Incoming postgraduate student in Mathematics and Foundations of Computer Science. I plan to use the programme to develop from a proof-based mathematics background towards the mathematical foundations of computer science, especially formal verification, programming languages, proof assistants, type theory, quantum computation, and quantum information. Programme details can be found here.

Completed undergraduate study in Mathematics with First Class Honours-level performance. Entered through the Direct Entry route and achieved strong results across proof-based mathematics, analysis, computational mathematics, statistics, optimisation, and mathematical modelling. My final-year project, supervised by Professor Jim Wright, studied Diophantine approximation through continued fractions, Liouville's theorem, Thue's theorem, Pell equations, binary forms, and Dirichlet's Unit Theorem. Programme details can be found here.

Together with Kevin Zhao, achieved the highest-scoring pairs entry from the United Kingdom in the West Division of the 2025 Simon Marais Mathematics Competition, with a score of 21. The official results list our pair as the United Kingdom's Best pairs entry by country. This distinction is especially meaningful to me because the competition emphasises creative, proof-based mathematical problem solving at university level rather than routine computation alone. Results can be found here.

Placed 3rd out of 24 within the programme and 4th out of 120 in the year group in the School of Mathematics academic rankings for 2024/25. This reflects sustained high performance across advanced honours-level mathematics courses and places me among the highest-performing students in my cohort.

Awarded the Kelland Memorial Prize for distinguished performance as a direct entrant into second-year Mathematics. According to the University of Edinburgh prize description, this prize is awarded annually on the recommendation of the Board of Examiners to a student entering directly into the second year, making it a particularly meaningful recognition of my academic transition into the degree programme. Official information can be found here.

Awarded for outstanding performance in second-year Mathematics. The University of Edinburgh describes this prize as one or more awards made annually to the best current student(s) in second-year Mathematics. Receiving this prize recognised the consistency and strength of my performance across the full second-year curriculum. Official information can be found here.

Awarded summer research funding through the School of Mathematics Vacation Scholarship scheme. This scheme supports supervised vacation research projects in mathematics; the current School description states that scholarships are typically funded for six weeks at £300 per week, with awards based on academic performance. Receiving this scholarship gave me the opportunity to carry out an early research project in mathematics in a more independent and exploratory setting. Information about Mathematics scholarships and prizes can be found here, and details on School of Mathematics vacation scholarships can be found here.

Led informal peer-assisted learning sessions for first-year Mathematics students, helping them discuss core course questions in a friendly and supportive small-group environment. Through this role, I developed my ability to explain abstract mathematical ideas clearly, guide discussion without simply giving away solutions, and coordinate preparation with other student leaders. The experience reflects my strong interest in mathematical teaching, peer mentoring, and building an inclusive academic community.

Represented Mathematics students by collecting feedback on teaching, assessment, workload, learning resources, and the wider academic experience. I helped communicate recurring concerns to staff through the student representation system and Student-Staff Liaison Committee discussions, while also helping close the feedback loop by sharing responses and updates with classmates. This role strengthened my communication, negotiation, and problem-solving skills, especially in turning informal student concerns into constructive and actionable feedback.

Served as a volunteer at Yunnan Nationalities Museum and received the title of 'Outstanding Volunteer' for excellent performance during the museum's volunteer service activities. This experience involved public-facing cultural service in a museum setting, supporting the communication of Yunnan's diverse ethnic cultural heritage to visitors. It helped me develop a stronger sense of responsibility, cultural awareness, and confidence in communicating with people from different backgrounds.

A Visual Studio Code extension that shows a live MathJax overlay as soon as the caret enters a LaTeX equation in .tex, Markdown, MDX, or Jupyter notebooks. There is no compile step: macros from .sty/.cls, align/tabular, and screenshot OCR all stay on the local machine. Published on the Visual Studio Marketplace as silkmath.silk-math-preview.

This is my final-year pure mathematics project on Diophantine approximation. The project is centred on the question of how well real numbers can be approximated by rationals, and develops a structured account of continued fractions, Liouville's theorem, Thue's theorem, and their connections with Pell equations, binary homogeneous polynomials, and Dirichlet's Unit Theorem. The project strengthened my ability to organise mathematical literature, write rigorous proofs, and build a coherent logical narrative across number theory and algebra. It also motivates my current interest in transferring proof-based mathematical training toward formalised mathematics, theorem proving, proof assistants, and mechanised reasoning.

This project investigates the timetable feasibility of a proposed redesign of the honours Mathematics curriculum at the University of Edinburgh. Using Google OR-Tools, I helped develop a large-scale CP-SAT model that captures course scheduling, student choice structures, fixed outside-school timetables for joint-degree students, student-level clash feasibility, and timetable-quality rules. A key modelling idea is student-type aggregation: instead of modelling every student individually, students with the same programme structure and external timetable are grouped together to reduce model size while preserving the essential combinatorial structure of the problem. While the project is applied in setting, it strengthened my interest in formal modelling, computational guarantees, and the gap between practical constraint systems and rigorous correctness or verification questions.

In this project, I led a team in building a statistical model for winter peak electricity demand in Great Britain using historical data from 1991 to 2014. The model uses a multi-factor linear regression framework that incorporates renewable generation, seasonal effects, and weekday structure. I also built an automated model-selection workflow based on five-fold cross-validation together with AIC/BIC comparisons. The project demonstrates experience in reproducible modelling, validation, and communicating quantitative results, although my current research interests are more theory- and verification-oriented.

This project studies the operational performance of a ride-sharing system through a data-driven discrete-event simulation. Together with a teammate, I built a model that captures rider arrivals, driver availability, distance-based matching, trip execution, cancellations, revenue, and costs. We examined whether the project parameters were statistically consistent with observed data, re-estimated key parameters using maximum likelihood methods, and analysed trade-offs between service quality, driver earnings, profitability, and system balance.