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What do new Sudoku techniques teach us about real-world problem solving?

desystemize.substack.com

11–20 of 71 posts

Re: What do new Sudoku techniques teach us about real-world problem solving?

#11
post #9

"Ontological remodeling" is a lovely term. I think it's ubiquitous actually, but another nice example is the puzzle about tiling a chessboard with dominoes when the board is missing two opposite corners. Can you do it? If so, how? If not, why not? Btw is the footnote a joke? I don't really get it: The sum of the digits 1 to 9 is 45[1] [1] This is a secret that Simon only tells his closest friends.

"A secret I only tell my friends" is how Simon usually introduces 1 to 9 sum to 45 when he needs that fact to explain his train of thought in Cracking the Cryptic videos.

Re: What do new Sudoku techniques teach us about real-world problem solving?

#12
post #9

"Ontological remodeling" is a lovely term. I think it's ubiquitous actually, but another nice example is the puzzle about tiling a chessboard with dominoes when the board is missing two opposite corners. Can you do it? If so, how? If not, why not? Btw is the footnote a joke? I don't really get it: The sum of the digits 1 to 9 is 45[1] [1] This is a secret that Simon only tells his closest friends.

[deleted]

Re: What do new Sudoku techniques teach us about real-world problem solving?

#13
post #3

The author describes a process called "ontological remodeling", which is when a change in viewpoint radically simplifies a previously intractable problem. This is the story, not just of Sudoku, but all of mathematics.

3Blue1Brown has a few videos where he discusses and uses this technique to solve some complex problems. One of those was for a mathematical competition.

It's also common in audio manipulation, e.g. change to the frequency domain in order to modify pitch, then change back to the time domain.

Re: What do new Sudoku techniques teach us about real-world problem solving?

#14
post #9

"Ontological remodeling" is a lovely term. I think it's ubiquitous actually, but another nice example is the puzzle about tiling a chessboard with dominoes when the board is missing two opposite corners. Can you do it? If so, how? If not, why not? Btw is the footnote a joke? I don't really get it: The sum of the digits 1 to 9 is 45[1] [1] This is a secret that Simon only tells his closest friends.

What does missing two opposite corners mean? Opposite to each other? Opposite to the player?

Re: What do new Sudoku techniques teach us about real-world problem solving?

#15
post #4

The extrapolated concept is great for life in general. Quite literally use different vocabulary to reframe an existing challenge to force a shift in perspective and thereby arrive at a different problem. A quite simple observation by the article on how perhaps to approach challenging life issues as well as say mathematical ones. As shifting perspectives when in the trenches of complex life challenges is really hard.

The article I link at the beginning of this one, Representation and Uncertainty, is about exactly this - how to think about the extrapolated concept of representation for life in general. Self-promo I know but I think anyone who resonates with your comment would really enjoy it: https://desystemize.substack.com/p/representation-and-uncert...

That wasn’t skimmable, lol. But a striking point no-less.

Put another way, a lot of the economic advantages of “problem solving” in big tech in particular is so dangerously devoid (or “bankrupt” as you state) of suitable representation that the framing leads to the dangerous social precipice we now find ourselves in.

It’s questions without representation, with lowly symbolism if any at all.

Eg “connecting people” is a useless solution without the correct representation.

I hope I didn’t totally miss your point :)

Re: What do new Sudoku techniques teach us about real-world problem solving?

#16
post #14
post #9

"Ontological remodeling" is a lovely term. I think it's ubiquitous actually, but another nice example is the puzzle about tiling a chessboard with dominoes when the board is missing two opposite corners. Can you do it? If so, how? If not, why not? Btw is the footnote a joke? I don't really get it: The sum of the digits 1 to 9 is 45[1] [1] This is a secret that Simon only tells his closest friends.

What does missing two opposite corners mean? Opposite to each other? Opposite to the player?

Opposite to each other. Imagine a chess board, but with the bottom-left corner and the top-right corner removed.

Re: What do new Sudoku techniques teach us about real-world problem solving?

#17
post #7

This feels like it’s related to abstraction but not exactly the same thing. Can’t really put my finger on it.

It strikes me as a kind of modularisation. There's a constraint on the solution that involves dozens of rows, columns and boxes in combination; but you can treat combinations of that style as a reusable module, like "center ring and corners".

I'm not sure that's an accurate way of thinking of it, but if so it would make it similar to Rubik's Cube moves, where you string dozens of individual low-level moves together to build the desired effect.

Edit to add: hmm, thinking about it, many Cube moves have the form A-B-A', where you get into position with A, apply the key move B, then back out of A again. The Sudoku equivalent might be applying a grid permutation A that preserves the constraints, solving cell B, then backing out of A again. But that's probably not a convenient way for human solvers to think about it, as you can't physically permute a Sudoku like you can with a Cube.

Re: What do new Sudoku techniques teach us about real-world problem solving?

#18
post #13
post #3

The author describes a process called "ontological remodeling", which is when a change in viewpoint radically simplifies a previously intractable problem. This is the story, not just of Sudoku, but all of mathematics.

3Blue1Brown has a few videos where he discusses and uses this technique to solve some complex problems. One of those was for a mathematical competition. It's also common in audio manipulation, e.g. change to the frequency domain in order to modify pitch, then change back to the time domain.

> It's also common in audio manipulation, e.g. change to the frequency domain in order to modify pitch, then change back to the time domain.

Funnily enough, yes but actually no. For understanding and mathematical proofs the Fourier Transform is obviously essential. But when you first get into audio DSP programming it might seem that the FFT is crucial as well. But virtually all digital audio filters directly operate on the on the time domain.

The problem is that we always work with a sampled signal. And while the Nyquist theorem tells us that as long as our sample frequency is at least twice as high as the highest frequency in our input that our sampling doesn't lose any information, we still have to be aware of it.

When you convert a fixed frequency sampled signal into the frequency domain, you get a sum of a fixed set (co)sine functions, because we're still sampled. Now some operations you can do in this frequency domain exactly and simply. E.g. if 100Hz is part of our fixed set of functions and we wish to subtract a 100Hz signal, we can directly do that on our coefficient. A pitch shift by an exact multiple of the frequency sample delta is possible exactly too, assuming the lowest/highest frequencies shifted off are inaudible.

But you almost never want to do these operations. A classic example of something you might want to do is a low-pass filter. Simple right? FFT to frequency domain, zero out the coefficients above the cutoff frequency, and convert back. No! Zeroing out coefficients is equivalent to subtracting those specific sine waves. But that is not a low-pass. As an example, suppose our sample frequency is such that the FFT's sine wave coefficients are 10Hz apart, and we wish to do a 30Hz low-pass filter. This means that a 25Hz signal should be completely unaffected, but a 25Hz signal can't be represented just using the 10Hz and 20Hz coefficients - you need higher order terms! Thus if we zero those out, we distort our 25Hz signal.

So to solve this in the real-world you get into the difficult topic of filter design, or other audio DSP algorithms that are vastly more involved than a simple FFT.

Re: What do new Sudoku techniques teach us about real-world problem solving?

#19
I am not familiar with the set theory field, or whatever it's called more exactly. The language in the article, from a layman point, is vague, and I think also uses many words that have somewhat a different meaning to their mainstream one that it makes it pretty much impossible to read for me.

Maybe this is where a science journalist could do a good job! I'm thinking Vi Hart for example.

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