What’s the shape of the universe? Mathematicians use topology to study the shape of the world and everything in it

You can describe the shape you live on in multiple dimensions. vkulieva/iStock via Getty Images Plus

When you look at your surrounding environment, it might seem like you’re living on a flat plane. After all, this is why you can navigate a new city using a map: a flat piece of paper that represents all the places around you. This is likely why some people in the past believed the earth to be flat. But most people now know that is far from the truth.

You live on the surface of a giant sphere, like a beach ball the size of the Earth with a few bumps added. The surface of the sphere and the plane are two possible 2D spaces, meaning you can walk in two directions: north and south or east and west.

What other possible spaces might you be living on? That is, what other spaces around you are 2D? For example, the surface of a giant doughnut is another 2D space.

Through a field called geometric topology, mathematicians like me study all possible spaces in all dimensions. Whether trying to design secure sensor networks, mine data or use origami to deploy satellites, the underlying language and ideas are likely to be that of topology.

The shape of the universe

When you look around the universe you live in, it looks like a 3D space, just like the surface of the Earth looks like a 2D space. However, just like the Earth, if you were to look at the universe as a whole, it could be a more complicated space, like a giant 3D version of the 2D beach ball surface or something even more exotic than that.

A doughnut, also called a torus, is a shape that you can move across in two directions, just like the surface of the Earth. YassineMrabet via Wikimedia Commons, CC BY-NC-SA

While you don’t need topology to determine that you are living on something like a giant beach ball, knowing all the possible 2D spaces can be useful. Over a century ago, mathematicians figured out all the possible 2D spaces and many of their properties.

In the past several decades, mathematicians have learned a lot about all of the possible 3D spaces. While we do not have a complete understanding like we do for 2D spaces, we do know a lot. With this knowledge, physicists and astronomers can try to determine what 3D space people actually live in.

While the answer is not completely known, there are many intriguing and surprising possibilities. The options become even more complicated if you consider time as a dimension.

To see how this might work, note that to describe the location of something in space – say a comet – you need four numbers: three to describe its position and one to describe the time it is in that position. These four numbers are what make up a 4D space.

Now, you can consider what 4D spaces are possible and in which of those spaces do you live.

Topology in higher dimensions

At this point, it may seem like there is no reason to consider spaces that have dimensions larger than four, since that is the highest imaginable dimension that might describe our universe. But a branch of physics called string theory suggests that the universe has many more dimensions than four.

There are also practical applications of thinking about higher dimensional spaces, such as robot motion planning. Suppose you are trying to understand the motion of three robots moving around a factory floor in a warehouse. You can put a grid on the floor and describe the position of each robot by their x and y coordinates on the grid. Since each of the three robots requires two coordinates, you will need six numbers to describe all of the possible positions of the robots. You can interpret the possible positions of the robots as a 6D space.

As the number of robots increases, the dimension of the space increases. Factoring in other useful information, such as the locations of obstacles, makes the space even more complicated. In order to study this problem, you need to study high-dimensional spaces.

There are countless other scientific problems where high-dimensional spaces appear, from modeling the motion of planets and spacecraft to trying to understand the “shape” of large datasets.

Tied up in knots

Another type of problem topologists study is how one space can sit inside another.

For example, if you hold a knotted loop of string, then we have a 1D space (the loop of string) inside a 3D space (your room). Such loops are called mathematical knots.

The study of knots first grew out of physics but has become a central area of topology. They are essential to how scientists understand 3D and 4D spaces and have a delightful and subtle structure that researchers are still trying to understand.

Knots are examples of spaces that sit inside other spaces. Jkasd/Wikimedia Commons

In addition, knots have many applications, ranging from string theory in physics to DNA recombination in biology to chirality in chemistry.

What shape do you live on?

Geometric topology is a beautiful and complex subject, and there are still countless exciting questions to answer about spaces.

For example, the smooth 4D Poincaré conjecture asks what the “simplest” closed 4D space is, and the slice-ribbon conjecture aims to understand how knots in 3D spaces relate to surfaces in 4D spaces.

Topology is currently useful in science and engineering. Unraveling more mysteries of spaces in all dimensions will be invaluable to understanding the world in which we live and solving real-world problems.

For more such insights, log into www.international-maths-challenge.com.

*Credit for article given to John Etnyre*


Boys not only perform better in maths, they are also more confident about the subject than girls

Michael Jung/ Shutterstock

There is a persistent gender gap in Australian schools. Boys, on average, outperform girls in maths.

We see this in national tests such as NAPLAN, as well as international assessments.

New Australian Council for Educational Research analysis by my colleague Catherine Underwood shows how boys, on average, are also more confident and positive about maths than girls.

What can parents do to help their children feel more confident about this core subject?

Boys outperform girls in maths

An important measure of students’ maths performance is the OECD’s Programme for International Assessment (PISA) test. Run every three years, it measures 15-year-olds’ ability to apply their maths, science and reading knowledge to real-world situations.

In 2022, 53% of Australian male students achieved the PISA national proficiency standard in maths, compared with 48% of female students. The gender gap on average scores was also greater in Australia than across the OECD.

As part of PISA, students also completed a questionnaire about their attitudes to learning. ACER’s new analysis uses data from the questionnaire to look at Australian students’ confidence in maths and how this differs between girls and boys.

Boys outperformed girls in maths skills in the most recent PISA test. Monkey Business Images/ Shutterstock

Why is confidence so important?

Research suggests students’ confidence has an impact on their academic performance. Researchers can call this “self-efficacy”, or the belief in your ability to successfully perform tasks and solve problems.

Students with high mathematical self-efficacy embrace challenges, use effective problem-solving strategies, and persevere despite difficulties. Those with low self-efficacy may avoid tasks, experience anxiety, and ultimately underperform due to a lack of confidence in their maths abilities.

We can see this in the 2022 PISA results. Girls in the top quarter on the self-rated “self-efficacy index” scored an average of 568 points on the PISA maths performance test, a staggering 147 points higher than the average for girls in the lowest quarter on the index.

For boys, the benefit of confidence was even more pronounced. Those in the top quarter of the index scored 159 points on average higher in maths performance than those in the lowest quarter.

Boys are more confident than girls

The PISA questionnaire asked students how confident they felt about having to do a range of formal and applied maths tasks.

Students showed similar levels of confidence solving formal maths tasks such as equations. But male students, on average, showed they were more confident than female students with applied mathematics tasks such as:

  • finding distances using a map
  • calculating a power consumption rate
  • calculating how much more expensive a computer would be after adding tax
  • calculating how many square metres of tiles are needed to cover a floor.

What about attitude?

The PISA data also shows Australian boys, on average, have more positive attitudes towards maths than girls.

For example, in response to the statement “mathematics is easy for me” only 41% of female students agreed, compared with 55% of male students.

In response to “mathematics is one of my favourite subjects”, 37% of female students agreed, compared with 49% of males.

But in response to “I want to do well in my mathematics class”, 91% of female students agreed, compared to 92% of males.

What can parents do at home to help?

It is troubling that girls, on average, show consistently lower levels of confidence about maths tasks.

This comes on top of other PISA questionnaire results that have shown in general (not just around maths) that a higher proportion of girls than boys say they feel nervous approaching exams.

We want all students to have a positive relationship with maths, where they can appreciate maths skills are important in many aspects of their lives, and they’re willing to have a go to develop them.

Recently, we collaborated with the Victorian Academy of Teaching and Leadership on resources for teachers, students and parents that focus on addressing maths anxiety.

Research shows how we talk about maths at home is important in shaping students’ attitudes and persistence. Parents can help create a positive atmosphere around maths by:

  • dispelling “maths myths”, such as the idea maths ability is fixed and no amount of effort or practise can improve it
  • talking about how making mistakes is a normal part of learning
  • thinking about about how we forgive mistakes in other areas (such as sport, art or science): how can we treat maths mistakes in a similar way?
  • telling your child they have done a good job when they put effort into their maths learning.

Parents can also help their children even if they don’t know the answers to maths problems. It’s perfectly fine to say, “I’m not sure how to do that one but who can we ask for help? Let’s talk to the teacher.”

Modelling a “help-seeking” approach lets children know that it’s OK not to know the answer, the key is to persist and try.

For more such insights, log into www.international-maths-challenge.com.

*Credit for article given to Sarah Buckley*