Yesterday I found out that my first research paper, coauthored with Cameron Wickham at Missouri State University, was accepted for publication in Communications in Algebra. The work that resulted in that paper was my first experience with a serious research project, and so I’m feeling pretty good today.
While this experience is still fresh on my mind, I’d like to sit down and reflect on a few things I’ve learned about the process of doing research in mathematics. The details of the project aren’t important here- I’m writing about research, not the project. Of course all of this is coming from one young person’s limited experience, and your mileage may vary.
- REU (Research Experience for Undergraduates) programs are a fantastic idea. I got involved with research at an REU my first summer out of college. In case you aren’t familiar with REUs, they are like super math camp for adults. They are usually a two month summer program that brings together undergraduate students from all over to work on a handful of research problems with faculty. An REU is to mathematicians what an internship is to other professionals; it allows you to see what the work is like before committing yourself to the career. That REU was where I met Cameron Wickham and this research project started.
- Research is an incredibly effective way to learn a lot in a short amount of time. Mathematics tends to be a pretty dry subject. Trying to just read through a book is, except for a select few, not an effective way to really grok mathematics. Even taking a class can only help you so much. But having a problem to work on really makes the material come alive. You wouldn’t try to learn to draw without drawing, or to write without writing. In the same way, I don’t think you can really learn mathematics without doing mathematics.
- It’s very important to know other researchers in (and out of!) your area. I learned this from my advisor and coauthor, since he was the one with all the contacts. At least three of the papers that our results relied on were unpublished at the time we were writing; we got them as preprints directly from their authors. If we had had to wait for these results to be published, it would have set us back by up to a year, maybe more. In this respect the internet is a great tool for bringing together people in relatively small and widely spread out communities. But you already knew that.
- Research is far more fulfilling than class work. There is no comparison. As a not-yet-Ph.D.-candidate grad student, I still have to take classes that involve sitting in a room with a dozen other people, silently listening to lectures, and handing in homework assignments. Having tasted research, I’m having trouble with this more passive mode of learning. Research requires you to interact with material, to be critical and to ask questions in lots of directions at once, even questions that (gasp!) go beyond the scope of the course. Believe it or not, research trains you to evaluate theorems based on their usefulness. Not every teacher appreciates this in class. Fellow students don’t always appreciate this, either. In class, you’re always learning stuff that was nailed down in the past. Sometimes a long time in the past. But with research you’re trying to beat down new paths, and every once in a while, for a brief moment, you learn some little thing that probably noone else in the world knows. It really makes you feel like an explorer, and the great thing is that the more you learn, the more questions you have. The frontier will never be completely conquered. Don’t get me wrong; classes are important. They’re just not nearly as much fun.
- The initial investment of time is steep, but your effort compounds. This project took a year and a half to go from choosing the goal to submitting the manuscript. Granted, in that time I had to get up to speed on a lot of commutative algebra, was a grad student, taught a couple of classes, moved to another state, bought a house, and had a baby (well, my wife did). So it wasn’t a year and a half of solid work. But still, that’s a long time to stay focused on a goal. But now I have several ideas for where the research can go in the future. In fact Cameron and I have already started working on a second paper, which is progressing much more quickly than the first due to the experience we gained.
- You will experience false starts, bad ideas, and embarrassment. But it doesn’t matter. I can’t even remember how many wrong ideas I had while working on this project. I would rush into a meeting one week with a new idea, only to have to admit the next week that it didn’t work. Several times I completely misunderstood some fundamental thing, and my advisor would discreetly try to convince me that I was wrong. The important thing is to be able to honestly recognize when you are wrong and fix it.
To conclude, I would strongly recommend that undergraduate math students give research a try. I’ll be honest- it’s not for everyone. Not all students thrive in that kind of ambiguous and open ended setting. But if you enjoy it, research is a very rewarding activity.


























