Confusing terms in topology

Following are some of the terms used in topology which have similar definition or literal English meanings:

• Convex set: A subset of is called convex¹ , if it contains, along with any pair of its points , also the entire line segement joining the points.

• Star-convex set: A subset of is called star-convex if there exists a point such that for each , the line segment joining to lies in .

• Simply connected: A topological space is called simply connected if it is path-connected²  and any loop in defined by can be contracted³  to a point.

• Deformation retract: Let be a subspace of . We say  is a deformation retracts to if there exists a retraction⁴ a retraction such that its composition with the inclusion is homotopic⁵  to the identity map on .

Various examples to illustrate the interdependence of these terms. Shown here are pentagon, star, sphere, and annulus.

A stronger version of Jordan Curve Theorem, known as Jordan–Schoenflies theorem, implies that the interior of a simple polygon is always a simply-connected subset of the Euclidean plane. This statement becomes false in higher dimensions.

The n-dimensional sphere is simply connected if and only if . Every star-convex subset of is simply connected. A torus, the (elliptic) cylinder, the Möbius strip, the projective plane and the Klein bottle are NOT simply connected.

The boundary of the n-dimensional ball , that is, the -sphere, is not a retract of the ball. Using this we can prove the Brouwer fixed-point theorem. However, deformation retracts to a sphere . Hence, though the sphere shown above doesn’t deformation retract to a point, it is a deformation retraction of .

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Footnotes

1. In general, a convex set is defined for vector spaces. It’s the set of elements from the vector space such that all the points on the straight line line between any two points of the set are also contained in the set. If and are points in the vector space, the points on the straight line between and are given by for all from 0 to 1.
2. A path from a point to a point in a topological space is a continuous function from the unit interval to with and . The space is said to be path-connected if there is a path joining any two points in .
3. There exists a continuous map such that restricted to is . Here, and denotes the unit circle and closed unit disk in the Euclidean plane respectively. In general, a space is contractible if it has the homotopy-type of a point. Intuitively, two spaces and are homotopy equivalent if they can be transformed into one another by bending, shrinking and expanding operations.
4. Then a continuous map is a retraction if the restriction of to is the identity map on .
5. A homotopy between two continuous functions and from a topological space to a topological space is defined to be a continuous function such that, if then and . Deformation retraction is a special type of homotopy equivalence, i.e. a deformation retraction is a mapping which captures the idea of continuously shrinking a space into a subspace.

Hyperreal and Surreal Numbers

These are the two lesser known number systems, with confusing names.

Hyperreal numbers originated from what we now call “non-standard analysis”. The system of hyperreal numbers is a way of treating infinite and infinitesimal quantities. The term “hyper-real” was introduced by Edwin Hewitt in 1948. In non-standard analysis the concept of continuity and differentiation is defined using infinitesimals, instead of the epsilon-delta methods. In 1960, Abraham Robinson showed that infinitesimals are precise, clear, and meaningful.

source: https://math.stackexchange.com/a/51460/214604

Following is a relevant Numberphile video:

Surreal numbers, on the other hand, is a fully developed number system which is more powerful than our real number system. They share many properties with the real numbers, including the usual arithmetic operations (addition, subtraction, multiplication, and division); as such, they also form an ordered field. The modern definition and construction of surreal numbers was given by John Horton Conway in  1970. The inspiration for these numbers came from the combinatorial game theory. Conway’s construction was introduced in Donald Knuth‘s 1974 book Surreal Numbers: How Two Ex-Students Turned on to Pure Mathematics and Found Total Happiness.

In his book, which takes the form of a dialogue, Knuth coined the term surreal numbers for what Conway had called simply numbers. This is the best source to learn about their construction. But the construction, though logical, is non-trivial. Conway later adopted Knuth’s term, and used surreals for analyzing games in his 1976 book On Numbers and Games.

Following is a relevant Numberphile video:

Many nice videos on similar topics can be found on PBS Infinite Series YouTube channel.

Number Theory

I read the term “number theory” for the first time in 2010, in this book (for RMO preparation):

This term didn’t make any sense to me then. More confusing was the entry in footer “Number of Theory”. At that time I didn’t have much access to internet to clarify the term, hence never read this chapter. I still like the term “arithmetic” rather than “number theory” (though both mean the same).

Yesterday, following article in newspaper caught my attention:

article: HT – How a Congress-BSP pact can be a game changer in MP, Rajasthan, Chhattisgarh

The usage of this term makes sense here!

Number Devil

If you enjoyed reading Lewis Carroll’s Alice’s Adventures in Wonderland, George Gamow’s Mr Tompkins, Abbott’s Flatland, Malba Tahan’s The Man Who Counted, Imre Lakatos’s Proofs and Refutations or Tarasov’s Calculus, then you will enjoy reading Enzensberger’s The Number Devil. But that is not an if and only if statement.

Originally written in German and published as Der Zahlenteufel, so far it has been translated into 26 languages (as per the back cover).

After reading this book one will have some knowledge of infinity, infinitesimal, zero, decimal number system, prime numbers (sieve of eratothenes, Bertrand’s postulate, Goldbach conjecture), rational numbers (0.999… = 1.0, fractions with 7 in denominator), irrational numbers (√2 = 1.4142…, uncountable), triangular numbers, square numbers, Fibonacci numbers, Pascal’s triangle (glimpse of Sierpinski triangle in it), combinatorics (permutations and combinations, role of Pascal’s triangle), cardinality of sets (countable sets like even numbers, prime numbers,…), infinite series (geometric series, harmonic series), golden ratio (recursive relations, continued fractions..), Euler characteristic (polyhedra and planar graphs), how to prove (11111111111^2 does not give numerical palindrome, Principia Mathematica), travelling salesman problem, Klein bottle, types of infinities (Cantor’s work), Euler product formula, imaginary numbers (Gaussian integer), Pythagoras theorem, lack of women mathematicians  and pi.

Since this is a translation of original work into English, you might not be happy with the language.  Though the author is not a mathematician, he is a well-known and respected European intellectual and author with wide-ranging interests. He gave a speech on mathematics and culture, “Zugbrücke außer Betrieb, oder die Mathematik im Jenseits der Kultur—eine Außenansicht” (“Drawbridge out of order, or mathematics outside of culture—a view from the outside”), in the program for the general public at  the International Congress of Mathematicians in Berlin in 1998. The speech was published under the joint sponsorship of the American Mathematical Society and the Deutsche Mathematiker Vereinigung as a pamphlet in German with facing English translation under the title Drawbridge Up: Mathematics—A Cultural Anathema, with an introduction by David Mumford.

Education System

This blog post has nothing to do with mathematics but just wanted to vent out my emotions.

I know that my opinions regarding the education system don’t matter since there always have been smarter people (i.e. people scoring more than me) around me in my home, school and college (and according to this system, only the opinions of top scorers matter). But, since WordPress allows me to express my opinions, here are the few comics which are in sync with my opinions:

© Bill Watterson

couldn’t find the creator of this comic

© Awantha Artigala

© Bill Watterson

I don’t think there is any solution to this problem since there are so many human beings on earth (i.e large variety of minds…).

A topic I wanted to discuss for long time

If you are an average maths undergraduate student (like me), you might have ended up in a situation of choosing between “just completing the degree by somehow passing the courses without caring about the grades” and “repeating a course/taking fewer courses so as to pass all courses with nice grades only”. Following is a nice discussion from Reddit:

Is it okay to take less credits?
byu/OldPlan inlearnmath

Understanding Geometry – 4

Aleksej Ivanovič Markuševič’s book, “Remarkable Curves” discusses the properties of ellipses, parabolas, hyperbolas, lemniscates, cycloids, brachistochrone, spirals and catenaries.  Among these “lemniscates” are the ones that I encountered only once before starting undergraduate education (all other curves appeared frequently in physics textbooks) and that too just to calculate the area enclosed by this curve. So I will discuss the properties of lemniscates in this post.

Let’s begin with the well-known curve, ellipse. An ellipse is the locus of points whose sum of distances from two fixed points (called foci) is constant. My favourite fact about ellipses is that we can’t find a general formula for the perimeter of an ellipse, and this little fact leads to the magical world of elliptic integrals. This, in turn, leads to the mysterious elliptic functions, which were discovered as inverse functions of elliptic integrals. Further, these functions are needed in the parameterization of certain curves, now called elliptic curves. For more details about this story, read the paper by Adrian Rice and Ezra Brown, “Why Ellipses are not Elliptic curves“.

Lemniscate is defined as the locus of points whose product of distances from two fixed points and (called foci) is constant. Lemniscate means, “with hanging ribbons” in Latin.  If the length of the segment is then for the midpoint of this line segment will lie on the curve if the product constant is . In this case we get a figure-eight lying on its side.

Lemniscate of Bernoulli; By Kmhkmh (Own work) [CC BY 4.0], via Wikimedia Commons

The attempt to calculate the perimeter of the above curve leads to elliptic integral, hence can’t derive a general formula for its perimeter. Just like an ellipse!

If we equate the value of the constant product not to but to another value, the lemniscate will change its shape. When the constant is less than , the lemniscate consists of two ovals, one of which contains inside it the point , and the other the point .

Cassini oval (x^2+y^2)^2−2c^2(x^2−y^2)=a^4−c^4; Source: https://www.encyclopediaofmath.org/legacyimages/common_img/c020700b.gif

When the product constant is greater than but less than , the lemniscate has the form of a biscuit. If the constant is close to , the “waist” of the biscuit is very narrow and the shape of the curve is very close to the figure-eight shape.

Cassini oval (x^2+y^2)^2−2c^2(x^2−y^2)=a^4−c^4; Source: https://www.encyclopediaofmath.org/legacyimages/common_img/c020700b.gif

If the constant differs little from , the waist is hardly noticeable, and if the constant is equal or greater than the waist disappears completely, and the lemniscate takes the form of an oval.

Cassini oval (x^2+y^2)^2−2c^2(x^2−y^2)=a^4−c^4; Source: https://www.encyclopediaofmath.org/legacyimages/common_img/c020700a.gif

We can further generalize this whole argument to get lemniscate with an arbitrary number of foci, called polynomial lemniscate.

Building Mathematics

Let’s talk about the work of a mathematician. When I was young (before highschool), I used to believe that anyone capable of using mathematics is a mathematician. The reason behind this was that being a mathematician was not a job for people like Brahmagupta, Aryabhatta, Fermat, Ramanujan (the names I knew when I was young). So by that definition, even a shopkeeper was a mathematician. And hence I had no interest in becoming a mathematician.

Then, during highschool, I came to know about the mathematics olympiad and was fascinated by the “easy to state but difficult to solve” problems from geometry, combinatorics, arithmetic and algebra (thanks to AMTI, Vipul Naik and Sai Krishna Deep) . I practiced many problems in hope to appear for the exam once in my life. But that day never came (due to bad education system of my state) and I switched to physics, just because there was lot of hype about how interesting our nature is (thanks to Walter Lewin). 

In senior school I realised that I can’t do physics, I simply don’t like the thought process behind physics (thanks to Feynman). And luckily, around the same time, came to know what mathematicians do (thanks to Uncle Paul). Mathematicians “create new maths”. They may contribute according to their capabilities, but no contribution is negligible. There are two kinds of mathematicians, one who define new objects (I call them problem creators) and others who simplify the existing theories by adding details (I call them problem solvers). You may wonder that while solving a problem one may create bigger maths problems, and vice versa, but I am talking about the general ideologies. What I am trying to express, is similar to what people want to say by telling that logic is a small branch of mathematics (whereas I love maths just for its logical arguments).

A few months before I had to join college (in 2014), I decided to become a mathematician. Hence I joined a research institute (clearly not the best one in my country, but my concern was just to be able to learn as much maths as possible).  Now I am learning lots of advanced (still old) maths (thanks to Sagar Srivastava, Jyotiraditya Singh and my teachers) and trying to make a place for myself, to be able to call myself a mathematician some day.

I find all this very funny. When I was young, I used to think that anyone could become a mathematician and there was nothing special about it. But now I everyday have to prove myself to others so that they give me a chance to become a mathematician. Clearly, I am not a genius like all the people I named above (or even close to them) but I still want to create some new maths either in form of a solution to a problem or foundations of new theory and call myself a mathematician. I don’t want it to end up like my maths olympiad dream.

Magic Cubes

Last week I attended a talk (by a student) about Magic Squares. I learned a bunch of cool facts about them (like how to devise an algorithm to construct them). Towards the end of the talk, one student from the audience suggested the possibility of Magic Cubes. I got very excited about this idea since it pointed towards the stereotypical mathematical ideology of generalizing the examples in order to see the deeper connections.

I myself don’t know much about Magic Cubes (or even Magic Squares) but would like to quote W. W. Rouse Ball & H. S. M. Coxeter from pp. 217 the book “Mathematical Recreations and Essays” (11th Ed.) :

A Magic Cube of the order consists of the consecutive numbers from 1 to , arranged in the form of a cube, so that the sum of the numbers in every row, every column, every file, and in each of the four diagonals (or “diameters “), is the same-namely, . This sum occurs in ways. I do not know of any rule for constructing magic cubes of singly-even order. But such cubes of any odd or doubly-even order can be constructed by a natural extension of the methods already used for squares.

I would like to read about these magic hyper-cubes in future. And if you know something interesting about them, let me know in the comments below.

Under 40

The age of 40 is considered special in mathematics because it’s an ad-hoc criterion for deciding whether a mathematician is young or old. This idea has been well established by the under-40 rule for Fields Medal, based on Fields‘ desire that:

while it was in recognition of work already done, it was at the same time intended to be an encouragement for further achievement on the part of the recipients and a stimulus to renewed effort on the part of others

Though it must be noted that this criterion doesn’t claim that after 40 mathematicians are not productive (example: Yitang Zhang).  So I wanted to write a bit about the under 40 leading number theorists which I am aware of (in order of decreasing age):

• Sophie Morel: The area of mathematics in which Morel has already made contributions is called the Langlands program, initiated by Robert Langlands. Langlands brought together two fields, number theory and representation theory. Morel has made significant advances in building that bridge. “It’s an extremely exciting area of mathematics,” Gross says, “and it requires a vast background of knowledge because you have to know both subjects plus algebraic geometry.” [source]
• Melanie Wood: Profiled at age 17 as “The Girl Who Loved Math” by Discover magazine, Wood has a prodigious list of successes. The main focus of her research is in number theory and algebraic geometry, but it also involves work in probability, additive combinatorics, random groups, and algebraic topology.  [source1, source2]
• James Maynard:  James is primarily interested in classical number theory, in particular, the distribution of prime numbers. His research focuses on using tools from analytic number theory, particularly sieve methods, to study primes.  He has established the sensational result that the gap between two consecutive primes is no more than 600 infinitely often. [source1, source2]
• Peter Scholze: Scholze began doing research in the field of arithmetic geometry, which uses geometric tools to understand whole-number solutions to polynomial equations that involve only numbers, variables and exponents. Scholze’s key innovation — a class of fractal structures he calls perfectoid spaces — is only a few years old, but it already has far-reaching ramifications in the field of arithmetic geometry, where number theory and geometry come together. Scholze’s work has a prescient quality, Weinstein said. “He can see the developments before they even begin.” [source]