MathFest 2018

This is a somewhat belated round up of this year’s MathFest. I got home from Denver and immediately left on vacation, and then the pre-semester meetings started, and now classes have begun, so I’d better get this out before I forget everything that happened entirely.

I wasn’t presenting or bringing students this year, just helping out with a couple of committees and attending talks, so it was a very low-key meeting for me. I saw some great talks and got to see some old friends, but I’d like to emphasize a couple highlights.

Through my chair I got tapped to help with the MAA minicourse committee. Which was probably the most entertaining bit of service I’ll do all year, because I got to sit in on the first half of “Card” Colm Mulcahy’s course on Mathematical Card Magic.

If you’ve never looked at the minicourses at the JMM or MathFest before, they’re four hour courses, split into two sessions over two days. They span a variety of topics, usually related to either pedagogy or recreational mathematics. I’ve taken a couple before: Carolyn K. Cuff’s lifesaving minicourse on teaching statistics, and the one that introduced me to the TIMES inquiry oriented curriculum. Both were full of practical, actionable ways to immediately improve my teaching, and they were well worth the sticker price. But I never felt like I would sign up for one of the courses that seemed more just for fun. Not like they’re that expensive compared to the cost of a conference, but I always thought I had to make sure my time and dollars were spent in as utilitarian a way as possible.

“Card Colm’s” Minicourse

So I probably wouldn’t have signed up for this minicourse, which meant I would have missed out on a lot. Even with a bad wrist, Colm showed a lot of neat card tricks and the math behind them. And moreover they were ones I could see bringing into my classes, or inspiring new colloquium topics, or even short student research projects. I’ve been browsing through his column archive ever since. I didn’t stumble across any of the legends of recreational mathematics until well after I left school; I think if I’d gotten some earlier exposure it might have given me a different impression of the mathematical community.

As for the other highlight, I should lead by saying I looked like this at MathFest.

The first and only bump photo I’ve taken.

For the standard pregnancy FAQ:

  • I’m due in the second half of November
  • We’re not finding out the sex ahead of time
  • I feel pretty good all things considered
  • Yes we’re very excited, thank you for asking.

So even though I couldn’t stay the whole time, I had to swing by the Mathematical Mamas: Being Both Beautifully town hall meeting, organized by Jacqueline Jensen-Vallin, Emille Davie Lawrence, and Erin Militzer.

Some of the topics discussed were ones I’ve thought a lot about, like how do you handle having a more flexible schedule than your partner, when flexible doesn’t mean dissolvable? On paper it might be easier for you to stay home with a sick kid, or bring everyone to the dentist, but you still have work to get done just like your partner with a traditional work schedule. Others I hadn’t even thought about, but really should: like how do you pump when you’re on an interview?

I think the most miraculous thing to me was that this discussion was taking place at a math conference at all. I had one female lecturer as an undergraduate, and knew of one female graduate student. There were a couple other women majoring in math, but it was never unusual for me to be the only woman in a room. The situation got better in graduate school, but nowhere near parity, especially when it came to tenure-track faculty. Now I’m in a department that’s not only majority female, but half mothers (if you include me, at least). The slow normalization of not just female mathematicians, but female mathematicians being successful parents, hasn’t stopped being kinda mind-blowing every time I stop to think about it.

I’d like to thank the organizers and panel participants and everyone who attended that town hall meeting. I can’t wait for the next one. I’ll definitely have some more questions by then.

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Teaching What You Really Don’t Know, Part II

This fall I’ll be teaching a new prep: our senior capstone class on the history of math, featuring an intense research project. The course also counts as a Global Perspectives credit for our students, meaning the class should broaden our students horizons beyond a classic western viewpoint.

Which is great. I’m excited for the challenge, and I think it’ll be interesting to explore this material with them and help train them to be more well-rounded. The only problem is…

I don’t know anything about math history.

I know the anecdotes and the just-so stories that get passed down as asides in lectures: Gauss summing  1 to 100, Euler and Hamilton crossing bridges, the cult of Pythagoras’ thoughts on flatulence. But until recently the closest thing I’d ever done to learning real math history was reading The Baroque Cycle. Which doesn’t count.

So now it’s almost August, my summer class is over, and I have a month to learn math history. I’m starting with a book I started awhile ago, Infinitesimal: How a Dangerous Mathematical Theory Shaped the Modern World by Amir Alexander. It’s a real gripping read, covering the state of mathematics in the 16th and 17th centuries (so far, I haven’t finished yet) and how the Jesuits’ abhorrence of the concept of the infinitesimal affected first the development of mathematics, and then the development of the Jesuits.

The mathematics in it aren’t completely dumbed down, but are still pretty accessible to a motivated layman, and the author goes through arguments for the utility of the concept of the infinitesimal, as well as the reasons why many thought such a thing is patently absurd. There are also some really relatable stories in the book: colleges throwing shade at their weird mathematics departments, academics struggling to get hired, and people claiming to read the standard treatises of the time, even though it was obvious nobody had the patience to slog through a particular author’s borderline-unreadable text.

I’m selecting some sections for students to read, and one thing I’m having to really pay attention to is the amount of cultural and historical context the author takes for granted. He does lay out a short history of the reformation, and the Jesuits arising in response, but if I pull other sections without that context students might get lost.

Two other books are on the docket once I’ve finished this one. One is Journey Through Genius, by William Dunham. I’ve read bits of this, and one of Dunham’s other books The Mathematical Universe, and I really enjoy his writing. The other is the textbook I’ll use for the course, adopted by the previous instructor, Math Through the Ages by William P. Berlinghoff.  The subtitle is A Gentle History for Teachers and Others, but I’ve been told not to let that fool me into thinking this is kid stuff. I’m sure I’ll let you all know how it goes.

Any other recommendations for math history? Books? Podcasts? Documentaries? Especially ones with a non-Western focus? Lay ’em on me, because I’ve got a whole semester to fill.

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Recreational Mathematics for Fun, Sanity, and an Sometimes Even Papers

The IBM card sorter! Why is this relevant? See exciting puzzle below.   Photo by waelder [GFDL (http://www.gnu.org/copyleft/fdl.html), CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0/) or CC BY 2.5 (https://creativecommons.org/licenses/by/2.5)], from Wikimedia Commons

In life on the job market and pre-tenure academia, it can seem that no math is worth doing unless it results in a paper, preferably a very fashionable and serious one. This can be a real soul crusher when the inevitable setbacks occur. Pressure (internal and external) to produce serious mathematics, in order to build the CV, in order to get or keep a good job, can sometimes make the discipline feel like a monstrous machine instead of a wonderland. In that setting, it feels almost subversive to pursue problems that are just straight up entertaining, that may have been solved before but are truly fun to think about. So today I focus on this joyful act of rebellion against the machine: recreational mathematics.

Puzzles were my gateway drug to hard mathematics. They have also served to reinvigorate my interest in math when my research seemed too hard and when work that I thought was serious and useful suddenly looked trivial and unfashionable. Recreational math reminds me why I bothered doing this in the first place. Half an hour with a Martin Gardner book is better than a nap when I need a reset (and a nap is pretty good). And math packaged as a puzzle can certainly have application. Jennifer Beineke and Jason Rousenhouse remind us in the preface to the excellent 2015 collection The Mathematics of Various Entertaining Subjects: Research in Recreational Math, (volume 2 also out now)that probability, Latin squares, and graph theory were all born of recreation. Nothing useful there…

I feel like a jerk even bringing it up after bemoaning the pressures of “the machine”, but recreational math can even pay off in papers, even if it doesn’t become the foundation of a whole new branch of mathematics. Additionally, recreational mathematics problems make great gateways to research mathematics for undergraduates who might not have the mathematical tools to attack more formally phrased problems.  An example from my life: a few years ago, when I was in my second visiting position and felt extraordinarily stuck on two of my main research problems, I got an email from Judy Gilmore (my friend’s mom) about a problem she was having in her quilting circle. She and her four friends wanted to make quilts together in a sort of round robin.  Each person would start working on their own quilt, then pass it on to someone else in the group.  That person would add a border to the quilt, and pass it on again, until everyone had added a border on to every quilt. Judy wanted to set it up so that each person passed a quilt on to everybody else at some point during the process, but she couldn’t seem to make this work for the group of five.  There was a good reason Judy couldn’t do it: turns out there is no way to do this for five people. Oh, the fun I had proving that. Though I didn’t have the vocabulary or context to say it at the time, the fact that this is impossible is equivalent to the fact that there is no 5 by 5 row complete latin square.  My friend Katie Haymaker and I went on to look into the known and unknown aspects of row complete latin squares, essentially just for fun. We rediscovered a lot of known results and put together the pieces for a small extension of one, and eventually wrote a mostly expository paper about these objects and the quilt problem for Mathematics Magazine. This problem has given me a whole family of great research problems suited for undergraduate students who may not have had many upper-level math classes. Five years later, my students and I are still working on the questions that began with Judy’s email.

More examples of recreational math making papers: the whole family of puzzles that are based on shuffling cards. You could start with a pretty simple question (that a lot of people have, based on how quickly it comes up as an option when you start typing the query into Google): how many shuffles does it take to really randomize a deck of cards? As Diaconis and Bayer (here explained by Francis Su in Harvey Mudd’s Math Fun Facts) showed in 1992, seven shuffles is good.  But these are not “perfect shuffles”, i.e. perfect alternate interleaving for the cards in two halves of the deck.  Perfect shuffles insert no entropy, because they are fully deterministic.  In fact, 8 perfect shuffles of a deck will return it to its original order, as shown by Diaconis, Graham, and Kantor in 1983.

But again, you don’t have to write a paper about shuffling to get a lot of joy out of thinking about it.  Here’s a puzzle for you.  Like any good story, a quality puzzle gets passed around and changed, so can be hard to source. I got this from Joe Buhler, recreational mathematician extraordinaire and co-writer of the MSRI Emissary newsletter puzzle column, who got it from Stan Wagon, who got it from Colin McGregor. In any case, let’s say that a shuffle is any way of dividing the deck into two pieces and interleaving the cards so that all the cards in each piece stay in order relative to one another. Now say that you have a deck of n cards, and that you are a master shuffler—you can physically accomplish any shuffle with your deck of cards. What is the maximum number of shuffles required for the most efficient algorithm to put the deck in any requested order?  Every permutation will have some most efficient way to accomplish it, so we are basically looking for the worst case of this most efficient way over all permutations of n cards.

Okay, so that might be kind of hard to think about all at once.  So how about a warm up:

Q: How many shuffles are required to completely reverse the order of the deck?

A: I’ll first share my wordy answer to this simpler problem with you, then share someone else’s extremely elegant solution to the general problem. I spent a few very fun hours thinking about this, and here’s what I came up with: For n=2^k, you do the simplest thing possible–divide into two parts, and perfectly interleave the parts with the better card on top at each step. Repeat for a total of k shuffles to get the reversed deck. This is not so hard to prove (let’s call it an exercise!). If n is not a power of 2, you should be able to do this separately (ignoring the other cards) for the number of cards represented by each 1 in the binary expansion of n.  When each of these chunks are sorted, for every 1 in the binary expansion of n, we’ll have several chunks of cards such that the cards in each chunk are in order relative to one another. We can now interleave each smaller piece successively with the largest power of 2 part of the deck. So, this should take between log(n) and 2*log(n) shuffles, depending on the binary expansion of the number. I think the worst case scenario should be something like n=2^k-1.

After thinking about this for a while and talking with friends, I realized that you should really be able to do it in the ceiling of log(n) shuffles, because if 2^(k-1)<n<2^k, then you could just pretend like there were 2^k cards to sort, working with 2^k-n “phantom cards”.

Okay, so are you ready for the better answer?  Larry Carter explained it to me in about 30 seconds by explaining how an old IBM card sorter worked. These machines were physical implementations of radix sort.  In the machine, imagine that you start with a stack of n numbered cards in any order. The binary expansion of each number is at the top of the card, and this expansion is encoded using slots and punches.  A punch is a hole where you could put a rod through and pick up the card. A slot would be made by taking a punch and snipping up to the edge of the card, so you couldn’t pick up the card with a rod anymore.  For every 1 in the binary expansion there is a slot, and every 0 is a punch.  To sort the cards, line them all up.  Starting with the leftmost position (the ones place), slide a rod through the stack of cards and pick up all of the cards with a 0 in this position.  Bring these cards to the front of the stack.  Then repeat with the next position, and keep repeating until you have gone through all the log(n) positions.  Like magic, the cards will be perfectly sorted. All cards with 0 in the highest position will be in front of cards with a 1 in the highest position, and all cards with 0 in both highest positions will be in front of these, and so on. The genius idea is that because you could go from any permutation to sorted in log(n) steps, you could imagine just reversing these steps as shuffles!  So it can take at most log(n) steps to create any permutation of the n cards.

Alright, enough puzzle for one blog.  Hope everyone is enjoying summer, and finding plenty of great puzzles without my help.  What experiences have you had with recreational mathematics?  Please share in the comments!

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