The Math Doctor Is In

07/28/2026

𝗔𝗽𝗹𝗶𝗰𝗮𝘁𝗶𝗼𝗻𝘀 𝗮𝗿𝗲 𝗻𝗼𝘄 𝗼𝗽𝗲𝗻 𝗳𝗼𝗿 𝘁𝗵𝗲 𝗦𝘂𝗺𝗺𝗲𝗿 𝗦𝗲𝗺𝗶𝗻𝗮𝗿 𝗶𝗻 𝗔𝗱𝘃𝗮𝗻𝗰𝗲𝗱 𝗠𝗮𝘁𝗵𝗲𝗺𝗮𝘁𝗶𝗰𝘀: 𝗔 𝗚𝘂𝗶𝗱𝗲𝗱 𝗗𝗶𝘀𝗰𝗼𝘃𝗲𝗿𝘆 𝗘𝘅𝗽𝗲𝗿𝗶𝗲𝗻𝗰𝗲!

This August, I'll be leading a one-week online summer seminar for high school students who are passionate about mathematics.

📖 𝗦𝘂𝗺𝗺𝗲𝗿 𝗦𝗲𝗺𝗶𝗻𝗮𝗿 𝗣𝗿𝗼𝗴𝗿𝗮𝗺 𝗗𝗲𝘀𝗰𝗿𝗶𝗽𝘁𝗶𝗼𝗻
https://docs.google.com/document/d/1pvsqISBpOVlGLIOScFtWfDdrxlHl-ObaC4jBLaVtpH0/edit?tab=t.0

📄 𝗦𝘂𝗺𝗺𝗲𝗿 𝗦𝗲𝗺𝗶𝗻𝗮𝗿 𝗔𝗽𝗽𝗹𝗶𝗰𝗮𝘁𝗶𝗼𝗻
https://docs.google.com/forms/d/e/1FAIpQLSfpvlX_PFxwJN53d8wOVABC0a-lSJRBrG_NT4yZHuNPPmoaMw/viewform

🧩 𝗠𝗮𝘁𝗵𝗲𝗺𝗮𝘁𝗶𝗰𝗮𝗹 𝗔𝗽𝗽𝗹𝗶𝗰𝗮𝘁𝗶𝗼𝗻 𝗣𝗿𝗼𝗯𝗹𝗲𝗺
https://drive.google.com/file/d/1yi0nk09QxFlT6hFf2YhAJvfWWdZeAEep/

Enrollment is limited to just eight students through a competitive admissions process. Students are selected based on their completed application and their solution to the mathematical application problem. Limiting enrollment to eight students creates an environment where collaboration, discussion, and mathematical discovery can flourish.

My inspiration for this program came in part from my experiences as a student at the Ross Mathematics Program, later as a counselor at Ross and PROMYS, as an instructor at COSMOS, and as a former Visiting Assistant Professor of Mathematics at Queen's University. Those experiences convinced me that students learn mathematics most deeply when they have opportunities to explore, struggle productively, exchange ideas, and make discoveries for themselves.

Rather than emphasizing memorization or racing through a curriculum, this seminar is designed to give students the experience of thinking like a mathematician.

Throughout the week, students will explore a carefully chosen selection of mathematical ideas and problems drawn from topics including quaternions, group theory, the Fibonacci sequence, the Golden Ratio, continued fractions, elementary number theory, and dynamical systems. They will formulate conjectures, test examples, discover surprising connections, and develop rigorous mathematical arguments in a collaborative and supportive environment.

𝗣𝗿𝗼𝗴𝗿𝗮𝗺 𝗜𝗻𝗳𝗼𝗿𝗺𝗮𝘁𝗶𝗼𝗻

📅 𝗗𝗮𝘁𝗲𝘀: August 10–14, 2026

📐 𝗜𝗻𝘀𝘁𝗿𝘂𝗰𝘁𝗼𝗿: Dr. Richard Gottesman

💻 𝗙𝗼𝗿𝗺𝗮𝘁: Online (Five live group sessions and one private one-on-one session)

🕔 𝗟𝗶𝘃𝗲 𝗦𝗲𝘀𝘀𝗶𝗼𝗻𝘀: Monday–Friday • 5:00–7:00 p.m. EDT

🧮 𝗘𝗻𝗿𝗼𝗹𝗹𝗺𝗲𝗻𝘁: Competitive admission (limited to 8 students)

𝗧𝘂𝗶𝘁𝗶𝗼𝗻 & 𝗔𝗽𝗽𝗹𝗶𝗰𝗮𝘁𝗶𝗼𝗻 𝗗𝗲𝗮𝗱𝗹𝗶𝗻𝗲𝘀

📚 𝗘𝗮𝗿𝗹𝘆-𝗕𝗶𝗿𝗱 𝗔𝗽𝗽𝗹𝗶𝗰𝗮𝘁𝗶𝗼𝗻 𝗗𝗲𝗮𝗱𝗹𝗶𝗻𝗲: August 2, 2026

📚 𝗘𝗮𝗿𝗹𝘆-𝗕𝗶𝗿𝗱 𝗧𝘂𝗶𝘁𝗶𝗼𝗻: $800

📚 𝗥𝗲𝗴𝘂𝗹𝗮𝗿 𝗔𝗽𝗽𝗹𝗶𝗰𝗮𝘁𝗶𝗼𝗻 𝗗𝗲𝗮𝗱𝗹𝗶𝗻𝗲: August 6, 2026

📚 𝗥𝗲𝗴𝘂𝗹𝗮𝗿 𝗧𝘂𝗶𝘁𝗶𝗼𝗻: $900

Applications are reviewed on a rolling basis, and students are encouraged to apply early.

If you know a student who would benefit from this experience, I'd be grateful if you shared this post.

What former students have shared about learning mathematics with me:

“I had the pleasure of having Professor Richard Gottesman as my teacher for a four-week intensive course in Number Theory. As someone who was going into Number Theory completely new, I really appreciated Professor Gottesman’s care in making sure each individual student understood the theorems and proofs we were examining. Thanks to his approachability and accessibility, I was always able to get extra support when I needed it. Aside from gaining an extremely solid foundation in mathematical logic and problem solving, I was also greatly inspired by Professor Gottesman’s personal enthusiasm for the beauty of math. Overall, the curriculum was well-planned and engaging, and his class was an enriching experience.”

— Doris Chiang, former student, now studying Computer Science at UC Berkeley

“Richard is truly a great instructor and professor. I am currently a freshman at Stanford, and I had the privilege of having him as my instructor for a four-week summer program. To be honest, this is when my passion for math started. The way Richard explained concepts and guided me through problems, as well as the final research project, was simply unique, and I truly admire his passion for all types of math.”

— Kaka Zhang, former student, now an undergraduate student at Stanford University

𝗖𝗼𝗻𝘁𝗮𝗰𝘁 𝗗𝗿. 𝗥𝗶𝗰𝗵𝗮𝗿𝗱 𝗚𝗼𝘁𝘁𝗲𝘀𝗺𝗮𝗻

📧 𝗘𝗺𝗮𝗶𝗹: [email protected]

🔗 𝗟𝗶𝗻𝗸𝗲𝗱𝗜𝗻: https://www.linkedin.com/in/richardgottesman/

I am a PhD mathematician, mathematics educator, and tutor who works closely with students… · Experience: Richard Gottesman · Education: University of California, Santa Cruz · Location: Great Neck · 500+ connections on LinkedIn. View Richard Gottesman, PhD’s profile on LinkedIn, a professiona...

05/30/2026

Today I completed a HYROX relay in New York City with one of my former students, his brother, and their dad.

A day before the event, they texted me asking if I could step in because one of their teammates was unable to participate. I had not been training for this event, but I knew I wanted to be on their HYROX team. I immediately said yes.

I was moved by the way they treated me. They picked me up so we could drive into the city together, and from the beginning of the day I felt like part of the team.

My stations were the SkiErg and the burpee broad jumps. The burpee broad jumps were brutal.

After I finished them, I raced to tag in my teammates. As I ran, I noticed the New York City skyline in the background. In that moment, I felt drained but also content.

Before the race, I shared some tips with my former student about the sandbag lunges.

I smiled a bit when I noticed he was really listening to another one of my lessons—this time on sandbag lunges.

Later, he told me that he really dug deep to complete the sandbag lunges.

It took a lot of heart, and I felt proud of him.

One of the things I value most about education is the relationships that develop over time.

What began as mathematics lessons eventually led to us tackling a HYROX relay as teammates.

Of course, I wore a π T-shirt.

My former student didn't even blink when he saw it. At this point, I think he expects it.

Send a message to learn more

05/25/2026

𝗜𝗳 𝗔𝗜 𝗰𝗮𝗻 𝗲𝘅𝗽𝗹𝗮𝗶𝗻 𝗺𝗮𝘁𝗵𝗲𝗺𝗮𝘁𝗶𝗰𝘀, 𝘄𝗵𝘆 𝘄𝗼𝘂𝗹𝗱 𝗮𝗻𝘆𝗼𝗻𝗲 𝗵𝗶𝗿𝗲 𝗮 𝘁𝘂𝘁𝗼𝗿?

Recently, I asked one of my students that question.

He replied:

"I think AI often gives long 'big picture' explanations but also uses really strange wording sometimes that is fluffy and doesn't really get to the point of the understanding. When it comes to explanations, when we work together not only do you give pretty good direct feedback but you also get straight to the point and don't have that AI fluff."

I actually think AI is an extraordinary learning tool. I use it myself.

But his response reminded me that learning is about more than having information.

A student may not just need another explanation.

They may need direct feedback.

Or to be asked the right question.

Or they may benefit from having someone help them make sense of what is confusing them.

They need encouragement.

And they need to be challenged.

Perhaps most importantly, they grow the most when they have someone who understands what it is like to struggle with learning something new and is genuinely invested in their progress.

If your child is looking for support in mathematics this summer—whether for tutoring, SAT/ACT preparation, enrichment, research advising, contest preparation, college essay coaching, or simply building confidence and understanding—feel free to send me a message.

Send a message to learn more

05/18/2026

One of the most memorable experiences I had as an undergraduate math student at Brown happened during a number theory course with Professor Steven Lichtenbaum.

I went to his office hours with a question about a homework problem on Gauss sums.

He looked at me and simply said:

“Write out what you’ve done on the board.”

So I started writing.

I explained my ideas, my computations, and where I was stuck.

He stayed quiet and just let me speak.

For about ten minutes, I kept talking and writing.

And then suddenly, in the middle of explaining the problem, I saw the solution myself.

I still think about that interaction sometimes.

As a student, I knew that Professor Steven Lichtenbaum was a Putnam Fellow and an internationally respected mathematician with important conjectures about L-functions named after him.

And yet in that moment, he did not overwhelm me with his expertise.

He simply stayed quiet and let me think.

As a student, it felt almost magical.

But later I started to understand what made it such powerful teaching.

He didn’t immediately jump in.

He didn’t interrupt my thinking process.

He gave me enough space to reason my way through the problem.

I didn’t fully realize it at the time, but by staying quiet for nearly ten minutes and simply listening to me, Professor Lichtenbaum was quietly building my confidence as a mathematician.

Students do not always need someone to instantly provide an answer.

Sometimes they need the chance to speak through their ideas aloud long enough for their own understanding to sharpen and deepen.

Some of the most powerful moments in learning happen when a student suddenly realizes:

“Oh… I see it now.”

Send a message to learn more

05/18/2026

Hi everyone! I’m teaching an adult improv class at the Great Neck Library this Monday, May 18 at 7:00 PM. The class is open to the public (not just Great Neck residents), and all experience levels are welcome. No background necessary!

Registration link:
https://greatnecklibrary.libcal.com/event/16261814

This is a great fit if you enjoy laughing, want to meet new people, or want to try something a little outside your comfort zone.

If you are free, this class is not to be missed. And if you already have plans… ask yourself honestly: are those plans really better than improv?

One participant, Sharon Ge**er, previously shared in a Google review:

“I had the BEST time at Rich’s improv class. I am a novice with no experience except enjoying others perform. My husband and I went for a date night to do something different and laugh and to this day we still talk about how much fun we had. Rich is an excellent teacher for all levels of experience.”

Location:
Great Neck Library
159 Bayview Avenue
Great Neck, NY 11021
About Dr. Richard Gottesman:

Dr. Richard Gottesman is a PhD mathematician, educator, and improviser who loves helping people think creatively, take risks, and laugh together. He has performed improv and stand-up comedy in New York City and enjoys creating welcoming, low-pressure environments where people can have fun and connect.

If you have any questions, you are welcome to send Dr. Richard Gottesman a message on Facebook.

This workshop is designed to help you feel more comfortable, present, and connected, both with others and with yourself. No prior experience with improv is needed. Whether you’re...

05/14/2026

The parent of one of my math enrichment students recently sent me a message saying that her son had started writing Python code related to the Collatz conjecture, also known as the 3x + 1 problem.

I did not assign this programming project to him.

He became so interested in the mathematics that he decided to continue exploring the problem independently.

One of the ideas we discuss in our enrichment sessions — outside of standard school mathematics — is what happens when the 3x + 1 process is extended to the negative integers.

He was especially excited to discover that in this setting, Collatz sequences can fall into THREE different cycles rather than only the familiar 4 → 2 → 1 positive integer loop.

The cycle he became fascinated by was:

-17 → -50 → -25 → -74 → -37 → -110 → -55 → -164 → -82 → -41 → -122 → -61 → -182 → -91 → -272 → -136 → -68 → -34 → -17

One of the reasons I am passionate about teaching mathematics is not just helping students solve problems, but encouraging curiosity, creativity, and intellectual ownership.

When students begin asking their own questions and exploring mathematics independently, the subject starts to come alive in a completely different way.

My background is that I am a mathematician and former Visiting Assistant Professor of Mathematics at Queen’s University. I have taught number theory to high school students through the COSMOS program, and I have previously worked as a counselor at the PROMYS and Ross mathematics programs.

In addition to tutoring, I offer one-on-one mathematics enrichment and mathematics research mentoring for intellectually curious students and adults interested in exploring mathematics beyond the standard curriculum.

Feel free to message me if this sounds interesting to you or someone you know.

LinkedIn: https://www.linkedin.com/in/richardgottesman/

Google Reviews: bit.ly/GottesmanReviews

I am a PhD mathematician, mathematics educator, and tutor who works closely with students… · Experience: Richard Gottesman · Education: University of California, Santa Cruz · Location: Great Neck · 500+ connections on LinkedIn. View Richard Gottesman, PhD’s profile on LinkedIn, a professiona...

05/13/2026

A clip from a live stand-up set at the People's Improv Theater where I proved that every prime congruent to 1 mod 4 can be written as a sum of two perfect squares.

When I was 17, I spent 8 weeks learning this proof as a student at the Ross Mathematics Program.

Now I perform it on stage in New York City in under 45 seconds.

One of the things that surprised me when I first learned the proof was that it used ideas about Gaussian integers (complex numbers whose real and imaginary parts are integers) in an essential way to prove a theorem about ordinary integers.

This proof inspired me because it did not merely show that the theorem was true.

To me, it explained why the theorem had to be true by revealing a much deeper mathematical structure underneath the result. I still find this proof beautiful.

Years later, I taught an intensive number theory class to high school students at the COSMOS program (California State Summer School for Mathematics and Science), affiliated with UC Santa Cruz.

In the final week of the course, the students carefully learned this proof.

Many of them could follow it even when I explained it in 45 seconds.

I am sometimes a little nervous performing mathematics live on stage, but I think mathematics becomes more alive when people are willing to share their enthusiasm for it publicly.

What is your favorite theorem in mathematics?

05/12/2026

One of the most memorable experiences I had as an undergraduate math student at Brown happened during a number theory course with Professor Steven Lichtenbaum.

I went to his office hours with a question about a homework problem on Gauss sums.

He looked at me and simply said:
“Write out what you’ve done on the board.”

So I started writing.

I explained my ideas, my computations, and where I was stuck.

He stayed quiet and just let me speak.

For about ten minutes, I kept talking and writing.

And then suddenly, in the middle of explaining the problem, I saw the solution myself.

I still think about that interaction sometimes.

As a student, I knew that Professor Steven Lichtenbaum was a Putnam Fellow and an internationally respected mathematician with important conjectures about L-functions named after him.

And yet in that moment, he did not overwhelm me with his expertise.

He simply stayed quiet and let me think.

As a student, it felt almost magical. But later I started to understand what made it such powerful teaching.

He didn’t immediately jump in.
He didn’t interrupt my thinking process.
He gave me enough space to reason my way through the problem.

I didn’t fully realize it at the time, but by staying quiet for nearly ten minutes and simply listening to me, Professor Lichtenbaum was quietly building my confidence as a mathematician.

Sometimes students do not need someone to instantly provide an answer. Sometimes they need time, attention, and the opportunity to hear themselves think.

05/11/2026

One thing I wish more math students knew is that understanding often develops in layers.

I remember learning about differential forms in graduate school and feeling deeply confused by what these objects actually were. Exterior derivatives, wedge products, differential forms on manifolds — it all felt abstract and mysterious.

But even before I fully understood the concepts at an intuitive level, I learned how to compute with them mechanically.

I learned how to apply the exterior derivative.
I learned how to manipulate expressions.
I learned the rules.

And in some sense, that computational fluency was part of what eventually created the intuition.

I think students sometimes imagine that mathematicians instantly “understand everything” the moment they encounter a new idea. In reality, a lot of mathematics is learned through repeated exposure, partial understanding, computation, confusion, and slowly developing intuition.

Sometimes fluency comes first.
Then meaning catches up later.

And that’s okay.

05/10/2026

I am having a lot of fun writing about math, stand up, and how students really learn mathematics.

Check out this post and my other posts on Linked In!

One thing I wish more math students knew is that understanding often develops in layers. I remember learning about differential forms in graduate school and feeling deeply confused by what these objects actually were. Exterior derivatives, wedge products, differential forms on manifolds — it all f...