For my non-math audiences:
Compute for me the following: 1+1-1+1-1-1. Did you get 0? If so, great!
Now compute for me the following:
1+1+1-1-1-1-1-1-1+1+1+1+1-1-1-1+1+1+1-1
This computation is probably a little trickier because there are way more terms involved. So perhaps some of you, instead of just adding and subtracting 1's, decided to count the number of +1's and count the number of -1's and you saw that if the number of +1's and -1's are the same, you get 0!
If you prefer to use some visual aids, say the +1's are blue blocks and the -1's are red blocks. The only way we get 0 is if the height of the blue blocks and the red blocks are the same.
Through my research, I seek to answer a similar question. If someone gives me a random combination of elements (like +1's and -1's), can I tell you when that combination is 0? If I always can, I've given you a solution to "The Word Problem." I seek to provide a nice solution to the Word Problem for groups known as Euclidean Artin Groups.
For my math audience:
In general, I enjoy the pleasant intersection of algebra, geometry and topology that I find in the field of Geometric Group Theory.
If you read the above, you can see that I've been thinking about the Word Problem for Euclidean Artin groups. In general, the word problem for Artin groups remains unanswered though progress towards solutions for certain types of Artin groups exist.
In particular, no "nice" solutions exist for Euclidean Artin groups. Recently, I've been looking at these solutions and attempting to create nicer solutions. Using topics and techniques like that of Garside structures and Stallings foldings, I am working to write a set of finite state automata that will serve as a solution to the word problem for a particular Euclidean Artin group.
I am currently working to evaluate the efficacy of a new upper-division Mathematics writing course that focuses on mathematical writing in the absence of explicit content.
I am also analyzing the efficacy of a voluntary, online, transition to mathematical proofs course that was designed to help transition rising Caltech freshmen to the rigors of the first-year Mathematics course.
I previously took part in research experiences that allowed me to explore the fields of computational algebraic geometry and numerical semigroups. The results of the latter experience can be found here.
In my journey through my post-secondary education, I've been lucky to be a part of 5 different bridge programs for all kinds of students at very different points in their academic careers. I helped to describe the effectiveness and outcomes of one such program here.