Uncovering the Discovery of e=2.7

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Discussion Overview

The discussion centers around the mathematical constant e, specifically its value of approximately 2.7, its historical discovery, and its significance in various mathematical contexts. Participants explore the reasons behind its usefulness, its appearances in different fields, and the definitions that have been proposed over time.

Discussion Character

  • Exploratory
  • Technical explanation
  • Conceptual clarification
  • Debate/contested

Main Points Raised

  • Some participants note that e arises naturally in economics when transitioning from discrete to continuous compound interest calculations.
  • Others mention that e appears in growth models where the rate of increase is proportional to the current population level.
  • A participant highlights the historical context of e, stating it was used long before its value was calculated.
  • Several participants discuss the integral relationship \(\int_1^e \frac{dx}{x} = 1\) as a key definition of e, with some expressing skepticism about its adequacy as a definition.
  • There is a debate about the significance of defining e in terms of its derivative property, with some arguing it provides clearer insight into its applications than the integral definition.
  • Some participants argue that the definition based on the area under the curve of \(1/x\) is fundamental, while others challenge its clarity and relevance.
  • One participant suggests that the universality of e could be a more interesting topic for discussion, referencing its series expansion.

Areas of Agreement / Disagreement

Participants express differing views on the definitions and significance of e, with no consensus reached on which definition is superior or more fundamental. The discussion remains unresolved regarding the best way to conceptualize e and its historical context.

Contextual Notes

Participants reference various mathematical concepts and historical developments related to e, indicating that the discussion may depend on specific definitions and interpretations of mathematical principles.

  • #31
AlephZero said:
Back in my day, if a math exam paper asked you to prove three results about X, it was perfectly acceptable to define X three different ways for the three proofs, without bothering to show that the definitions were equivalent!

As it should be, since you weren't asked to prove the equivalence of those definitions. :smile:
 
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  • #32
Wish I could remember where I read about the early origin of e, long before it was known.

What I read stated that farmers that grow seed crops need to put a certain amount of the seed crop aside to plant the next season... but a portion of that put aside will actually be accounting for the seed crop to be put aside for the season after that, and so on ad infinitum, converging to what would later be found as e.

So staying above e was crucial to surviving... anyone ever hear about this?
 
  • #33
AlephZero said:
Personally I find the connection with ##\lim_{n \rightarrow \infty}(1 + \frac 1 n) ^n## the least motivational approach.
This was how I recall first learning about ##e## in high school. It was motivated by the subject of compound interest. We start with some initial sum ##C## and put it in the bank at an interest rate of ##r##.

How much will this grow after one year? It depends on how often the interest is paid. If paid annually, we will simply have ##C(1+r)##.

More generally, if it is paid ##n## times per year, then we will have ##C(1+r/n)^n##, which is larger than ##C(1+r)## because we were able to earn interest on each interest payment in addition to our original sum.

The best case would be if interest was paid continuously, in which case we get ##Ce^r##, where we have defined ##e = \lim_{n\rightarrow \infty}(1+1/n)^n##.

Of course, we have to prove that this limit exists and perform the simple change of variables to evaluate ##\lim_{n\rightarrow \infty}(1+r/n)^n##.

I certainly found this more motivating than any of the competing definitions. But I like money. :biggrin:
 

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