Interesting Problem from Gelfand's Algebra; Relevance?

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SUMMARY

The discussion centers around Problem 63 from Gelfand's book "Algebra," which poses the question of whether the father of the son of NN and the son of the father of NN are the same individual. Participants conclude that while NN's biological son must be NN, NN's biological father may not necessarily be the same due to the possibility of siblings. The problem serves as an introduction to the concept that both a² and (-a)² equal a², emphasizing the importance of understanding variables without gender bias.

PREREQUISITES
  • Understanding of basic algebraic concepts, specifically the square of a sum formula.
  • Familiarity with biological relationships in mathematical contexts.
  • Knowledge of rational exponents as discussed in Gelfand's "Algebra."
  • Awareness of variable interpretation in mathematical problems.
NEXT STEPS
  • Study the square of a sum formula in detail, including applications in algebra.
  • Explore the implications of variable interpretation in mathematical problems.
  • Review Gelfand's "Algebra" for additional context on rational exponents.
  • Investigate historical mathematical problems involving variable solutions, such as x² = 4.
USEFUL FOR

Students of algebra, educators teaching mathematical concepts, and anyone interested in the philosophical implications of variable interpretation in mathematics.

Axel Harper
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Homework Statement


Problem 63 from Gelfand's book Algebra asks "are the father of the son of NN and the son of the father of NN the same person?"

Homework Equations


This problem is in a section about the square of a sum formula.
(a+b)2 = a2+2ab+b2

The Attempt at a Solution


If NN has a biological son x, then x's biological father must be NN. If NN has a biological father y, then y's biological son is not necessarily NN because NN could have brothers.
When I first did this problem a couple years ago I wondered how this was relevant at all. Now I interpret this as Gelfand's way of introducing the idea that both a2 and (-a)2 equal a2. Rational exponents are covered already in an earlier section. Can anybody confirm this, or does anyone have a differing interpretation?
 
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Axel Harper said:
If NN has a biological son x, then x's biological father must be NN. If NN has a biological father y, then y's biological son is not necessarily NN because NN could have brothers.

I would think you're right. If you are, the answer would be "not always".
 
Axel Harper said:

The Attempt at a Solution


If NN has a biological son x, then x's biological father must be NN. If NN has a biological father y, then y's biological son is not necessarily NN because NN could have brothers.
When I first did this problem a couple years ago I wondered how this was relevant at all. Now I interpret this as Gelfand's way of introducing the idea that both a2 and (-a)2 equal a2. Rational exponents are covered already in an earlier section. Can anybody confirm this, or does anyone have a differing interpretation?

Why does NN have to be male?

My thought was that the purpose of the problem is to encourage thinking about variables. In math history there were problems with solving ##x^2 = 4##. Mathematicians would avoid a negative solution, such as ##x=-2##. Similar issues arose with imaginary numbers.

I thought NN could be a woman. We may bias our interpretation of a variable if we impose a restriction.
 
thelema418 said:
Why does NN have to be male?
...
Excellent point !
 
thelema418 said:
Why does NN have to be male?

That's a good point. I think we could still interpret the problem in the same manner if NN is a woman because we still can't guarantee that her son's father is the same person as her father's son.
 

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