New theorems in undergraduate subjects

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Discussion Overview

The discussion revolves around the possibility of deducing new theorems at the undergraduate level in established mathematical subjects such as Calculus and Real Analysis. Participants explore the nature of theorems, their significance, and the reasons behind the standardization of textbooks.

Discussion Character

  • Exploratory
  • Debate/contested
  • Conceptual clarification

Main Points Raised

  • Some participants question whether new theorems can be deduced at the undergraduate level, suggesting that while it is possible, the theorems may not be significant enough to warrant inclusion in textbooks.
  • Others argue that new theorems or lemmas may be necessary to solve specific problems, particularly in math competitions, indicating a practical application of theorem construction.
  • A participant notes the distinction between different types of theorems in textbooks, highlighting that some are foundational while others serve as auxiliary statements, often referred to as lemmas or propositions.
  • There is mention of a humorous formula found online, which raises questions about what constitutes a theorem and suggests that some formulas may be created for entertainment rather than serious mathematical discourse.

Areas of Agreement / Disagreement

Participants express differing views on the significance and nature of new theorems at the undergraduate level. While some acknowledge the possibility of deducing new theorems, others emphasize their limited importance and the context in which they arise. The discussion remains unresolved regarding the value and classification of such theorems.

Contextual Notes

Participants note that the definitions and classifications of theorems, lemmas, and propositions can vary, and there is no strict norm governing these terms. The discussion also reflects on the limitations of textbooks in capturing the full scope of mathematical exploration at the undergraduate level.

flamengo
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Is it possible to deduce theorems besides those in the books of mathematics (I'm talking about consecrated subjects such as Calculus and Real Analysis, for example)? Again, my question is not at the research level. My question is at the undergraduate level. And if so, why are the Calculus books so standardized ?
 
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Depends on what you call theorems. Very general results of interest in many different applications, accessible with undergrad tools: see the textbooks. There are more that you can prove at an undergrad level, but they won't be that important and usually more specialized, otherwise they would have been added to the books.
 
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But I think that sometimes it's necessary to prove a new theorem or lemma in order to solve a problem or exercise. Is this true ? I think this occurs mainly in math competitions.
 
flamengo said:
But I think that sometimes it's necessary to prove a new theorem or lemma in order to solve a problem or exercise. Is this true ? I think this occurs mainly in math competitions.
These are usually auxiliary statements shaped to fit in the specific situation given and thus not very valuable in general contexts.

There are mainly two types of theorems in textbooks: those which reveal a deeper understanding of a theory and apply to several situations and those needed to prove them, which are often called lemma or proposition. However, there is no norm of how to call what. Some lemmas do actually belong to the first kind and are still called lemma, e.g. for historical reasons.

In the end you could construct any formula that applies to certain numbers and call it theorem. I once found the following funny formula on the internet: ##2^n+7^n+8^n+18^n+19^n+24^n=3^n+4^n+12^n+14^n+22^n+23^n \; (n=0,\ldots,5)##
I can't imagine anyone who would call it a theorem or even a proposition. And if it can be found in a textbook, then for the same reason as here: for entertainment.
 
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fresh_42 said:
In the end you could construct any formula that applies to certain numbers and call it theorem. I once found the following funny formula on the internet: ##2^n+7^n+8^n+18^n+19^n+24^n=3^n+4^n+12^n+14^n+22^n+23^n \; (n=0,\ldots,5)##
I can't imagine anyone who would call it a theorem or even a proposition. And if it can be found in a textbook, then for the same reason as here: for entertainment.
A method of generating similar formulas for even larger n ranges (but with prefactors) is discussed in this thread.
 

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