# Blog Archives

## A Possible Mathematical Theory Behind The Coming Cicada Infestation

The eastern United States is about to be overrun by billions of cicadas who will crawl out of the ground and create a deafening commotion. The interesting thing about their emergence is that they only come out every 17 years. Some scientists think that this is a coincidence, but the late Stephen Jay Gould, one of the major figures of evolutionary biology, postulated that the fact that this number is prime might not be an accident. He reasoned that if these periodical cicadas were to come out every, say, 12 years they would coincide with the emergence of predators whose life cycles are 1, 2, 3, 4, 6, and 12 years. Because their life cycle is 17 years, only predators with life cycles of 1 and 17 years coincide with the cicadas and it is easier for them to survive. In other words, periodical cicadas evolved to minimize their exposure to predators. You can learn more about this possible connection between number theory and biology in this Nature article and in a more detailed math paper [PDF] from the Courant Institute at New York University. Even if questions remain about the validity of this particular theory, it is an important reminder that purely mathematical ideas can provide fertile ground for scientific theories in any discipline.

## 12 Elementary Math Problems that Capture the Essence of Mathematical Thinking One of the most abused terms in mathematics education is problem solving. The term has been hijacked to mean anything from plugging numbers into the quadratic formula to repeating the same steps over and over again when calculating a derivative in calculus class. Neither of these activities could be further from the work of real mathematics, but what kind of problem solving constitutes true mathematical thinking? Alexandre Borovik and Tony Gardiner, both practicing mathematicians, provide a compelling answer in their paper: A Dozen Problems. These twelve problems are accessible even to elementary school students, yet they convey the archetypal paradigms of genuine mathematical thinking. The problems don’t require much mathematical background, certainly nothing beyond the regular school curriculum, but some of them require a good deal of mathematical sophistication. Most of these problems are part of the classical canon of math problems in Russian math literature and have been used in thousands of extracurricular math programs in Russia and the former Soviet Union. This paper is a good starting point if you’re interested in expanding your mathematical horizons beyond the regular school curriculum but are intimidated by difficult olympiad problems that require extensive extracurricular math knowledge.

(Photo credit: Kathy Cassidy)