Brief account of the history of 'imaginary numbers'?

Isn't that like someone who has little understanding of world history reading world history textbooks, every once in a while having to look up historical figures because he/she doesn't know who they are?

You can't just dive into math and expect for everything to make sense, mate. :p (for some reason "mate" works here, I'm going with it)

No, cause while being human and intelligent won't make you learn by imagining, what happened at different points in history, the same will allow you to imagine most (and maybe even all) combinations between human logic and axiom-setting, which is what math is ultimately :smug:

Imagine what it would be like if history info was written in math code. Getting the book would not allow you to read it, unless you had an inventory of code-to-language. And using common language in math is in my view the only thing allowing for a good understanding.
 
I'm not sure how else advanced math can be written out for it to be more intelligible to non-mathies. In order to understand a mathematical concept you need to first understand all of the mathematical concepts it is based on. So if you are encountering symbols you do not understand, of course you are going to have to go back and learn about that particular concept first. I don't see a way around this.
 
I'm not sure how else advanced math can be written out for it to be more intelligible to non-mathies. In order to understand a mathematical concept you need to first understand all of the mathematical concepts it is based on. So if you are encountering symbols you do not understand, of course you are going to have to go back and learn about that particular concept first. I don't see a way around this.

Think of it this way: if all novelists had to use the same types of sentences, and arrange them perhaps in a new way (or in an ingenious way which would then allow for new arrangements and types, keeping the older and reshaping them), then a novelist would have to first bother to read through the allowed sentences and arrangements.
This can be pretty counter-productive, moreso when in math usually there is little to no examination on altering the concepts themselves, and the whole body of math moves very slowly by now due to the estrangement of most people from it.

Math is not (and could not have been) something outside human thought, nor is it some special or inherently more difficult kind of thinking. Issue is that most people don't really want to 'think', just go by,
 
Novelists all use an agreed upon alphabet and grammatical rules, with some flexibility thrown in. It's not a black and white type of enterprise to write a novel; there are rules, but you can flex them.

Contrasting this with mathematical concepts, each concept rests on the shoulders of a group of other concepts. If you do not understand the concepts that it rests on - you will need to learn about them first, in order to make sense of everything.

There is just no other way to do this so that a non-expert could wade in and make sense of an advanced concept. In order to understand a concept you need to for the most part understand at least the implications of the concepts it rests on.

It's pretty much a case of understanding Chemistry 101 before you move on to more advanced subjects. You can't just dive into advanced topics before you understand what they are based on. Writing a novel is different because it is a much more creative enterprise - as opposed to a 100% logical one.
 
Novelists all use an agreed upon alphabet and grammatical rules, with some flexibility thrown in. It's not a black and white type of enterprise to write a novel; there are rules, but you can flex them.

Contrasting this with mathematical concepts, each concept rests on the shoulders of a group of other concepts. If you do not understand the concepts that it rests on - you will need to learn about them first, in order to make sense of everything.

There is just no other way to do this so that a non-expert could wade in and make sense of an advanced concept. In order to understand a concept you need to for the most part understand at least the implications of the concepts it rests on.

It's pretty much a case of understanding Chemistry 101 before you move on to more advanced subjects. You can't just dive into advanced topics before you understand what they are based on. Writing a novel is different because it is a much more creative enterprise - as opposed to a 100% logical one.

All mathematicians have poor humor, but the following is a joke by one, against a student of his who later on gave up math and became a novelist:

"I knew he never had enough imagination to be a mathematician" :p
 
^ Yes. +i

Infact the most boring thing (for me) in reading math stuff is that i have to lose time to examine what the obscure symbols mean. It would be far better if there were categories of math concepts tied to each other in any significant ways up to now, instead of an endless sea of symbols and catch-words.
Mathematical notation often tends to work as shorthand that saves space, and if someone is actually writing his or her math work, it also reduces hand cramps. The reason for obscurity in notation is that a lot of mathematicians each developed their own systems of notation and left standardization to later generations. The use of 'catch-words' is meant to avoid semantic confusion with everyday language.

Think of it this way: if all novelists had to use the same types of sentences, and arrange them perhaps in a new way (or in an ingenious way which would then allow for new arrangements and types, keeping the older and reshaping them), then a novelist would have to first bother to read through the allowed sentences and arrangements.
I'm sure there are more than a few budding fiction-writers out there that could/did benefit from formal instruction in grammar/composition.

This is certainly true. It's not immediately obvious to me why it should be so, though. There must surely be a market out there for maths books which are clearly written, and represent more than just lecture notes for a lecturer.
It's not as large of a market, and a non-comprehensive math book can only be so clear to someone ill-prepared to read it. Furthermore, a standalone book's author has to anticipate where the audience will struggle with material (or assume for the sake of caution that every page will be a struggle) and provide repeated explanations and examples of those topics. For the members of the audience who aren't struggling, the book is longer and more redundant, and a teacher would be better situated for delivering a tailored response to the difficulties experienced by segments of the book's audience.

To compare with a novelist analogy: the author isn't likely to provide a dictionary within the book for (English/etc) words with established meanings, and even if there is a glossary*, it's typically in the back of the book so it doesn't interrupt the flow of the narrative.

*If the glossary is large enough, it could be placed in a supplement instead.

Imagine what it would be like if history info was written in math code.
What, like an ebook? :mischief:
 
It's not as large of a market, and a non-comprehensive math book can only be so clear to someone ill-prepared to read it. Furthermore, a standalone book's author has to anticipate where the audience will struggle with material (or assume for the sake of caution that every page will be a struggle) and provide repeated explanations and examples of those topics. For the members of the audience who aren't struggling, the book is longer and more redundant, and a teacher would be better situated for delivering a tailored response to the difficulties experienced by segments of the book's audience.

I still don't see it. Imagine a whole series of well-written maths books taking you all the way from arithmetic to... wherever?

And the Khan academy isn't all that bad, I've found. What's to stop someone producing the like in book form?

If you can explain things in a classroom setting, I can't see any reason why you couldn't, or wouldn't want, to do the same thing in book form.
 
You've just described standard educational math books, though. They exist, but each book will expect you to understand the prerequisite material, so that time and space aren't wasted re-explaining concepts to you (although many will have brief refreshers, etc.)
 
I still don't see it. Imagine a whole series of well-written maths books taking you all the way from arithmetic to... wherever?
There's no reason to assume that such a sequence of books is possible, let alone likely (It's not that I can't begin to imagine such a sequence of books, but that it seems to be an exercise in wishful thinking and not in good practice of helping people learn). More likely is that our hypothetical bookreader later tries to apply this "knowledge" and only then discovers that the knowledge was not actually learned (alternatively it was substantially forgotten). More likely still is that the reader encounters a text and uncritically blurts "I don't see it." (Or to quote a former comp sci classmate more accurately: "I don't get it.")

And the Khan academy isn't all that bad, I've found. What's to stop someone producing the like in book form?
Videos allow for presentations that are less effective in book form (eg showing how a problem is worked without having the next step be immediately visible). Compare to film adaptions of novels.

If you can explain things in a classroom setting, I can't see any reason why you couldn't, or wouldn't want, to do the same thing in book form.
A book can't change its presentation based on the needs of the student in question. If a student has a question, how would a book respond to it?

(Alternatively, imagine a classroom in which the entire class period is spent reciting words from a book while projecting slides on a screen. In addition, no notes are taken, and students are highly encouraged to merely watch and listen with no other participation or distractions. Is that a sufficient learning environment in your view?)

You've just described standard educational math books, though. They exist, but each book will expect you to understand the prerequisite material, so that time and space aren't wasted re-explaining concepts to you (although many will have brief refreshers, etc.)

I think he was conceiving of books that required minimal, if any, interaction with someone operating in the role of a teacher.
 
I think he was conceiving of books that required minimal, if any, interaction operating in the role of a teacher.

That's possible up to an extent, but yeah, you're basically right.

Eventually you will certainly need help making sense of advanced topics. Even though math is just a collection of concepts that are all built on underlying concepts.. You can try learning all the concepts one by one, from the ground up - but that takes years of formal schooling.

I don't doubt that some people could teach themselves advanced math topics from beginning to end just by reading a set of well put together math books. The problem is that most people will get lost many times - requiring help from an instructor like you say. There are just too many concepts for one person to just sit there and learn them all by reading a bunch of books. Some of them also require a.. unique look at the situation to really wrap your mind around what's being taught - top see it written out on a page in front of you will often just not be enough. It's why mathematicians specialize in various disciplines - there is a lot of material to cover, just in one of these disciplines. Direction will be needed, unless you're some sort of a genius.
 
I understand that.

But how does the instructor learn the maths in the first place in order to help you understand it? And if your answer is that another instructor helped them, then why is it that this helpful information can't be conveyed in book form?

It's a bit of a conundrum, if you ask me. Which you didn't.

I can understand that an instructor gets immediate feedback from their pupils about whether they've understood something or not and that no book can possibly do this. But I'm not sure if, or why, this would be the deal breaker.
 
But how does the instructor learn the maths in the first place in order to help you understand it? And if your answer is that another instructor helped them, then why is it that this helpful information can't be conveyed in book form?

An instructor/professor is a guide. It's not really very feasible to learn certain advanced topics without such a guide - someone to guide you through the concepts, and to most importantly answer questions. A book can't answer your questions, it can only attempt to answer common ones that it might think you might have.

Learning advanced mathematical concepts is a lot of "Why does it work this way?", "Why can't you divide by such and such here?", "Why is this theorem not applicable here?", etc. A book can't cover all of this because different people will have different hang-ups and different issues with the material. You need a guide who understands the concepts and will help you navigate you through your own understanding of them - and each person's understanding will be slightly different. One issue is that you might misunderstand an underlying concept to some degree - a book wouldn't be able to pick up on that. There are many different types of possible misunderstandings, a book just wouldn't be able to cover most of them. It would detract from the subject at hand anyway - you'd end up with a giant tome of information. It wouldn't be a very efficient way of learning concepts.
 
An instructor/professor is a guide. It's not really very feasible to learn certain advanced topics without such a guide - someone to guide you through the concepts, and to most importantly answer questions. A book can't answer your questions, it can only attempt to answer common ones that it might think you might have.

Learning advanced mathematical concepts is a lot of "Why does it work this way?", "Why can't you divide by such and such here?", "Why is this theorem not applicable here?", etc. A book can't cover all of this because different people will have different hang-ups and different issues with the material. You need a guide who understands the concepts and will help you navigate you through your own understanding of them - and each person's understanding will be slightly different. One issue is that you might misunderstand an underlying concept to some degree - a book wouldn't be able to pick up on that. There are many different types of possible misunderstandings, a book just wouldn't be able to cover most of them. It would detract from the subject at hand anyway - you'd end up with a giant tome of information. It wouldn't be a very efficient way of learning concepts.

A book can't answer your questions, but the internet can ;)
 
It's more feasible with the internet, yep. But sometimes you will just not know where you're going wrong, so you won't know what to google. The internet is not a guide, but more like a giant unorganized encyclopedia. Search engines help, but they're not the equivalent of a guide to help you along.
 
It's more feasible with the internet, yep. But sometimes you will just not know where you're going wrong, so you won't know what to google. The internet is not a guide, but more like a giant unorganized encyclopedia. Search engines help, but they're not the equivalent of a guide to help you along.

Well, yes. Although TBF even Wiki is hugely better with subjects like math (i suppose mostly due to only mathematician-tied people writing those articles in the first place), than things like Philosophy (or History) where to any non-layman the mistakes are there on virtually any single article :)

Then again, re Philosophy articles, i got to note that i read a number of them by sites such as the University of Stanford (and their 'encyclopedia of philosophy'), and in my view they are really low-quality and trivial, and not representative of the source material's meanings. Very obvious with thinkers like Zeno, for example. I detest stupid comments in that Uni sites articles, such as "if we assume he even realised that", yeah, as if a random current philosopher in a Uni has to be really above one of the most important philosophers of all time :)
 
The problem with math is really that advanced concepts sit on a mountain of "lesser" concepts underneath. If you're a student, you are likely not going to have a full understanding of all of them, even if you think that you do. If your internal math system is flawed, you will need the help of an expert to figure out where you're going wrong. You could backtrack and attempt to figure it out yourself, and that's often done, but it just takes a lot longer than somebody pointing you to the right direction with a lot less effort.

A lot of jumps in logic in advanced mathematical topics don't come across as very intuitive. But they will feel intuitive to an expert, because he/she will (hopefully) have a good grasp of all the underlying concepts. So you could sit there for days trying to figure out how it all ties together, or just ask someone who already knows. And since advanced topics often sit on large mountains of other ones, asking an expert is usually a smart choice.
 
The problem with math is really that advanced concepts sit on a mountain of "lesser" concepts underneath. If you're a student, you are likely not going to have a full understanding of all of them, even if you think that you do. If your internal math system is flawed, you will need the help of an expert to figure out where you're going wrong. You could backtrack and attempt to figure it out yourself, and that's often done, but it just takes a lot longer than somebody pointing you to the right direction with a lot less effort.

A lot of jumps in logic in advanced mathematical topics don't come across as very intuitive. But they will feel intuitive to an expert, because he/she will (hopefully) have a good grasp of all the underlying concepts. So you could sit there for days trying to figure out how it all ties together, or just ask someone who already knows. And since advanced topics often sit on large mountains of other ones, asking an expert is usually a smart choice.

Then again math by now has so many fields that no one mathematician, or math polymath ( :D ) knows of all concepts, let alone how they would tie into another. I have to suppose (intuitive) that only a fraction of all concepts in math by now are needed for advancement/breakthrough on any single one of the main (known) standing problems (eg prime theories, to use one with a few famous problems attached to it).

Personally i do not aspire to be a math polymath math math. I am by nature inclined to focus on a smallish circle of subjects, and then dig deep into that circle until there is self-sufficiency inside it :)
 
I detest stupid comments in that Uni sites articles, such as "if we assume he even realised that", yeah, as if a random current philosopher in a Uni has to be really above one of the most important philosophers of all time :)
That depends on the context. The average high school graduate these days probably knows more about the world than even the most educated people in Zeno's times.
 
That depends on the context. The average high school graduate these days probably knows more about the world than even the most educated people in Zeno's times.

That likely is true (even if an epidermic knowledge) for many subjects, but not on the core of what Zeno presents, which is the notion of infinity and the 'paradoxes rising from the (intuitive) view that the world has multitudes and is not a Oneness'.

Zeno argues (in defence of Parmenides, his teacher) that it is at least as likely that we sense stuff as many (ie distinct, eg i am one human, you are another human, you aren't your desk etc etc) cause we are victims of the illusion of our senses and human thinking tied to it. For Zeno there is likely no Space nor Time nor Movement in the first place, and that is what he presents reductio ad absurdum arguments for :)

Edit: re Zeno, the OP of an older thread of mine, exactly on 9 of his paradoxa:

Just thought i could create this thread, given i am presenting those 9 remaining paradoxa anyway. It is likely there were more, but only these were reproduced in texts we have, mainly in Aristotle's physics :) The thread is not just meant for information presenting, but also any discussion you may feel like having on this subject..

The Paradoxa are named thus not because Zeno deems them themselves as something paradoxic (i mean he was not of the view they aren't valid), but due to his work with them being aimed at 'presenting that the enemies of the view of Parmenides (that all is One) inevitably have more paradoxes in their own view that there are Many things and not One'.

Although in general one can categorise those paradoxes in terms of the focus being on volume/space, time or motion, in reality they are all about the core ideas of Infinity and The Single point, as is the rest of the eleatic philosophy.

Zeno is speaking a bit about that lost work of his in the dialogue between Socrates and Parmenides.

An important note before i start the descriptions of the paradoxes: Zeno (and Parmenides) do not argue that we sense things in this way, but that our senses are illusionary anyway, and therefore it is more important to focus on what the ideas tied to those senses of movement, space and time are. This follows both from the 120 surviving lines of Parmenides' own work, titled "On Nature", and second-sources such as Plato's "Parmenides".

Ok, here are the 9 surviving paradoxa now:

1) The paradox of Dichotomy

If one has to get from point A to point B (eg in a line), he will first have to get to half the distance between A and B. But prior to that he must reach half of that half distance. And so on. So there is an infinity of distinct spots to be reached.

2) The paradox of Achilles

If Achilles was in a race with a tortoise, and the tortoise was allowed to have a small headway prior to the start of the race, Achilles would still be behind the tortoise for an infinity of distinct moments in time, or parts of that course. This is so given that at the start the tortoise is at point A, and Achilles at point A-X. In any next moment when Achilles has reached the original distance (ie in moment #2 he will be in X) the tortoise will have moved for a smaller bit past that original distance, and thus an infinity of such moments is there if focused upon.

3) The paradox of the moving groups (so called 'the Stadium', cause that would be where it took place)

If we have three groups of equal length, A,B,C, and one of them is immobile (B), and A moves to the opposite direction that C does, then A will have moved past C at half the time it took for it to move past B. This highlights that time was relative to the other parameters set, so if it was counted as a measure of movement for a distance then that distance itself could always have qualities altering the count (in this case the distance A=B=C being surpassed in both X time (for the immobile B) and X/2 time (for A or C which are moving to opposite directions to each other). The paradox is about relativity of setting a paragon (time in this case) as 'independent' of other parameters accounted or not.

4) The paradox of the Position (or of the Void)

If something can move then it follows that 'it moves to somewhere it was not already, and from somewhere it no longer is', and thus the position it takes cannot be tied to any place it moves, cause it does not grant position to that place nor does the place grant it a position it moves with. The argument concludes with the note that 'for a position to exist it has to have itself an external to it, other position, and that position of a position to have another position, and so on'. So this paradox is close to the previous one, about the setting of paragons in a system which seems to not include its own set things in the first place, and external categories or factors will be needed.

5) The paradox of the still arrow

Anything which occupies at a point of time an equal space/volume to its own at rest, is again at rest in the distinct point in time. So an arrow in movement is still immobile for any theorised part/instance of that movement. (This remnant of a paradox seems to allude again to a lack of an overarching/external system next to which the phenomenon of movement we note with our senses would logically have to be viewed as movement).

6-7-8) The Paradox of Size, and Finite or not, if there are Many things and not One

a)Zeno argues that if there are indeed many things, and not just all being one as Parmenides claims, then those "many" things must be always a finite number. But if we assume there are a set or finite number of things then there would be no variations of them or others in between them, unless the original set is not part of the subsets, in which case the many things are infinite anyway. (a simple example from arithmetic being that while in the group of positive integers there are just two in 1-2, there are endless numbers of decimals in between already).
b)If there are many things and not one then each thing must have volume, and thus have also edges to that volume. But if something has an edge as a volume then that edge will also have its own edge, and so on, and therefore if indeed there are Many things they must also include things which have No volume at all, and also things which has Infinite volume, cause only this way can seperation into many hold true. But if something has nothing of a quality then it is (absolute) zero, and zero not existing is a core Eleatic argument. (this would need elaboration, juxtaposing it with the atomic theory of Democritos and more aptly Anaxagoras, given in the later something can have an infinite amount of different constituent particles, which often border absolute zero).

9) The paradox of the falling grains making no sound

Given that while a large amount of something when falling will make a sound, while a single grain or less will not, it is paralleled to adding absolute zero to arrive at a non-zero amount. While the paradox is not about the trivial note that the human ear will not pick up sounds after some point, it seems tied to the idea of some inherently indistinct barrier/limit point, which itself is not factored in the phenomenon itself (if viewed as a parable it can be parallel to one noting that one was trying to find the ratio of sound to single grain, but the answer was in a wholly different, external order, such as sound-sensory qualities).

-

Ending note

While sadly most web pages fall for the wrong (and boring/simplistic/against the original texts anyway) account of the paradoxes as being brought by through absurd lack of noting how the senses work, as i wrote in the start of this thread this argument literally is not worth one's time (finite or not ;) ). Zeno and Parmenides are always about the idea of infinity, not the senses.
But i want to past the following interesting bit i read on the web, while searching for other lists of the paradoxa:



From http://www.franzkiekeben.com/zeno.html (no idea who he is, but i liked his comments there).

And indeed, if something literally goes on for an infinity of parts, the 'end' of it is no simple matter. Indeed in such an end things are not what they are in any other point of the progression, which is the most interesting in this math examination in my view :) (echoes an analogous point in the fibonacci series, related to phi, and some specific further point in it having to be a rational number despite being filled with phi in multiple ways..). :)
 
Then again math by now has so many fields that no one mathematician, or math polymath ( :D ) knows of all concepts

Yeah, that's why professors tend to specialize and teach within their area of expertise.
 
Back
Top Bottom