I'd guess that this prof was probably talking about the moore penrose "pseudoinverse" for matrixes. That is also well defined for vectors, and produces the scalar value one when multiplied by the original vector. It happens that this inverse is the same as the GA inverse, but without the rest of the context from that mathematics there isn't much to do with it.
It's ironic that you are objecting to the "higher" math here. When I was back in high school I objected to the arbitrariness of the cross product (it doesn't even work for R^2) and seems very much like something that some mathematician pulled out of a magic hat. It's my expectation that within twenty years much of the basic vector algebra will be taught from a GA point of view ... it makes so much more sense that way. The texts that teach it now (like Hestenes's "New Foundations for classical mechanics") aren't exactly light reads, so some work is required to dumb it down. It's not a matter of teaching more advanced math, just doing things differently:
ie:
- don't teach determinants, cramer's rule and matrix inversion as a starting point, teach the wedge product. The rest follows from that and is much easier to understand.
- don't teach the cross product and dot products as special multiplication operations. Teach the GA product that incorporates these both, and allows consistent operation on higher dimensional object like planes, not just vectors, and not just R^3 (you'll need R^4 to deal with maxwell's equations once you take E&M but won't have the tools to do so).
- introduce complex numbers as a special case of the Geometric product.
- don't teach multivariable calculus for R^3 using only div and grad and then have to relearn it all to add one dimension (or work in R^2). Previously you'd have to use exterior calculus to get the general results and this is again an area that this simplifies.
- ...
It would be too easy to go on preaching on the subject (it's kind of exciting to find something that simplifies so much and then find that the subject has been around untaught (even to your prof probably)), so I'll stop. I'm also not going to answer the specific question of "what is" the A/B of your question since the context to answer that requires some work.
Instead here are some pointers to actually learning the subject, what it is, and how to work with it:
1)
http://www.science.uva.nl/ga/tutorials/
It's a interactive GA tutorial/presentation for a game programmers conference that provides a really good intro and has a lot of examples that I found helpful to get an intuitive feel for all the various product operations and object types.
Even if you weren't trying to learn GA, if you have done any traditonal vector algebra/calculus, IMO its worthwhile to download this just to just to see the animation of how the old cross product varies with changes to the vectors.
You have to download the GAViewer program (graphical vector calculator) to run the presentation. Once you do that you can use it for other calculation examples. See:
http://www.geometricalgebra.net/downloads/gaviewerexercises.pdf
for some examples of how to use this as a standalone tool (note that the book the drills are from use a different notation for dot product (with a slightly different meaning and uses an oriented L symbol dependent on the grades of the blades).
2) One possible starting place is lect1.pdf from the following:
http://www.mrao.cam.ac.uk/~clifford/ptIIIcourse/GeometricAlgebraLectures.zip[/QUOTE]
3) This one is pretty readable too:
http://staff.science.uva.nl/~leo/clifford/dorst-mann-I.pdf
4)
http://en.wikipedia.org/wiki/Geometric_algebra
(I've dumped some content in there as I tried to learn it .. needs a lot of work)
with regards to myself. I'm not a higher mathematician ... just a dumb computer programmer whos been through engineering school. I've stumbled on the subject after pulling out my old E&M books (compensating for boredom at work) and give them a re-read to understand them in the way I wished I'd had time to so back in school (like the high school days where all of physics was obvious and one didn't have to memorize any formulas because you could figure it out from first principles).