The Phenomenology of Mathematical Beauty
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Mathematical Melodies: the Beauty of Numbers “What Are You Studying?”
Mathematical Melodies: The Beauty of Numbers “What are you studying?” I asked a senior a couple of years ago. “Visual Art,” he replied. I said something like, “I never was good at drawing or anything like that,” and he responded, “I get that a lot,” seeming slightly annoyed. I hope that he did not think I was dismissing art simply because I am not very good at making it. In fact, I have a great appreciation for painting, sculpture, and art of all kinds. I recognize two facts: that visual art is aesthetic, and that someone with no particular gifts as an artist can appreciate it. Now I am the senior, and often when I tell someone that I study mathematics, I get a reply like, “I never could get the hang of math.” Now it is certainly fine if someone is not very good at math, but I always hope that their statement does not mean they dismiss mathematics from their life. In this article, I would like to demonstrate two facts: that mathematics is aesthetic, and that someone with no particular gifts as a mathematician can appreciate it. If I can get you to believe these two facts, then it would be just as desirable and beneficial to your life to take math seriously as it is for me to take art seriously. While it may be true that a non- mathematician cannot appreciate the beauty of mathematics as much as a mathematician can, I also doubt I can appreciate a painting as well as my artist friend can. -
Projective Geometry: a Short Introduction
Projective Geometry: A Short Introduction Lecture Notes Edmond Boyer Master MOSIG Introduction to Projective Geometry Contents 1 Introduction 2 1.1 Objective . .2 1.2 Historical Background . .3 1.3 Bibliography . .4 2 Projective Spaces 5 2.1 Definitions . .5 2.2 Properties . .8 2.3 The hyperplane at infinity . 12 3 The projective line 13 3.1 Introduction . 13 3.2 Projective transformation of P1 ................... 14 3.3 The cross-ratio . 14 4 The projective plane 17 4.1 Points and lines . 17 4.2 Line at infinity . 18 4.3 Homographies . 19 4.4 Conics . 20 4.5 Affine transformations . 22 4.6 Euclidean transformations . 22 4.7 Particular transformations . 24 4.8 Transformation hierarchy . 25 Grenoble Universities 1 Master MOSIG Introduction to Projective Geometry Chapter 1 Introduction 1.1 Objective The objective of this course is to give basic notions and intuitions on projective geometry. The interest of projective geometry arises in several visual comput- ing domains, in particular computer vision modelling and computer graphics. It provides a mathematical formalism to describe the geometry of cameras and the associated transformations, hence enabling the design of computational ap- proaches that manipulates 2D projections of 3D objects. In that respect, a fundamental aspect is the fact that objects at infinity can be represented and manipulated with projective geometry and this in contrast to the Euclidean geometry. This allows perspective deformations to be represented as projective transformations. Figure 1.1: Example of perspective deformation or 2D projective transforma- tion. Another argument is that Euclidean geometry is sometimes difficult to use in algorithms, with particular cases arising from non-generic situations (e.g. -
Pattern, the Visual Mathematics: a Search for Logical Connections in Design Through Mathematics, Science, and Multicultural Arts
Rochester Institute of Technology RIT Scholar Works Theses 6-1-1996 Pattern, the visual mathematics: A search for logical connections in design through mathematics, science, and multicultural arts Seung-eun Lee Follow this and additional works at: https://scholarworks.rit.edu/theses Recommended Citation Lee, Seung-eun, "Pattern, the visual mathematics: A search for logical connections in design through mathematics, science, and multicultural arts" (1996). Thesis. Rochester Institute of Technology. Accessed from This Thesis is brought to you for free and open access by RIT Scholar Works. It has been accepted for inclusion in Theses by an authorized administrator of RIT Scholar Works. For more information, please contact [email protected]. majWiif." $0-J.zn jtiJ jt if it a mtrc'r icjened thts (waefii i: Tkirr. afaidiid to bz i d ! -Lrtsud a i-trio. of hw /'' nvwte' mfratWf trawwi tpf .w/ Jwitfl- ''','-''' ftatsTB liovi 'itcj^uitt <t. dt feu. Tfui ;: tti w/ik'i w cWii.' cental cj lniL-rital. p-siod. [Jewy anJ ./tr.-.MTij of'irttion. fan- 'mo' that. I: wo!'.. PicrdoTrKwe, wiifi id* .or.if'iifer -now r't.t/ry summary Jfem2>/x\, i^zA 'jX7ipu.lv z&ietQStd (Xtrma iKc'i-J: ffocub. The (i^piicaiom o". crWx< M Wf flrtu't. fifesspwn, Jiii*iaiin^ jfli dtfifi,tmi jpivxei u3ili'-rCi luvjtv-tzxi patcrr? ;i t. drifters vcy. Symmetr, yo The theoretical concepts of symmetry deal with group theory and figure transformations. Figure transformations, or symmetry operations refer to the movement and repetition of an one-, two , and three-dimensional space. (f_8= I lhowtuo irwti) familiar iltjpg . -
The Trigonometry of Hyperbolic Tessellations
Canad. Math. Bull. Vol. 40 (2), 1997 pp. 158±168 THE TRIGONOMETRY OF HYPERBOLIC TESSELLATIONS H. S. M. COXETER ABSTRACT. For positive integers p and q with (p 2)(q 2) Ù 4thereis,inthe hyperbolic plane, a group [p, q] generated by re¯ections in the three sides of a triangle ABC with angles ôÛp, ôÛq, ôÛ2. Hyperbolic trigonometry shows that the side AC has length †,wherecosh†≥cÛs,c≥cos ôÛq, s ≥ sin ôÛp. For a conformal drawing inside the unit circle with centre A, we may take the sides AB and AC to run straight along radii while BC appears as an arc of a circle orthogonal to the unit circle.p The circle containing this arc is found to have radius 1Û sinh †≥sÛz,wherez≥ c2 s2, while its centre is at distance 1Û tanh †≥cÛzfrom A. In the hyperbolic triangle ABC,the altitude from AB to the right-angled vertex C is ê, where sinh ê≥z. 1. Non-Euclidean planes. The real projective plane becomes non-Euclidean when we introduce the concept of orthogonality by specializing one polarity so as to be able to declare two lines to be orthogonal when they are conjugate in this `absolute' polarity. The geometry is elliptic or hyperbolic according to the nature of the polarity. The points and lines of the elliptic plane ([11], x6.9) are conveniently represented, on a sphere of unit radius, by the pairs of antipodal points (or the diameters that join them) and the great circles (or the planes that contain them). The general right-angled triangle ABC, like such a triangle on the sphere, has ®ve `parts': its sides a, b, c and its acute angles A and B. -
What Is Mathematical Beauty? Teaching Through Big Ideas and Connections
What is Mathematical Beauty? Teaching through Big Ideas and Connections Jo Boaler, Professor of Mathematics Education, co-director of youcubed Jen Munson, Doctoral Candidate, Mathematics Education Cathy Williams, co-director of youcubed Stanford University Mathematics is a beautiful subject. Ask mathematicians and others what they love about the subject and they will talk about the amazing connections that thread through the terrain, unifying the diferent ideas. There are not many facts or methods to remember in mathematics but there are a few really big and important ideas that are connected to each other and that infuse the subject. Yet when we ask students what they think math is, most will say that it is a lot of diferent rules and methods. This is really unfortunate as students who believe mathematics is a set of methods to be remembered are the lowest achieving students, worldwide, as revealed by PISA data (Boaler & Zoido, 2016). So, why do so few students, or teachers, see mathematics as a set of rich ideas and connections? One of the reasons is that teachers are given sets of standards to teach and no matter how good the standard writers are, they all cut mathematics up into small pieces and give teachers small atomized content areas – usually a set of methods – to teach. The connections disappear – teachers cannot see them and they are lost from students’ learning pathways. Instead, teachers see the lists of content – often 100 or more methods in a year – and work systematically through them. This often leads teachers to skim through content quickly as when mathematics is disconnected and ofered in small sections there is a lot to get through in any year. -
Perspectives on Projective Geometry • Jürgen Richter-Gebert
Perspectives on Projective Geometry • Jürgen Richter-Gebert Perspectives on Projective Geometry A Guided Tour Through Real and Complex Geometry 123 Jürgen Richter-Gebert TU München Zentrum Mathematik (M10) LS Geometrie Boltzmannstr. 3 85748 Garching Germany [email protected] ISBN 978-3-642-17285-4 e-ISBN 978-3-642-17286-1 DOI 10.1007/978-3-642-17286-1 Springer Heidelberg Dordrecht London New York Library of Congress Control Number: 2011921702 Mathematics Subject Classification (2010): 51A05, 51A25, 51M05, 51M10 c Springer-Verlag Berlin Heidelberg 2011 This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation,reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilm or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the German Copyright Law of September 9, 1965, in its current version, and permission for use must always be obtained from Springer. Violations are liable to prosecution under the German Copyright Law. The use of general descriptive names, registered names, trademarks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. Cover design: deblik, Berlin Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) About This Book Let no one ignorant of geometry enter here! Entrance to Plato’s academy Once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, “and what is the use of a book,” thought Alice, “without pictures or conversations?” Lewis Carroll, Alice’s Adventures in Wonderland Geometry is the mathematical discipline that deals with the interrelations of objects in the plane, in space, or even in higher dimensions. -
Reflections on Mathematics and Aesthetics
rivista on-line del Seminario Permanente di Estetica anno VIII, numero 1 Reflections on Mathematics and Aesthetics John L. Bell My work has always tried to unite the true with the beautiful and when I had to choose one or the other, I usually chose the beautiful. Hermann Weyl I am interested in mathematics only as a creative art. G. H. Hardy 1. Mathematics as embodying intelligible beauty The association of mathematics with the Beautiful was first explicitly made by Plato (through the words of Socrates). In the Philebus Socrates says: I do not mean by beauty of form such beauty as that of animals or pictures... but ... under- stand me to mean straight lines and circles... for these I affirm to be not relatively beautiful, like other things, but eternally and absolutely beautiful. For Plato the essence of mathematical beauty was its absoluteness, its resistance to change and fashion. Some four centuries later, Plutarch asserts: «The purpose of geometry is to draw us away from the sensible and the perishable to the intelligible and eternal». The word «intelligible» has two meanings. First, of course, the usual meaning of «comprehensible» or «capable of being understood». But the word also has an older meaning, namely, «capable of being apprehended only by the intellect, not by the sens- es»; in this guise it serves as an antonym to «sensible». It is, I believe, precisely with this signification that Plutarch uses the word «intelligible» in this quotation. Plutarch doesn’t mention «beauty» here, but he does link «sensible» with «perisha- ble2 and «intelligible» with «eternal». -
Wabi-Sabi Mathematics
Journal of Humanistic Mathematics Volume 6 | Issue 1 January 2016 Wabi-Sabi Mathematics Jean-Francois Maheux Université du Québec à Montréal Follow this and additional works at: https://scholarship.claremont.edu/jhm Part of the Education Commons, Epistemology Commons, Esthetics Commons, Logic and Foundations of Mathematics Commons, and the Other Philosophy Commons Recommended Citation Maheux, J. "Wabi-Sabi Mathematics," Journal of Humanistic Mathematics, Volume 6 Issue 1 (January 2016), pages 174-195. DOI: 10.5642/jhummath.201601.11 . Available at: https://scholarship.claremont.edu/jhm/vol6/iss1/11 ©2016 by the authors. This work is licensed under a Creative Commons License. JHM is an open access bi-annual journal sponsored by the Claremont Center for the Mathematical Sciences and published by the Claremont Colleges Library | ISSN 2159-8118 | http://scholarship.claremont.edu/jhm/ The editorial staff of JHM works hard to make sure the scholarship disseminated in JHM is accurate and upholds professional ethical guidelines. However the views and opinions expressed in each published manuscript belong exclusively to the individual contributor(s). The publisher and the editors do not endorse or accept responsibility for them. See https://scholarship.claremont.edu/jhm/policies.html for more information. Wabi-Sabi Mathematics Cover Page Footnote I would like to thank Draco Szathmary, Maude Bélanger and Franciele da Silva for their contribution to my thinking for this paper; and the reviewers whose comments helped me introduce these ideas in a more inviting way. This work is available in Journal of Humanistic Mathematics: https://scholarship.claremont.edu/jhm/vol6/iss1/11 Wabi-Sabi Mathematics Jean-Fran¸coisMaheux Department of Mathematics, Universit´edu Qu´ebec `aMontr´eal,CANADA [email protected] Abstract Mathematics and aesthetics have a long history in common. -
Chapter 9 the Geometrical Calculus
Chapter 9 The Geometrical Calculus 1. At the beginning of the piece Erdmann entitled On the Universal Science or Philosophical Calculus, Leibniz, in the course of summing up his views on the importance of a good characteristic, indicates that algebra is not the true characteristic for geometry, and alludes to a “more profound analysis” that belongs to geometry alone, samples of which he claims to possess.1 What is this properly geometrical analysis, completely different from algebra? How can we represent geometrical facts directly, without the mediation of numbers? What, finally, are the samples of this new method that Leibniz has left us? The present chapter will attempt to answer these questions.2 An essay concerning this geometrical analysis is found attached to a letter to Huygens of 8 September 1679, which it accompanied. In this letter, Leibniz enumerates his various investigations of quadratures, the inverse method of tangents, the irrational roots of equations, and Diophantine arithmetical problems.3 He boasts of having perfected algebra with his discoveries—the principal of which was the infinitesimal calculus.4 He then adds: “But after all the progress I have made in these matters, I am no longer content with algebra, insofar as it gives neither the shortest nor the most elegant constructions in geometry. That is why... I think we still need another, properly geometrical linear analysis that will directly express for us situation, just as algebra expresses magnitude. I believe I have a method of doing this, and that we can represent figures and even 1 “Progress in the art of rational discovery depends for the most part on the completeness of the characteristic art. -
PROJECTIVE GEOMETRY Contents 1. Basic Definitions 1 2. Axioms Of
PROJECTIVE GEOMETRY KRISTIN DEAN Abstract. This paper investigates the nature of finite geometries. It will focus on the finite geometries known as projective planes and conclude with the example of the Fano plane. Contents 1. Basic Definitions 1 2. Axioms of Projective Geometry 2 3. Linear Algebra with Geometries 3 4. Quotient Geometries 4 5. Finite Projective Spaces 5 6. The Fano Plane 7 References 8 1. Basic Definitions First, we must begin with a few basic definitions relating to geometries. A geometry can be thought of as a set of objects and a relation on those elements. Definition 1.1. A geometry is denoted G = (Ω,I), where Ω is a set and I a relation which is both symmetric and reflexive. The relation on a geometry is called an incidence relation. For example, consider the tradional Euclidean geometry. In this geometry, the objects of the set Ω are points and lines. A point is incident to a line if it lies on that line, and two lines are incident if they have all points in common - only when they are the same line. There is often this same natural division of the elements of Ω into different kinds such as the points and lines. Definition 1.2. Suppose G = (Ω,I) is a geometry. Then a flag of G is a set of elements of Ω which are mutually incident. If there is no element outside of the flag, F, which can be added and also be a flag, then F is called maximal. Definition 1.3. A geometry G = (Ω,I) has rank r if it can be partitioned into sets Ω1,..., Ωr such that every maximal flag contains exactly one element of each set. -
Euclidean Versus Projective Geometry
Projective Geometry Projective Geometry Euclidean versus Projective Geometry n Euclidean geometry describes shapes “as they are” – Properties of objects that are unchanged by rigid motions » Lengths » Angles » Parallelism n Projective geometry describes objects “as they appear” – Lengths, angles, parallelism become “distorted” when we look at objects – Mathematical model for how images of the 3D world are formed. Projective Geometry Overview n Tools of algebraic geometry n Informal description of projective geometry in a plane n Descriptions of lines and points n Points at infinity and line at infinity n Projective transformations, projectivity matrix n Example of application n Special projectivities: affine transforms, similarities, Euclidean transforms n Cross-ratio invariance for points, lines, planes Projective Geometry Tools of Algebraic Geometry 1 n Plane passing through origin and perpendicular to vector n = (a,b,c) is locus of points x = ( x 1 , x 2 , x 3 ) such that n · x = 0 => a x1 + b x2 + c x3 = 0 n Plane through origin is completely defined by (a,b,c) x3 x = (x1, x2 , x3 ) x2 O x1 n = (a,b,c) Projective Geometry Tools of Algebraic Geometry 2 n A vector parallel to intersection of 2 planes ( a , b , c ) and (a',b',c') is obtained by cross-product (a'',b'',c'') = (a,b,c)´(a',b',c') (a'',b'',c'') O (a,b,c) (a',b',c') Projective Geometry Tools of Algebraic Geometry 3 n Plane passing through two points x and x’ is defined by (a,b,c) = x´ x' x = (x1, x2 , x3 ) x'= (x1 ', x2 ', x3 ') O (a,b,c) Projective Geometry Projective Geometry -
Research Article Traditional Houses and Projective Geometry: Building Numbers and Projective Coordinates
Hindawi Journal of Applied Mathematics Volume 2021, Article ID 9928900, 25 pages https://doi.org/10.1155/2021/9928900 Research Article Traditional Houses and Projective Geometry: Building Numbers and Projective Coordinates Wen-Haw Chen 1 and Ja’faruddin 1,2 1Department of Applied Mathematics, Tunghai University, Taichung 407224, Taiwan 2Department of Mathematics, Universitas Negeri Makassar, Makassar 90221, Indonesia Correspondence should be addressed to Ja’faruddin; [email protected] Received 6 March 2021; Accepted 27 July 2021; Published 1 September 2021 Academic Editor: Md Sazzad Hossien Chowdhury Copyright © 2021 Wen-Haw Chen and Ja’faruddin. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The natural mathematical abilities of humans have advanced civilizations. These abilities have been demonstrated in cultural heritage, especially traditional houses, which display evidence of an intuitive mathematics ability. Tribes around the world have built traditional houses with unique styles. The present study involved the collection of data from documentation, observation, and interview. The observations of several traditional buildings in Indonesia were based on camera images, aerial camera images, and documentation techniques. We first analyzed the images of some sample of the traditional houses in Indonesia using projective geometry and simple house theory and then formulated the definitions of building numbers and projective coordinates. The sample of the traditional houses is divided into two categories which are stilt houses and nonstilt house. The present article presents 7 types of simple houses, 21 building numbers, and 9 projective coordinates.