Good Cube Hunting — Quanta Magazine

My latest column for Quanta Magazine is about the search for sums of cubes. While most integers are neither cubes nor the sum of two cubes, it is conjectured that most numbers can be written as the sum of three cubes. Finding those three cubes, however, can be a challenge.

For example, it was only this year we learned that the number 33 could be written as a sum of three cubes:

33 = 8,866,128,975,287,528³ + (−8,778,405,442,862,239)³ + (−2,736,111,468,807,040)³

What’s so hard about expressing numbers as a sum of three cubes?

It’s not hard to see that it combines the limited choices of the sum-of-squares problem with the infinite search space of the sum-of-integers problem. As with the squares, not every number is a cube. We can use numbers like 1 = 1³, 8 = 2³ and 125 = 5³, but we can never use 2, 3, 4, 10, 108 or most other numbers. But unlike squares, perfect cubes can be negative — for example, (-2)³ = -8, and (-4)³ = -64 — which means we can decrease our sum if we need to. This access to negative numbers gives us unlimited options for our sum, meaning that our search space, as in the sum-of-integers problem, is unbounded.

To learn more, read the full article, which is freely available here.

MfA Workshop — Computational Thinking

Tonight I’ll be running a workshop for teachers titled “Building Bridges Through Computational Thinking.”

In the workshop we’ll explore the mathematical and pedagogical benefits in taking a computational approach to mathematics. Through a variety of computational thinking tasks spanning different branches of math, we’ll see how these tasks offer alternate pathways into mathematical ideas, genuine engagement in applied mathematics and mathematical modeling, and opportunities for rich pedagogical variety.

This work is a natural continuation of the work I’ve been doing at the intersection of mathematics and computer science education for the past several years. As always, I’m grateful to be supported by Math for America and MfA’s teacher community in developing and trying out new ideas for students and teachers.

Related Posts

Global Math Department Webinar

On Tuesday, October 8th, I’ll be hosting a webinar for the Global Math Department, a volunteer organization run by math teachers for math teachers. The Global Math Department produces weekly webinars and newsletters that share what math teachers around the world are doing in and out of the classroom.

I’ll be hosting “A Computational Approach to Functions”, my latest talk at the intersection of mathematics and computer science education. Here’s the description:

Looking for a new approach to teaching domain and range? Or an opportunity for students to use their crossover computer science skills? Taking a computational approach to functions allows for the rigorous development of all the fundamental concepts in an active and creative way, while at the same time offering endless opportunities to extend deeper into both mathematics and computer science. If you teach about functions—and what math teacher doesn’t?—you will leave with something new to think about for your math classroom.

The webinar is free and will run from 9 – 10 pm, and a recording will be available after the fact for those unable to attend live. You can find out more information, and register, here.

UPDATE: The full video of the webinar has been posted here.

On Your Mark, Get Set, Multiply — Quanta Magazine

Did you get caught up in the latest viral math problem, 8÷2(2+2)?

The problem here is simply how we interpret the division symbol. Does ÷ mean divide by the one number right after it or by everything after it? This isn’t much of a concern for most mathematicians, as they don’t use this symbol very often. Ask them to solve this problem and they’ll probably just make the whole thing into a multiplication problem: Once you choose to write it as either

8 \times \frac{1}{2} \times (2 + 2) or 8 \times \frac{1}{2(2+2)},

the ambiguity is gone and the answer is clear. As a multiplication question, this isn’t particularly interesting.

But one multiplication question mathematicians do find interesting may surprise you: What is the best way to multiply?

And what is the best way to multiply? The answer may surprise you! Find out by reading my latest column for Quanta Magazine, freely available here.

Barron’s SHSAT Prep Book

I’m excited to announce that the SHSAT Prep Book I co-authored for Barron’s has been published!

This book is designed to prepare middle school students for New York City’s Specialized High School Test (SHSAT). The SHSAT is the sole admissions criterion for entry into New York City’s specialized schools, which include Stuyvesant, Bronx Science, and Brooklyn Tech. The test is free, and every middle school student in the city is eligible to take it.

This new book reflects the recent changes to the content of the SHSAT, which was re-designed to better represent the standard 7th and 8th grade curricula. It includes an overview of all of the math and ELA content covered on the exam, as well as three complete practice tests.

The book was written with co-author Young Kim, and is currently available on Amazon and in Barnes and Noble stores in New York City.

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