Understanding the core idea behind determinants

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Discussion Overview

The discussion revolves around the concept of determinants in linear algebra, specifically focusing on their definition, motivation, and application to higher-order matrices. Participants explore the foundational ideas behind determinants, their geometric interpretations, and the pedagogical challenges in teaching this topic.

Discussion Character

  • Exploratory
  • Technical explanation
  • Conceptual clarification
  • Debate/contested
  • Meta-discussion

Main Points Raised

  • One participant expresses curiosity about how the definition of the determinant for higher-order matrices was established, particularly in relation to permutations.
  • Another participant provides a detailed definition of the determinant using permutations and discusses the historical motivation for extending the concept from 2x2 and 3x3 matrices to n by n matrices.
  • It is noted that the determinant serves as the denominator in solutions to systems of linear equations.
  • A request for examples of solving systems of equations without using determinants is made, highlighting a desire to understand the underlying patterns.
  • Concerns are raised about the lack of clarity in textbooks regarding the foundational concepts of determinants.
  • A geometric interpretation of the determinant as representing the "signed volume" of an n-dimensional parallelepiped is introduced, linking it to the independence of vectors.
  • Some participants share their experiences of initially disliking determinants until they grasped their geometric meaning, suggesting that teaching methods may obscure this understanding.
  • There is a mention of different teaching approaches to calculating determinants, with some participants noting the use of "expansion by rows" or "row reduction" in modern education.
  • References to literature that may provide better explanations of determinants are shared, including suggestions for specific authors and books.

Areas of Agreement / Disagreement

Participants express a range of views on the definition and understanding of determinants, with no consensus reached on the best teaching methods or the clarity of existing texts. Some participants agree on the importance of geometric interpretations, while others highlight the challenges in learning the concept.

Contextual Notes

Participants mention various teaching methods and their effectiveness, indicating that approaches to teaching determinants may vary widely. There is also a recognition of the potential disconnect between procedural teaching and conceptual understanding.

Who May Find This Useful

This discussion may be useful for students and educators in mathematics, particularly those interested in linear algebra, as well as anyone seeking a deeper understanding of determinants and their applications.

O.J.
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I'm really putting some effort into understanding the core idea behind determinants. For a 2x2 matrix, I obviously saw how to derive the formula for the determinant (using AA^-1=I). The question is, how did they define the |A| for higher order matrices? I'm reading a textbook on linear algebra and it uses permutations in its definition of the determinant? What was the motivation for such a definition? How did they know that such a definition can be applied to all nxn matrices?
 
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The most fundamental definition- for all n by n square matrices is this: form all possible products a_{1i_1}a_{2i_2}\cdot\cdot\cdot a_{ni_n} taking exactly one number from each row and column in the matrix: there are exactly n! such products. Since no row or column is duplicated, each i_1, i_2, \cdot\cdot\cdot, i_n is a permutation of 1, 2, \cdot\cdot\cdot, n. Multiply each product by 1 or -1 depending on whether the permutation is even or odd. Add them all together. I suspect that is the definition that "uses permutations" that your book gives. As to the motivation, it was a lot like other such general definitions. People working with systems of 2 or 3 equations saw that such numbers could be used to write general solutions (Cayley's formula for example), found some formal way of writing that worked for both 2 by 2 and 3 by 3 systems and extended it to n by n. As for "How did they know that such a definition can be applied to all nxn matrices?" the whole point is that obviously we can do that for all n by n matrices. If you are asking "how did they know that such a determinant would solve n equations in n unknowns?" it is really based on how the determinant of a matrix is related to the inverse of the matrix.
 
if you solve a general system of n linear equations in n unknowns, the determinant is the denominator of all the solutions.
 
Mathwonk... could you provide an example please?
And ivy.. I know they can use it to DO all nxn matrices, question is: How did they ARRIVE at such a definition that can solve all nxn matrices...
 
O.J. said:
Mathwonk... could you provide an example please?
And ivy.. I know they can use it to DO all nxn matrices, question is: How did they ARRIVE at such a definition that can solve all nxn matrices...

Go ahead and write out a system of 2 equations in 2 unknowns and a system of three equations in 3 unknowns and solve them symbolically (no numbers, just use coefficients a11, a12, etc.) using methods that do not involve determinants. You'll see the solutions all have the same denominator. Try to find the pattern.
 
Why don't they explain this in our math texts? Are there books that are dedicated to explaining such things?
 
perhaps you are reading the wrong texts. consult my thread "who wants to be a mathematician" for book recommendations, in the first 40 or so posts,

e.g. courant, differential and integral calculus, vol. 2, pages 24-25. on determinants.
 
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If you consider the columns (or rows) of an nxn matrix to be n-dimensional vectors, then the determinant of the matrix gives the "signed volume" of the n-dimensional parallelepiped defined by those vectors. In a sense, then, it gives the "magnitude" of the matrix, multiplied by a sign that indicates whether the orientation of the vectors is "right-handed" or "left-handed" with respect to the underlying coordinate system.

If anyone of the vectors lies in the same (n-1)-dimensional space spanned by the remaining (n-1) vectors, then the whole parallelepiped is "squashed" to zero volume (consider the three-dimensional case, where you have three vectors all lying in the same plane). A matrix composed of such vectors, then, represents a degenerate system of equations, where the equations are not all independent (and thus, permit infinitely many solutions). One can consider the matrix equation

\mathbf{AX} = \mathbf{B}

as a single, abstract entity, with the solution

\mathbf{X} = \mathbf{A^{-1}B}

In this case, the determinant of A can again be regarded as a sort of "magnitude". If it is zero, then there are infinitely many X which solve the equation, in an analogous sense to solving the one-dimensional equation

0x = b

Furthermore, the expression

\mathbf{A^{-1}B}

yields Cramer's Rule when written out in terms of \det \mathbf{A} and the cofactors of A.
 
cramers rule is a more detaield way of saying ther denominator of a solution is the determinant. i.e. it also gives the numerators.
 
  • #10
To quote Vladimir Arnold,

"The determinant of a matrix is an (oriented) volume of the parallelepiped whose edges are its columns. If the students are told this secret (which is carefully hidden in the purified algebraic education), then the whole theory of determinants becomes a clear chapter of the theory of poly-linear forms. If determinants are defined otherwise, then any sensible person will forever hate all the determinants, Jacobians and the implicit function theorem."


Given this geometric interpretation, it makes sense that permutations are related to determinants: permuting two column vectors in a matrix is just changing the order in which you are writing the list of column vectors spanning the parallelapiped.
 
  • #11
Quite true, that. I absolutely hated determinants until I realized the geometric meaning of them. Until then, they were just pointless tedium, and my disinterest certainly hindered my understanding of linear algebra.

I blame this partly on the fact that determinants are often taught using a procedure on 3x3 matrices that does not generalize to higher-order matrices (i.e., the "diagonals" procedure). Students learn a cookie-cutter shortcut, without being taught what they are actually calculating (what else is new?).
 
  • #12
How long ago was this? Calculation of determinants are now (and for at least 30 years in my experience) taught using "expansion by rows" or "row reduction" both of which extend immediately to higher dimensions.
 
  • #13
I'm currently in the middle of a year long vector calc + linear algebra class, and we saw the diagonals procedure. We have not defined n by n determinants yet, though I think our book defines it axiomatically (the unique multilinear map with some list of properties).
 
  • #14
You can learn the theory on determinants in an hour or so. The two most useful properties of the determinant are:

det(AB) = det(A) det(B),

det[exp(A)] = exp[Tr(A)]

If you are done studying the elementary stuff, you should http://arxiv.org/abs/math/9902004" :smile:
 
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  • #15
http://en.wikipedia.org/wiki/Dodgson_condensation" :cool:
 
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  • #16
Probably apocryphal story: Queen Victoria so enjoyed the "Alice" books that she invited Louis Carrol (aka the Reverend Charles Dodgson) to court and requested that he send her a copy of his next book. He did- a treatise on matrices including the method for calculating determinants cited above.
 
  • #17
Count Iblis said:
http://en.wikipedia.org/wiki/Dodgson_condensation" :cool:

cool :D
 
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  • #18
O.J. said:
Why don't they explain this in our math texts? Are there books that are dedicated to explaining such things?

Take a look at Borwein and Borowski's Dictionary of Mathematics. It is nicely
written in that sense, i.e, many of the definitions are made within a context.
I never leave home without it. Try also looking at some of Ian Stewart's books,
which I think do a nice job in the same respect. I think Stewart treads well the
line in writing popular books in mathematics and his writing is neither too technical
nor oversimplified for the most part.
 

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