Math

 
 

I like patterns and struggling through difficult problems to find insights. I prefer to dive deeply into a problem or concept to figure out why it works the way it does. As a result, I tend not to like most time-constrained competitions. I intend to study math and eventually earn my doctorate. I like sharing the wonderful world of math with other people through tutoring and teaching.

Courses

 
 

Stanford UniversitY

2022-2023

MATH 145 (Algebraic Geometry), CS 109 (Intro to Probability for Computer Scientists)

2021-2022

MATH 116 (Complex Analysis), CS 154 (Intro to CS Theory), MATH 193X (Polya Seminar/Putnam Preparation)

2020-2021

MATH 61CM, MATH 62CM, and MATH 63CM, MATH 120 (Groups and Rings), MATH 108 (Combinatorics)

Stanford University ONline High SchooL

2019-2020

University Partial Differential Equations and University Modern Algebra

2018-2019

University Complex Analysis and University Real Analysis

2017-2018

University Differential Equations, University Linear Algebra, University Logic, and University Number Theory

2016-2017

University Multivariable Integral Calculus and University Multivariable Differential Calculus

 
 
 

Research

 

A numerical semigroup is a subset of the nonnegative integers that contains 0, is closed under addition, and contains all but finitely many of the integers. For example, the semigroup <3,5> consisting of all nonnegtive linear combinations of 3 and 5 is the set of integers {0,3,5,6,8,9,10,...}. For any element n of S, we may define the Apéry set Ap(S;n) to be the set of minimal elements of S in each equivalence class mod n. This can be interpreted as a point in R^n. The Kunz cone is the region of R^n in which these points lie. The faces of the Kunz cone are indexed by posets on Z/nZ, which correspond to the poset on Ap(S;n) induced by a precedes b if b-a lies in S.

The semigroup T=a*S1+b*S2 is considered a gluing of two numerical semigroups S1 and S2 if a and b are non-generator elements of S2 and S1, respectively, and gcd(a,b)=1. We determined the Apéry sets and posets of gluings when the modulus is one of their minimal generators. Building on previous work, we found an injection of faces that takes faces from lower-degree cones into faces from higher-degree cones. Further work needs to be done to investigate when this injection fills the corresponding face of the higher-dimensional cone.

This research was done with Isidora Bailly-Hall (Grinnell College) under the mentorship of Chris O'Neill and Emily O'Sullivan (SDSU).

Characteristics of Glued Numerical Semigroups and the Kunz Cone


The Modular Distribution of Fibonacci-Type Sequences

Given some large positive integer modulus m, what is the distribution of the Fibonacci numbers modulo m? What about other sequences satisfying the Fibonacci recursion? Although this question is poorly-studied, a good deal is known about the periods of such sequences, which serves as a useful starting point. (The period of the Fibonacci sequence itself modulo m is known as the Pisano Period.)

A specific question in this direction is: given a fixed 0<δ<1/2, how many elements of the Fibonacci sequence (or a any Fibonacci-type sequence) are equivalent modulo m to an element of the interval [δm,(1-δ)m]? Initial numerical investigations indicate that particularly nice results may be obtainable for δ=1/3 and m a Lucas number, or a combination of both.


At the 2021 Stanford University Research in Mathematics (SURIM) program, our team studied the mixing time of the Chung-Diaconis-Graham (CDG) random process and its generalizations, with particular emphasis on the Fibonacci Random Generator.

Generate a sequence of integers modulo m by successively multiplying by 2 and adding either -1, 0, or +1 with equal probability 1/3 (all arithmetic is done modulo m). This is the CDG Process. The Fibonacci Random Process replaces multiplying by 2 with the standard recursive Fibonacci relation.

It can be shown that for all odd m and all m, respectively, the probability distribution of later elements in the CDG and Fibonacci Processes approaches the uniform distribution over all possible values modulo m. The question studied effectively amounts to: As you increase m (the modulus), how many times must you iterate the process to achieve the same closeness to uniformity (specifically, such that the Total Variation distance between the value’s probability distribution and the uniform distribution is sufficiently small).

We tackled both problems using a bounding method originally applied by Chung, Diaconis, and Graham involving discrete Fourier analysis. In addition to attempting to improve the bound, we also attempted to determine the potential limits of the bounding strategy in generous cases. The distribution of Fibonacci-type sequences modulo m, at present a poorly-understood subject, appears to play a large part.

The Fibonacci Random Generator and Fourier Analysis


Generalizing Collatz Sequences in 1 and 2 dimensions

Presenting my research at the 2018 Wolfram Summer Camp

Presenting my research at the 2018 Wolfram Summer Camp

I conducted research into the behaviors of 1- and 2-dimensional generalizations of the sequences discussed in the Collatz Conjecture, using the Wolfram Language to experimentally test different rules.

The original Collatz Conjecture states that, given any starting number n, if you repeatedly apply the rule "if n is even, divide by 2; if n is odd, multiply by 3 and add 1", you will eventually produce 1 as the output. For example, applying this rule repeatedly to 3 gives the sequence of values 3->10->5->16->8->4->2->1.

I generalized these sequences in 1 dimension by considering rules of the form "if n is even, divide by 2; if n is odd, multiply by a and add b", where a and b are arbitrary integers (note that setting a=3 and b=1 gives the original rule). I conducted a systematic examination of the resulting sequences for small values of a and b, and I found several interesting trends.

I generalized these sequences in 2 dimensions by considering complex integers. In my search for appropriate generalizations, I found two candidates, and created several visualizations of each.

I am currently working on expanding the scope of my research to include more extensive analysis of my 1-dimensional generalization and further investigation into the most appropriate generalization(s) to 2-dimensions.


Cultivating the Mathematical Trickster

In this paper, I examine studies and the work of math educators to argue that, in order to alleviate the current achievement gap in university math departments specifically and STEM in general, math departments need to focus more on treating students at all levels, particularly in lower-level or remedial classes, as prospective majors. This involves focusing on more than just acquiring the basic understanding of math needed to perform, but requires math departments to teach students to think like mathematicians. To lay out what this entails, I explore how this idea has been expressed by various educators in different ways, as “signature pedagogy,” teaching students that mathematics is a dynamic entity, or cultivating “mathematical tricksters.”


The Advantages of Axiomatic Systems

In this paper, I discuss the advantages of axiomatization and argue that it has a far greater role to play in mathematics, science, and philosophy than its best-known, traditional role of mere formalization of mature discoveries. In it, I explain the meaning of an axiomatic system and, in response to arguments against the utility of axiomatic systems, present counterarguments from several sources to show the soundness, creative potential, and efficiency of using axiomatic systems.


Math Modeling Competition 2017

I participated in the 2017 High School Mathematical Contest in Modeling (HiMCM) with a team of three other students. In a period of 36 hours, we produced a 31-page paper (40 pages with references and appendix). In the paper, we created a detailed potential design for a ski area on the Wasatch Peaks Ranch property and ranked our proposed ski area against existing North American ski resorts. Our design was subject to numerous constraints, particularly the desire for it to be capable of hosting the Winter Olympic Games. We were judged one of 25 Finalist teams out of the 369 who addressed this problem. A total of 938 teams participated in the contest.