Santiago Arango-Piñeros

ResearchTeachingActivitiesExpository WritingOther

I am a third year Ph.D. candidate at Emory University's Department of Mathematics, in Atlanta. My advisor is David Zureick-Brown. I earned my M.S. from IMPA in Rio de Janeiro, and my B.S. from Universidad de los Andes in Bogotá. Here is my CV.

Website Shot
Photo credits: Chris Keyes.

Research

My research is in arithmetic geometry, the intersection of number theory and algebraic geometry. My specific interests gravitate toward problems in arithmetic statistics.

Published

  1. Mertens' theorem for Chebotarev sets, with Daniel Keliher and Christopher Keyes. (International Journal of Number Theory, Vol. 18, No. 08, pp. 1823-1842, April 2022) (arXiv)
  2. The global field Euler function, with Juan Diego Rojas. (RIMS, Volume 7, Article 19, September 2020) (SharedIt)

Teaching

Current teaching

I am teaching MATH 111 in the fall of 2022. Here is the course website.

Activities

  • [ ] JUICE; Just an Unlikely Intersections Colloquium at Emory. (Co-organized with Roberto Hernández, Fall 2022)
  • [ ] I'm learning about stacks. (Fall of 2022)
  • [X] Modular and automorphic forms on GL2 Student seminar. (Fall 2021)
  • [X] Geometric Arithmetic Statistics Emory Seminar GASES. (Co-organized with Christopher Keyes and David Zureick-Brown, Spring 2021)
  • [X] Emory ARithmetic Statistics Student Seminar EARSSS. (Co-organized with Christopher Keyes and David Zureick-Brown, Fall 2020)
  • [X] Mentor at TWOPLES directed reading program. (I mentored Leonardo Méndez and Camilo Martinez in the fall semester of 2020)

Expository Writing

Blog

Here are some of my mathematical musings and grad school experiences. I write mostly for myself, following Matt Might's advice.

Slides

  • Mertens' theorem for Chebotarev sets. (pdf)
  • An invitation to arithmetic equivalence. (pdf)

Other

I believe that everybody counts:

  1. Mathematical potential is distributed equally among different groups, irrespective of geographic, demographic, and economic boundaries.
  2. Everyone can have joyful, meaningful, and empowering mathematical experiences.
  3. Mathematics is a powerful, malleable tool that can be shaped and used differently by various communities to serve their needs.
  4. Every student deserves to be treated with dignity and respect.

Advice links

This is a list of websites/articles I revisit frequently.

Arithmetic statistics resources

Author: Santiago Arango-Piñeros

Email: santiago.arango@emory.edu

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