that making mental health a strategic priority, providing regular assessments, and training on intervention would be steps to addressing these challenges.

“But we forget that faculty and university staff also struggle with mental health challenges. Their mental health is usually overlooked, perhaps due to their small number compared to students. They are also less likely to speak up or admit to experiencing mental distress because they fear the stakes for their reputation and career are high.[…] What people fail to realise is that the faculty and staff charged with caring and educating their children are not trained in mental health awareness and intervention. Although universities expect their faculty – the people who have daily contact with students – to play a big role in addressing the mental health crisis, most fail to offer staff the training needed to do this job, adding to their struggles to manage their own mental health. ” – Hilal Lashuel

While I can manage my anxiety better now thanks to therapy, it still very present in my life. I am grateful to have been surrounded by understanding peers that worked hard to remove the stigma about mental health in my department and faculty that were very understanding of my challenges. Maybe someday I’ll feel comfortable sharing my own story and for now, I am thankful for all those who have brought this topic to the forefront of our community. Reaching out for help when I needed it was crucial to my well-being and finding the right resources for you can be hard. There are many resources and support groups available in the Depressed Academic Blog, if you are struggling, reach out.

Do you have suggestions of topics or blogs you would like us to consider covering in upcoming posts? Reach out to us in the comments below or let us know on Twitter (@MissVRiveraQ)

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The Math Values Blog: A Tour

Have you checked out the Mathematical Association of America’s Math Values blog? The site includes posts about inclusivity, community, communication, teaching and learning, and more. Please join me on a blog tour highlighting some Math Values posts that I find noteworthy.

“Calculus and Virtual Reality” by Katie Haymaker

For this post, Haymaker interviewed Nick Long and Jeremy Becnel, both of Stephen F. Austin University in Texas. They discussed the Calculus and Virtual Reality (CalcVR) project.

“Often the largest hindrances to student success in multivariable calculus courses are the student’s inability to visualize the curves, surfaces, and vector fields, as well as the disconnect that this causes between the geometric interpretation and the algebraic calculation. While there are many great tools that are freely available (like CalcPlot3D) to help students understand these multivariable objects, the rendering is still a two-dimensional picture of a three-dimensional object. In order to show these objects with visual depth, we created a virtual reality app that is available for free on smartphones (Android or iPhone) and requires less than $5 in additional hardware costs for students. We have created interactive lessons and demos for multivariable calculus topics with the ability for the user to input their own expressions and explore the related figures with inexpensive integrated Bluetooth controllers,” the researchers told Haymaker.

Also within the post, Long and Becnel shared with Haymaker how the project has impacted students, advice for other researchers applying for NSF DUE grants, and more.

“Do Math and Chess Make You a Better Problem Solver? Teaching Math for Life in a Wicked World” by Keith Devlin

You have probably heard the buzz before: playing chess supposedly helps people become better problem-solvers. “Does taking a logic course at college make you a better reasoner? How about algebra? Or calculus? Or playing chess?” Devlin asked.

“Despite being a mathematician who concentrated on mathematical logic for my Ph.D. studies and many years of research thereafter, I always had my doubts. I harbored a suspicion that a course on, say, history or economics would (if suitably taught) serve better in that regard. Turns out my doubts were well founded,” he wrote. He shares a potentially controversial idea: that learning mathematics is “ideal preparation for, well, doing mathematics; but [is] not, on its own, particularly conducive to success in solving problems in other domains.”

He then explains the difference between “kind problems,” which can be solved by choosing and applying rule-based procedures, and “wicked problems,” which fall outside the bounds of that approach. He closes with a list of suggestions for providing students with what they need to grapple with wicked problems, beginning with putting together diverse teams of students so they can tackle problems together.

“Questioning Final Exams” by David Bressoud

With many folks on winter break, it seems timely to mention this post. Bressoud also asked readers to share their thoughts on exams here.

He begins by discussing Chapter 8 of The Years that Matter Most: How College Makes or Breaks Us by Paul Tough. I haven’t read the book, but it seems like one I should add to my reading list. Bressoud highlights a major issue with final exams. In his words? “The problem that I have is how much depends on that final exam.”

He explains his rationale for usually restricting final exams to no more than 10% of a student’s grade (“there are no options for allowing students to improve a grade on a final exam”), then discusses how he builds “at least three major projects into each course.” It’s important that students receive detailed feedback early on in the course of these projects, he noted. He discusses how to provide this feedback, especially if class sizes are large.

“Equal vs. Fair” by Dave Kung

Kung’s post begins with a scene from 10 years ago in which he asked students to find a partner for an activity. “As the room buzzed to life with students pairing up, most people quickly found someone,” he wrote. “But I watched as the one black student in the back corner slowly made his way past already-partnered-up students, eventually meeting up with the other lonely soul: a 40-year-old former carpenter returning for his degree,” he noted. Kung analyzes the difference between equal and fair treatment of students. He then shares how awareness of these issues, along with focusing on inclusion, can help us create a more just mathematical community.

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