We discussed CE/BCE notation for dating. (No year zero.) We discussed a coarse timeline of development for Homo sapiens. We discussed some of the the earliest mathematical objects/writings, namely:

The Ishango bone:    
Plimpton 322:    
The Rhind papyrus:    
The Moscow papyrus:    

We discussed an ancient algorithm for how to solve the simultaneous system $x+y=s, xy=p$ for $x$ and $y$, and explained why this was equivalent to solving a general quadratic equation.

We gave three proofs of the Pythagorean Theorem (the Bride's Chair proof from Euclid's Elements, one proof without words, and James Garfield's proof).

Here are 118 proofs of the Pythagorean Theorem. The proofs we saw in class are proofs 1, 3, and 5. The 13 remarks preceding the first proof are interesting.

Today, we discussed Section 1.3 of the book. Namely, we discussed Pythagorean triples and how to use the Chord and Tangent Method to develop a parametrization of all Pythagorean triples.

The session ended with a Challenge Problem: find all Pythagorean triples that form an arithmetic progression. The solution is here.

Irrational numbers.

Commensurability: We defined segments $a$ and $b$ to be commensurable if there is a segment $c$ and positive whole numbers $m$ and $n$ such that $|a| = m*|c|$, $|b| = n*|c|$. We mentioned that $a$ and $b$ are commensurable iff the ratio of their lengths is a rational number.

We mentioned Hipassus, whose is credited with discovering the existence of irrational numbers. We proved $\sqrt{2}$ is irrational by reductio ad absurdum using an arithmetical argument. We then examined a false proof by ChatGPT for the statement that $\sqrt{18}$ is irrational. Finally, we discussed a geometric proof that $\sqrt{2}-1$ is irrational, and used this to deduce that $\sqrt{2}$ is also irrational.

We reviewed the discussion on Irrational numbers from Jan 16. We defined the Golden Ratio and gave a geometric argument that it is irrational.

We began discussing the Euclidean algorithm in the following way. We started with the structure $\mathbb{N}=\langle \{0,1,2,\ldots\}; 0, S(x), +, \cdot\rangle$ and defined the additive order on $\mathbb{N}$:

$m\leq n$ iff $(\exists k)(m+k=n)$.

Then we defined the multiplicative order on $\mathbb{N}$:

$m\leq n$ iff $(\exists k)(m\cdot k=n)$.

We drew the Hasse diagrams for these orders and showed that these posets are lattices. This means that, in each poset, any two elements $x$ and $y$ have a least upper bound $x\vee y$ ( = the join of $x$ and $y$) and a a greatest lower bound $x\wedge y$ (the meet of $x$ and $y$).

In the additive order, $m\wedge n = \min(m,n)$ and $m\vee n = \max(m,n)$.

In the multiplicative order, $m\wedge n = \textrm{lcm}(m,n)$ and $m\vee n = \gcd(m,n)$.

The Euclidean algorithm explains how to compute the multiplicative meet and join using the additive meet and join. Quiz 1.

We discussed the facts that (i) the additive order on $\mathbb{N}$ is a well order. (ii) the additive order on $\mathbb{N}^+$ is a linear extension of the multiplicative order on $\mathbb{N}^+$. (iii) There is no infinite, strictly descending chain in $\mathbb{N}$ under either the additive order or the multiplicative order. These facts were shown to ensure that algorithms terminate. (Any algorithm on $\mathbb{N}$ that successively returns strictly smaller numbers must terminate, else an infinite, strictly descending chain of natural numbers will be produced.)

Next, we introduced the Euclidean Algorithm, and used it to show that $\gcd(21,8) = 1$. The following handout was circulated.

We worked through this handout

Quiz 2.

1. Bézout's identity. (Did it!)
2. Irreducibility implies primality in $\mathbb{Z}$. (Did it!)
3. The Fundamental Theorem of Algebra. (Did not get this far!)