Color Me Polynomial — Quanta Magazine

My latest column for Quanta Magazine highlights one of math’s most misunderstood objects: the polynomial. Polynomials may be the bane of an algebra student’s existence, but polynomials help us see the mathematical structure around us.

At some point in school you were probably asked to combine, factor and simplify polynomials. For example, you may remember that x² + 2xy + y² = (x + y)². That’s a neat algebra trick, but what is it actually good for? It turns out that polynomials excel at uncovering hidden structure, a fact Huh used to great effect in his proof. Here’s a simple puzzle that illustrates how.

My column explores how certain polynomials, called chormatic polynomials, can tell us about the structure of certain graphs, and vice versa. This intimate connection lies at the heart of some interesting results in graph theory, including some big theorems that were proved only recently.

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

NSTA STEM Forum

Next week I’ll be in San Francisco for the 2019 STEM Forum and Expo, hosted by the National Science Teachers Association. This annual conference brings together thousands of educators from around the world to talk about STEM education, share resources, and discuss outreach strategies.

As part of my work as an NCTM / NSTA National STEM Teacher Ambassador, I’ll be participating in an opening panel on STEM teaching on Thursday, and a Share-a-Thon of classroom resources on Friday. I’ll also be presenting “STEM Up Math Class with Computing”, which relates to my work integrating computer science into math class.

You can learn more about the STEM Forum here, and see the full program of events here.

Related Posts

How Geometry, Data and Neighbors Predict Your Favorite Movies — Quanta Magazine

My latest column for Quanta Magazine makes a connection between high school geometry and recommendation engines used by companies like Netflix.

Adrienne is a Marvel movie fanatic: Her favorite films all involve the Hulk, Thor or Black Panther. Brandon prefers animated features like Inside Out, The Incredibles and anything with Buzz Lightyear. I like both kinds, although I’m probably closer to Adrienne than Brandon. And I might skew a little toward Cora, who loves thrillers like Get Out and The Shining.

Whose movie preferences are closest to yours: Adrienne’s, Brandon’s or Cora’s? And how far are your cinematic tastes from those of the other two? It might seem strange to ask “how far” here. That’s a question about distance, after all. What does distance mean when it comes to which movies you like? How would we measure it?

Using the perpendicular bisector–an elementary and underappreciated idea from high school geometry–we can carve up abstract data spaces into regions that can be fruitfully compared and contrasted. And knowing which region you lie in, and whom you are closest to, can help make predictions about your preferences.

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

Where Proof, Evidence, and Imagination Intersect — Quanta Magazine

My latest column for Quanta Magazine explores the role that evidence plays in mathematics, a field better known for its reliance on logical proof.

For example, do you know the next term in this sequence?

1, 2, 4, 8, 16

You might be surprised!

“Mathematics has a long history of defying expectations and forcing us to expand our imaginations. That’s one reason mathematicians strive for proof, not just evidence. It’s proof that establishes mathematical truth. All available evidence might point to 32 as the next number in our sequence, but without a proof, we can’t be certain.

Some simple examples involving high school math show how evidence can lead us toward proof in mathematics, but can also lead us astray if we aren’t careful. You can learn more by reading the article at Quanta Magazine, which is freely available here.

Critical Issues in Mathematics Education at MSRI

Next week I’m heading to the Mathematical Sciences Research Institute (MSRI) in Berkeley, CA to participate in the 2019 Critical Issues in Mathematics Education (CIME) conference.

CIME brings together academics, researchers, industry partners, and teachers to discuss important issues in education. The theme of this year’s conference is mathematical modeling in K-16 education. Here’s a summary of the goals from the conference website.

The CIME workshop on MM will bring together mathematicians, teacher educators, K-12 teachers, faculty and people in STEM disciplines. As partners we can address ways to realize mathematical modeling in the K-12 classrooms, teacher preparation, and lower and upper division coursework at universities. The content and pedagogy associated with teaching mathematical modeling needs special attention due to the nature of modeling as a process and as a body of content knowledge.

I’m proud to be representing K-12 teachers as well as Math for America at this year’s CIME, where I will be presenting as part of the conference’s opening panel along with Jo Boaler, Ricardo Cortez, and Maria Hernandez.

A full schedule and list of speakers is available at the CIME conference website.

UPDATE: The full video of our panel discussion can be seen here.

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