Earlier this week, I had the opportunity to give a guest lecture in @ClaudioJacobo& #39;s math history course.

I wanted to take some time to share why this was so important to me.

A 10 tweethttps://abs.twimg.com/emoji/v2/... draggable="false" alt="đŸ§”" title="Thread" aria-label="Emoji: Thread">on math, history, and math history.

(1/10)
Claudio asked me to come talk about solving polynomials - if you know my mathematics, you know this is where I live.

We talked about:
-) Geometry and solutions of generic quadratic
-) Tschirnhaus transformations
-) Abel& #39;s theorem

(2/10)
But we also talked about how we can still solve generic polynomials of higher degree!

I started with the solutions of the quintic due to Bring and Klein and how you can derive them (and their relationship with one another) from the icosahedron and geometry.

(3/10)
I gave a brief, informal introduction to essential dimension and resolvent degree (mostly so that if they were interested, they would know the key words to search later).

We then talked about Hilbert& #39;s conjectures and the (notably sparse!) literature....

(4/10)
... which led to our discussion of history and how math does not operate independently of the rest of humanity.

Content warning: This is where we need to talk about Nazi mathematicians.

(5/10)
A lot of work in this area was done / led by Klein and Hilbert and part of the tradition of research at Göttingen.

Large parts of this tradition were destroyed by Nazi mathematicians.

(6/10)
We talked about how there were a LOT of Nazi mathematicians.

This is a sample of just some Nazi mathematicians and mathematical terms named after them that the current mathematical community still uses.

(7/10)
Inspired by this thread ( https://twitter.com/ProfKinyon/status/1339434615623143424?s=20">https://twitter.com/ProfKinyo... ) of @ProfKinyon, we talked about how inaction against the status quo is decidedly an action.

(8/10)
I told them that, at the end of the day, I don& #39;t really care about the time gap in the literature.

I do care about the lives that were destroyed.

And this is just one small snapshot of what was happening at the time.

(9/10)
The students participated a lot and they asked great questions at the end, like "How did you learn about this stuff?" and "How do your math research and math history interact?"

Up-and-coming mathematicians deserve to know what our history looks like.

(10/10)
P.S. The students were also excited about my research (not specifically featured in this thread) and asked me to share it with them when publicly available.

This meant a lot to me and I can& #39;t wait to share it with them! (I& #39;ll share it with you too, Twitter, but not now)
P.S.S. The handwriting style of my slides (which also got nice compliments!) was inspired by slides of @MarissaKawehi (although I am not claiming that mine look as good as hers)
You can follow @Alex_Does_Math.
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