Math | Gracious Living

March 8, 2011, 14:27
Filed under: Algebra, Math | Tags: algebra, Math, number theory, ring theory

I left you with a bit of a teaser. We’d defined rings, integral domains, and fields, and even seen a few examples, but in such a short exposition, there wasn’t very much time to give you the tools to work with them. There turn out to be ideas that make better sense in a ring, like primality and divisibility. But to understand them, we need to develop a little machinery, which in this case is the theory of ideals. As I show below, ideals are like better-behaved numbers, and help us understand the structure of, among other things, the integers.

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The Construction of the Reals: Metric Completion and Dedekind Cuts

March 6, 2011, 21:31
Filed under: Algebra, Math, Set Theory, Topology | Tags: algebra, construction, Math, order theory, set theory

It looks like I’m getting views now, which is surprising. I’ve been pretty busy with schoolwork, but I really want to get this blog up to speed, particularly because I’d like to start discussing things as I’m learning about them. I’d also like to make more non-mathematical posts, but maybe these are best left to a separate blog? Thoughts?

Our first example of a field was the field of rationals, $\mathbb{Q}$ . Recall that this was the field of fractions of the integers, which were in turn the free abelian group on one generator with their natural multiplication. But now it appears that we’re stuck. While we intuitively know what $\mathbb{R}$ should be — it’s a line, for crying out loud — there seems to be no algebraic way of “deriving” it from $\mathbb{Q}$ . A first guess might be to add in solutions of polynomials, like $\sqrt{2}$ as the solution of $f(x)=x^2-2$ , but not only does this include some complex numbers, it also misses some real numbers like $e$ and $\pi$ . (We call such numbers — those that aren’t solutions of polynomials with rational coefficients — transcendental. It’s actually quite difficult to prove that transcendental numbers even exist.)

Instead, we turn to topology. Below, I give two ways of canonically defining $\mathbb{R}$ , one using the metric properties of $\mathbb{Q}$ , one using its order properties. I found this really interesting when I first saw it, but I can’t see it interesting everyone, so be warned if you’re not a fan of set theory or canonical constructions. One of the topological techniques we’ll see will be useful later, but at that point it’ll be treated in its own right.

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Rings, Integral Domains, and Fields

February 2, 2011, 19:36
Filed under: Algebra, Math | Tags: abelian groups, algebra, arithmetic, field theory, group theory, Math, ring theory

In which I sort of breeze through a couple of really awesome and really important concepts. Last time, we classified abelian groups — now we’ll see what happens if we require additional structure on the groups. In particular, I’m going to construct $\mathbb{Z}$ and $\mathbb{Q}$ similarly to how the Peano axioms constructed $\mathbb{N}$ .

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Countability Axioms

December 31, 2010, 01:55
Filed under: Math, Topology | Tags: counterexamples, Math, metric topology, point-set, topology

So far we’ve seen two basic families of properties of topological spaces. The connectedness axioms tell us in what ways it is possible to break our space apart into pieces. The compactness axioms tell us how bounded the space is. What we’re going to look at today is a set of axioms that deal with cardinality. It should be mentioned that topology, for the most part, doesn’t really care about large cardinals — at most, we’re dealing with $\aleph_1$ , the cardinality of our favorite counterexample $\omega_1$ , and $c$ , the cardinality of the reals. These are equal if we accept the continuum hypothesis, and in either case we often talk about them in terms of countable subsets — sequences and the like. The reason that countability is so important is that the properties we’re about to study are typical of metric spaces, and metrizability is a central question of point-set topology.

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Limit Point and Sequential Compactness

December 30, 2010, 02:51
Filed under: Math, Topology | Tags: counterexamples, Math, point-set, topology

Back to topology. The interesting thing about compactness, as I see it, is that its definition isn’t very intuitive. We want to talk about what are basically “closed and bounded” sets without really using closedness, which doesn’t behave well with subspaces, or boundedness, which doesn’t behave well with anything. At the time this idea came about in the early part of this century, the mathematicians ssewho invented it (Borel, Weierstrass, and Bolzano, mainly, I think) messed around with a couple other definitions but they turned out to rely on intuition from Euclidean space, and so not be nearly as useful. In this post, we’ll study those other definitions.

I debated with myself for a long time about what to do first: this, the separation axioms (which measure how good the topology is at distinguishing disjoint sets), or the countability axioms (which measure, well, how countable the topology is). In a sense, each one depends on the other two for examples and theorems, and in this case, though it’s easy to show that all the properties I’m listing are different, we’ll need to refer to the other properties to discover when they are the same. So I expect this post to be brief; after we have all the other properties defined, it’ll be easier to talk about what implies what.

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Differential Geometry and the Sphere Theorem

December 16, 2010, 20:38
Filed under: Topology, Uncategorized | Tags: differential geometry, elementary, geometry, Math, topology

I just wrote a paper about the Sphere Theorem for my differential geometry class. Since I can’t really get it out of my head, I thought it’d be fun to use to give a brief overview of differential/Riemannian geometry, in more or less layman’s terms. This is somewhat of a departure from my normal posting style: though you’ll get more out of this if you’ve understood the topology posts so far, I’ll try to write in broad enough strokes that calculus is the only prerequisite. Really, the most complicated idea behind this is the idea of a map from $\mathbb{R}^m$ to $\mathbb{R}^n$ being differentiable. I also refer to vectors, but I think that that’s a pretty intuitive concept, in general.

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tauism

December 11, 2010, 19:32
Filed under: Math, personal | Tags: Math, personal, tiny revolutions, weird

I’ve been really busy with finals and haven’t had time to finish a proper post, but wow is this amazing. The suggestion (not new, but very eloquently expressed) is to stop using $\pi$ , the ratio of a circle’s circumference to its diameter, and start using $\tau=2\pi$ , the ratio of its circumference to its radius. (Spelled “tau”, rhymes with “cow”: do you know your Greek alphabet?) Pretty much every important use of $\pi$ is actually a use of $2\pi$ : the circumference formula, integration in polar coordinates or around a circle, finding roots of unity, but also Gaussian/normal distribution stuff, Fourier transforms, and zeta function identities. Where there are exceptions, the insistence on using $\pi$ instead of $2\pi$ obscures the nature of the equation: writing the area of a circle as $\frac{1}{2}\tau r^2$ instead of $\pi r^2$ highlights the fact that it’s the output of an integral, and though $e^{i\pi}+1=0$ looks beautiful, it obscures its own meaning: complex exponentiation by $\pi$ corresponds to a rotation by 180 degrees or $\pi$ radians. If you write $e^{i\tau}=1$ (or, as the author suggests, $e^{i\tau}=1+0$ to preserve the “beauty”), you immediately see what the formula’s getting at: $x\mapsto e^{ix}$ is a periodic function with period $\tau$ corresponding to a rotation of the complex plane.

And if that weren’t enough, look at this piece of beauty:

A diagram of important angles on the circle, measured in multiples of tau

See how easy things could be?

Although $\pi$ has been around for a long time, changes in terminology do happen and math moves right along. I don’t know what we would do if we still had to do group theory with Galois’ original wordings of “substitutions” and “arrangements.” So I think that among mathematicians, this could catch on pretty easily. It’s easy to spread the meme, too — when you’re presenting something, just start out with “let $\tau=2\pi$ ” and watch the daylight glimmer on people’s faces.

But I’m not so sure that this could catch on in schools, which is where it is most needed. I’m a math major and I still take a few seconds to remember those godforsaken radian angle measures. It’s annoying and breaks one’s train of thought. Why do we expect school-age kids to have to jump through this hoop every time they do a trig calculation, which is pretty much all they’re graded on? (another stupid thing about education, but I digress.) All it teaches them is that math is about memorization of arbitrary things. With $\tau$ , there’s nothing to memorize: one-third of the circle is $\tau/3$ .

I just feel that there’s considerable inertia in changing math curricula, especially over something as basic as this. The only reason we learn math at all is because Eisenhower and Kennedy decided to put a man on the moon. And because Egypt was troubled by the horrible asp. Putting $\tau$ into the curriculum would require schools to pay for new versions of these stupid things called “curriculum planners” and “textbooks.” Quite frankly, that’s not what American schools need to be spending their money on, and it’s by no means even the biggest problem with math education. The author of the page I linked suggests that teachers introduce $\tau$ to teach kids critical thinking and show them that the best way to do something isn’t always the way you’re first taught. This sounds awesome — an actually interesting debate in a math classroom?! — but it seems like a teacher that did that would meet interference from higher up, on the grounds that it stifles kids’ ability to communicate effectively (all math education being about communication, to people as diverse as cashiers and accountants).

On the other hand, the textbook-publishing lobby would love an excuse to publish a new edition. In addition, if $\tau$ becomes accepted in the math community, it’s only a matter of time before education starts changing as well. Especially if the curriculum started to change so that it had more to do with actual math… wouldn’t that be a treat.

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