Category: Math Circle

  • Uniqueness of Factorization

    A few days ago I came across a proof of the Fundamental Theorem of Arithmetic (aka Unique Factorization) in Courant and Robbin’s What is Mathematics that I hadn’t seen it before. I liked it enough to learn it.

    Then another surprise – I saw it again yesterday in Primes and Programming by Peter Giblin, a book that Larry Zimmerman had recommended to a student from the summer high school program.

    The usual proof that I know is based on Euclid, and basically is a proof by Strong Induction. This new proof is by the Principle of Least Element. So the key is to suppose that unique factorization fails, and to reason about the least positive integer \(N\) that has more than one factorization into primes. Even though we’ll show this number doesn’t exist, we can deduce lots of information about it!

    First, some notation. Let’s say that two distinct prime factorizations of \(N\) are

    \[\text{(1)}\qquad N = p_1 p_2 \dots p_r \text{ and } N = q_1 q_2 \dots q_s\]

    Of course, we’ll arrange the primes in non-decreasing order, so that in particular, \(p_1\) and \(q_1\) are the smallest primes in those factorizations.

    The other primes don’t take a big role in what comes next, so let’s write \(P = p_2 \dots p_r\) and \(Q = q_2 \dots q_s\), so that we have

    \[N = p_1 P = q_1 Q.\]

    The first observation is that \(p_1\) and \(q_1\) are different primes, otherwise if they were equal, we could factor them off and then \(N/p_1 = P\) would be a smaller positive integer with two distinct prime factorizations.

    Now that that’s done, let’s assume without loss of generality that \(p_1 < q_1\), and we’ll form a new number:

    \[\text{(2)}\qquad M = (q_1 – p_1) Q\]

    By equation (2), it’s clear that \(M\) is a positive integer that is less than \(N\), and therefore does factor uniquely into primes. Now we rewrite \(M\) as follows:

    \[M = (q_1 – p_1) Q = q_1 Q – p_1 Q = N – p_1 Q = p_1 P – p_1 Q = p_1 (P – Q)\]

    That is, \[\text{(3)}\qquad M = p_1 (P – Q)\]

    We’re almost there. Note that because of equation (3), the prime \(p_1\) is a prime factor of \(M\). Now consider the factorization of \(M\) given in equation (2). Since we were careful to list the primes in non-decreasing order, \(p_1\) can’t be any of the primes in \(Q = q_2 \dots q_s\), and so it must be a factor of \((q_1 – p_1)\). Suppose that \((q_1 – p_1) = p_1 t\). Then solving for \(q_1\), we find that \(q_1 = p_1 (t+1)\). And this is a contradiction, since then \(q_1\) would not be a prime number!

  • A brief 4,000 year history of Diophantine Equations

    I filled in for a NY Math Circle class over the weekend. Since the topic was Primitive Pythagorean Triples, I had a blast. I also shared the following outline with the students. Each item is full of wonderful mathematics and anecdotes!

    Plimpton 322, a Babylonian cuneiform tablet @ Columbia University. From 1900BCE – 1600BCE, and allegedly includes the Pythagorean triple (12709, 13500, 18541).

    Pythagoras was born ca 580BCE on the island of Samos. Famous quote: “All is Number”. His proof of the theorem that bears his name involved cutting up a square of side a+b and rearranging the pieces.

    Proclus (5th century CE) credits Pythagoras with the formula (2n+1, 2n^2 + 2n, 2n^2 + 2n + 1) of (necessarily) primitive pythagorean triples where the hypotenuse is 1 more than one of the sides. Proclus also credits Plato with the formula (2n, n^2 – 1, n^2 + 1) where the hypotenuse is 2 more than one of the sides. (For what n is this primitive?)

    Euclid of Alexandria (born 365 BCE) is famous for the 13-book Elements. The Theorem of Pythagoras is Book I, Proposition 47. Analysis on Primitive Pythagorean Triples appears as Lemma 1 “To find two square numbers such that their sum is also a square” in Book X, just before Proposition 29.

    By the way, Elisha Scott Loomis, an early 20th century mathematician, published The Pythagorean Proposition, which has 370 proofs of the theorem, and not a single one used trigonometry. This was republished in 1968 by the NCTM.

    Diophantus of Alexandria (200CE – 298CE) is famous for his book Arithmetica. He sought integer (and perhaps rational too?) solutions to algebraic equations. The term Diophantine Equation typically refers to equations where we seek positive integer solutions.

    Fermat (1608CE – 1665CE) wrote in the margin of his copy of Arithmetica that there are no integral values of x, y, z so that x^n + y^n = z^n if n > 2.

    Andrew Wiles of Princeton University announced a proof in 1993 of Fermat’s Last Theorem, after working in secret for 7 years. An error was found in his proof, which was salvaged in 1994. Wiles’ proof was published in 1995.

    Jumping back to 1900, David Hilbert asked mathematicians at the International Congress of Mathematicians to devise a method to determine whether a Diophantine equation has solutions. This is known as Hilbert’s 10th Problem.

    Julia Robinson (1919-1985) was a Californian mathematician who worked on Hilbert’s 10th problem for decades, from the 1940s until final achieving a solution (in joint work with Martin Davis, Hilary Putnam, Yuri Matiyasevich and others) in 1970. In general, there is no such algorithm!

    Mirroring the Hilbert Problems of 1900, the Clay Institute of Mathematics issued the Millennium Problems in 2000.

  • AP Classes Are a Scam

    I heard about the following Atlantic article from @stevenstrogatz : October 13th, AP Classes Are a Scam which I found quite interesting.

    I thought much the same in those years when I taught a lot of freshman Calculus. My main observations were that

    1. Most students who had taken AP Calculus in High School had to take the Calculus sequence anyway, and resented that they had to essentially repeat a course.
    2. Students who had not taken AP Calculus in High School felt intimidated that they were in class with students who had, and felt completely inadequate.
    3. As a result, the AP students barely worked at all, since they had a superficial knowledge of Calculus, while the non-AP students worked very hard.
    4. Since AP Calculus is not college level Calculus, the effects were clear by midterms: the AP students had fallen too far behind, and the non-AP students were learning the material, and starting to enjoy it.
    5. I suspected that there were other, successful AP students, who weren’t in my class, and never took another math class in their lives. Thus, some of the most enthusiastic math students at the high school level were diverted out of the math major, since they saw Calculus as the final math class.

    So why did I come away with the impression that AP Calculus, presented as the highest level math class one could take in college, was essentially a terminal math class, serving to prevent bright and hard-working high school math kids from continuing in mathematics?

    I’ve come to understand this more in the contrast between acceleration and enrichment. Our educational system emphasizes acceleration, and works hard to move kids rapidly through material. There are a lot of incentives for this, like granting college credit. An alternative is to enrich the curriculum, and allow students to go deeper into the material.

    When I was in high school, I used math team to enrich my studies, as well as my own mathematical reading of fantastic authors like Martin Gardner. I don’t think I ever earned an academic credit for this enrichment, but it was profoundly enjoyable, and directed me into mathematics. I did benefit from acceleration as well, but my most memorable mathematical moments were from some inspirational math enrichment.

    So, why do we bother with AP courses? I think our students would benefit greatly if a similar amount of resources were invested into academic enrichment. I’d love to see after-school math circles, math clubs and math teams in every school, and I can imagine similar enrichment in other subjects.

  • Remembering Mr. Geller

    Richard Geller at Stuyvesant, November 3, 2009
    Richard Geller at Stuyvesant, November 3, 2009

    I first met Mr. Geller in the mid-80s when I was a high school student. My Stuyvesant math team friends snuck me into the math team practice one morning, and Mr. Geller was the math team coach. Although he enjoyed a reputation for being quite strict, he made an exception in my case and I felt welcome.

    When I found myself working in New York starting in 2006, I met Richard again at the New York Math Circle. Richard attended every teachers class, and I pretty much did too.

    I took this photo of Richard at Stuyvesant High School just two years ago at the annual math team coaches workshop.  Mr. Geller was there early, and welcomed everyone. I was there to run a middle school math teachers’ circle with the New York Math Circle, and Richard was the one who had invited us in and arranged for the room.

    Richard was diagnosed with a melanoma cancer last year, and died on November 1, 2011 at about 1pm. (11/1/11 1pm). He will be missed. In a recent message, his widow, Barbara, wrote that

    In lieu of flowers, contributions can be made to a scholarship fund at Stuyvesant High School set up in Richard’s name. Checks can be made out to Richard B Geller Memorial Scholarship for Mathematics and sent to Barbara Geller, 50 West 97th Street #11T, New York, NY 10025.

    Here is further reading:

    New York Times article: Stuyvesant Students Mourn a Math Teacher Who Was No. 1

    The Stuyvesant Spectator article: Richard Geller: The Lifelong Mathematician

    Riverside Memorial Chapel: Richard Geller (August 20, 1946 – November 1, 2011)

  • Gathering 4 Gardner

    This year’s G4G, or Gathering for Gardner, Celebration of Mind II, falls on Friday, October 21. This is the second G4G since Martin Gardner passed away on May 22, 2010, and the G4G is intended to celebrate his life and work.

    Martin Gardner

    You can find a nearby celebration here: http://www.g4g-com.org/

  • Bard Math Festival Resources

    One of my greatest accomplishments in the 2010-2011 school year was to organize the Bard Math Festival and the Pi Day Celebration with my MAT math students and my colleague Ben Blum-Smith.

    Each of the MAT students (we call them “candidates”) selected several possible math activities, and an ongoing activity over each quarter was refining the selection, and developing and polishing the lesson. The format was simple – one math experience for 4 or 5 students in 10 minutes.

    Here are some electronic resources that we found very helpful. I plan to list some print resources and other sources of inspirational math activities in later posts.

    What are your favorite math activity resources? Please leave a comment!

    Math Delights – Resources collected by Nancy Blachman
    http://mathdelights.org/

    Galileo.org Educational Network – Math Fairs in Alberta, Canada!
    http://www.galileo.org/math/puzzles.html
    http://www.galileo.org/math/

    ThinkFun – Amazing educational games and puzzles
    http://www.thinkfun.com/
    http://www.thinkfun.com/mathcounts/thinkfun-mathcounts-games

    Math Circle Problem Collection from the National Association of Math Circles
    http://www.mathcircles.org/content/math-circle-problem-collection

    National Council of Teachers of Mathematics (NCTM) – some interesting lessons.
    http://www.nctm.org/

    Other resources:

    NCTM: Family Math Nights, Andrea Lachance
    Teaching Children Mathematics, April 2007

    Marilyn Burns, About Teaching Mathematics, a K-8 Resource

    Family Math, Jean Kerr Stenmark, Virginia Thompson and Ruth Cossey

    Solve This! by Jim Tanton

    Math Forum Teacher Exchange, a collection of math rich lessons, organized by grade band math strand.

  • Teachers’ Math Circle Talk at Math Fest

    Photo Credit: Rusty Rogers




    I’m excited to announce that I’ll present the demonstration Teachers’ Math Circle Class at MathFest!

    For those not in the know, MathFest is the biggest and best national summer math conference, organized by the Math Association of America (MAA). There will be many activities sponsored by the Special Interest Group on Math Circles for Students and Teachers (SIGMAA-MCST) including two contributed papers sessions, a math wrangle and demo classes for students and teachers.

    My demonstration class will be my talk on Nim and Jim, which I blogged about here in April. Every time I presented this activity about impartial games it gets better and more interactive. So if you’ve seen it before, you’ll have a lot of fun, but if you’ve never seen it, then you’re guaranteed to have a great time!

    MathFest this year is August 4-6 in Lexington, Kentucky.
  • Always be Prepared

    Back in April, I wrote about Math Circles and Safety, and a large part was inspired by Brandy Wieger’s presentation at the Math Circles on the Road 2011 conference in Houston. You can now watch her talk here:

    This is one of the videos recently posted by The National Association of Math Circles. Check out their YouTube channel here: MathCircles.

  • Jim and Nim

    I presented my talk “Jim and Nim” yesterday at the Bard Math Seminar, and managed to fill the house.


    My introduction actually extended over two days, as I visited math and CS classes on Wednesday and Thursday and personally invited students to my talk. This was really fun, and I got to meet some of Bard’s amazing undergraduates. I teased them with the Magic Birthday Trick:

    Have you seen this?

    1. Identify the boxes that contain the day of the month that you were born. (For example, I was born on the 18th, and the number 18 appears only in the two boxes on the right.)
    2. Add up the numbers in the top left of each box that includes your birthdate. (For me, that’s 2 + 16.)
    3. The sum is mathemagically your birthdate.
    4. Share in the amazement!

    Here’s a picture that I used to explain why this trick works. I’ll leave it to you to puzzle it out!

    Another teaser I shared is the game I call 21-Nim. Start with 21, and on your turn you subtract 1, 2 or 3. The first person to reach 0 is the winner.  (My MAT student Kristen used this at our Pi Day Celebration for the students at 345 Brook Avenue in the Bronx.) What’s interesting here is the set of losing numbers, and I challenged the Bard students to find them. In a losing position, the next player will lose, if her opponent plays correctly. Can you find the losing positions?

    We didn’t play 21-Nim during my talk, but we did play the classic game of Nim, with Teddy Bears:

    Here’s a picture of me, getting ready to hand out the teddy bears.
    (This amazing photo is by Rusty, who was visiting Bard with his son Kyle the day of my talk.)

    The Game of Nim
    This is the real game of Nim, whose winning strategy was first described and proved in a math research paper published in 1901. The game starts with several piles of counters. Players alternate moves: on your turn, select a pile and remove at least one counter from that pile. You win if you take the last counter from the last pile. That is, the last player with a legal move wins. If you know the set of losing positions, then you know the winning strategy! 


    Strategy
    I had the participants play a few games of Nim, just to get the feel of the game and to start identifying the losing and winning positions. The amazing thing about impartial combinatorial games is that in each game position (with a finiteness condition) there must either be a winning strategy for you, or your opponent has a winning strategy. I call these two possibilities Winning and Losing positions (the standard notation from Winning Ways is N and P positions), which brings up a natural opportunity to use quantifiers:
    • If you are in a Losing position, then EVERY move you make leads to a Winning position for your opponent.
    • If you are in a Winning position, then there EXISTS a move that leaves your opponent in a Losing position.
    I represented this in the following diagram:


    Jim
    Did I mention that I invented a Nim-type game that I call “Japheth’s Nim”, or Jim for short? One day in February 2011, I was running around Prospect Park in Brooklyn and thinking about how to motivate the strategy for Nim. Halfway around the park, I realized that a visual representation of the binary number strategy could be described independently of its connection to binary numbers and exclusive OR. I used the rest of my run to figure out just how to describe a Nim move visually in binary, which resulted in the game of Jim.
    A Jim game starts with  several rows of red and yellow tokensPlayers alternate moves: select a row, and change one or more tokens (yellow to red or red to yellow). The first token to be changed (from the left) must be yellow (but does not need to be the leftmost yellow token). The last player with a legal move wins. Equivalently, if you only see red tokens, then you’ve just lost! 
    Here’s a 3-row Jim game:

    Can you explain why this is a Losing position?
    One of the most exciting parts of the talk was at the end, when I revealed the connection between Jim and Nim with this slide:

    Well, you might have had to be at my talk for this to make sense. Please leave a comment below to describe how Nim and Jim are related!

  • Bard Math Circle in the News (bring your kids!)

    Dear Friends,

    The Bard Math Circle made the front page of today’s Daily Freeman with a story about our math outreach activities at the Kingston Library. COUNTING ON FUN: Math Circle at Kingston Library takes middle school kids beyond boring basics (video) (Monday, January 17, 2011) http://dailyfreeman.com/articles/2011/01/17/news/doc4d33674c5f430298712442.txt 

    The Bard Math Circle meets twice per month at the Kingston Library with a program of math and logic games, problem solving and hands-on math activities, designed for middle school math students. Everyone is welcome! The next meeting will be on Saturday, February 12, 1-3pm.

    The Bard Math Circle was previously featured here:

    Las Noticias: Por el amor a las matemáticas (Wednesday, October 06, 2010)

    and in our La Voz: Círculo de matemáticas en Kingston (Agosto 2010)


    What is the Bard Math Circle?

    The Bard Math Circle, which targets middle school and elementary school students in the Mid-Hudson Valley, was formed in 2007 by Bard College Professors Lauren Rose and Japheth Wood. The Bard Math Circle is run jointly by students, under Bard’s Trustee Leader Scholar Program (http://inside.bard.edu/tls/), and math faculty at Bard College. Student leaders have included Shelley Stahl, Ezra Winston, Elias Halloran and currently Jackie Stone. Outreach activities have focused on Kingston and Tivoli.

    In the summer of 2010, Bard hosted the New York Math Circle’s Summer Workshop 2010 for teachers (http://nymathcircle.org/2010workshop). I brought (primarily NYC) middle school math teachers to Bard for a week-long residential math immersion experience. The workshop sessions were led by Bard math professors, and instructors from the New York Math Circle and the Albany Area Math Circle. The 2011 workshop, which is scheduled for the week of July 25-29, will welcome both middle school and high school math teachers to Bard.

    The New York Math Circle was featured recently in the news on NY1, “NYC’s 24-hour Newschannel on the web”:
    Bonus Curriculum Is Greatest Common Factor For Local Math Masters (12/26/2010)

    Please let me know if you would like to participate in any of these activities!

    Thanks,

    Japheth Wood, PhD
    Mathematics Faculty
    Bard MAT Program



    “If you can’t solve a problem, then there is an easier problem you can solve: find it.”
    -George Polya