Summer of Math Exposition

I hope the video can begin with an more detailed overview that tells the audience about the structure of the video. In addition, I believe putting some summarizing texts on screen will help the audience to keep up with he video better. I got lost in what the video tries to convey, but it certainly seems like an interesting field that not many people have covered.

I would suggest more exposition into why this type of problem is interesting rather than deferring to Project Euler. The construction of the graph also needed more explanation before diving into the first example. Otherwise, it seemed like a relatively standard (but pretty!) visualization of recursive backtracking.

Clarity could be improved, it’s not clear how the coloring problem mentioned in the introduction correlates to the three-dimensional graph. What do the nodes and connections represent? I’m assuming every node is a configuration of the board, and two nodes are connected if you can turn one configuration into the other by changing only a single tile, but I’m not sure.

Why are nodes “marked for deletion”? What does deletion represent? I’m assuming it’s deleting states that are invalid due to neighboring cells on the grid having the same color, but it’s not explained very well. I had to watch it multiple times and look up the Project Euler problem myself to get a better understanding.

Visual quality is good, impressive visuals and shapes, it’s quite satisfying to look at, but it seems the top-left of the recording was trimmed off, so not all information is visible on the screen in the 3D viewer.

Audio quality could be improved, voice-over is way too quiet compared to the music at the end. (The music is nice though :D)

Also, the entry is marked as having a “high-school” target audience (in addition to “undergraduate”), but this subject seems far too advanced for high school.

I think the problem is interesting, but I’m not sure you really brought me with you into what different things in the graph correspond to or how to derive a numerical answer from it.

I appreciate the effort behind this video, but the truth is I didn’t understand that much what the problem even is. Also the explanations were not clear that much. While authenticity of narration is encouraged, I believe for this creator, writing a script beforehand would be a much better option.

I’m sorry, but this video was very hard to follow as college graduate. I understood that there was a grid and we were coloring squares, and that two adjacent squares couldn’t have the same color, but beyond that I was lost. After rewatching the video, I’d say the exact place you lost me was 1:45. The translation from the grid to the the graph visualization was not clear, nor were the operations you described that you would perform on the graph.