What Are Imaginary Numbers and How Can They Be Understood?

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Discussion Overview

The discussion centers on the concept of imaginary numbers, including their definitions, properties, and the resources available for understanding them. Participants explore both theoretical and practical aspects of imaginary numbers and complex numbers.

Discussion Character

  • Exploratory
  • Technical explanation
  • Conceptual clarification
  • Debate/contested
  • Homework-related

Main Points Raised

  • Some participants inquire about good books for understanding imaginary numbers, with one suggesting a specific title.
  • There is a discussion about the varying levels of mathematical knowledge among participants, with one noting the ambiguity of the term "high school" in terms of mathematical proficiency.
  • One participant explains that imaginary numbers arise from the need to find a number whose square is -1, introducing the notation ##i## for this purpose.
  • Another participant discusses the historical development of number systems, explaining how imaginary numbers extend real numbers in a similar way that negative numbers extend natural numbers.
  • One participant introduces the concept of transcendental numbers and mentions that most real numbers are transcendental, while also discussing complex numbers as an extension of real numbers represented by ordered pairs.
  • A participant describes the addition and multiplication of complex numbers using ordered pairs, illustrating how real numbers can be viewed as a subset of complex numbers.
  • Another participant explains how to handle square roots of negative numbers using the multiplication property of square roots, demonstrating how to express √(-3) in terms of ##i##.

Areas of Agreement / Disagreement

Participants express varying levels of understanding and knowledge about imaginary numbers, but there is no clear consensus on a single definition or approach. Multiple perspectives on the topic remain present.

Contextual Notes

Some participants' contributions depend on their individual mathematical backgrounds, and there are unresolved questions regarding the definitions and properties of transcendental and algebraic numbers.

Who May Find This Useful

This discussion may be useful for high school students seeking to understand imaginary numbers, educators looking for resources, and anyone interested in the foundational concepts of complex numbers.

Sobhan
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What are imaginary numbers?
Does anyone know a good book for it?
 
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Sobhan said:
What are imaginary numbers?
Does anyone know a good book for it?

What level are you at? What level are you looking for?
 
i need a book for basics of it.
 
You're not answering my question. What level are you at?
 
high school
 
High school can mean a lot of things. It can mean you know calculus, or it can mean you don't even know algebra yet.
 
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i know calculus but not completely
 
Well, my respect for your mathematical curiosity !

As you may know, we can't find a real number for which the square is -1. Imaginary numbers appear if we pretend we can: we call ##i## the number for which ##i^2 = -1## (so we simply imagine things :smile: ). From that moment on we can (pretend to ) do a whole lot of things: we can also solve for ##\sqrt {-1}##, although a small duality arises: because if ##i^2 = -1##, then also ##(-i)^2 = -1## !

Imaginary numbers are an extension of the real numbers so that we can invert a mathematical operation: the operation of "raising to a power".

In the same way we extended natural numbers with integer numbers so that we could invert addition:
with natural numbers we can't find the natural number to solve ? + 5 = 2
So we invented negative numbers

And with integer numbers we couldn't solve ? * 3 = 2
So we invented fractions and had a set of rational numbers

With rational numbers we still couldn't solve ? 2 = 2
so we invented real numbers

And with real numbers we couldn't solve ? 2 = -1
And that's where imaginary numbers appear on stage !
 
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  • #10
$$?^2=2$$ needs algebraic numbers.

There are transcendental numbers too for example sin(?)=1 even I am not sure it is transcendent.

Most real numbers are transcendent. Complex number is a extension of real numbers you can represent the imaginary unit by a real 2x2 matrix $$i=\left(\begin{array}{cc} 0&-1\\1&0\end{array}\right)$$
 
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  • #11
Another way of defining complex numbers is this: the set of complex numbers is the set of ordered pairs of real numbers, (a, b), with addition defined by (a, b)+ (c, d)= (a+ c, b+ d) and multiplication defined by (a, b)*(c, d)= (ac- bd, ad+ bc).

One thing we can show immediately is that pairs with second number, 0, (a, 0), have addition (a, 0)+ (b, 0)= (a+ b, 0+ 0)= (a+ b, 0) and multiplication (a, 0)*(b, 0)= (a*b- 0*0, a*0+ b*0)= (ab, 0) so that we can "identify" the real number, a, with the pair (a, 0) and, in that sense, think of the real numbers as being a "subset" of the complex numbers.

But (0, 1)*(0, 1)= (0*0- 1*1, 0*1+ 1*0)= (-1, 0) so that, in this "number system", unlike the real number, there exist a "complex number" (pair) is -1.
We can write (a, b)= (a, 0)+ (0, b)= a(1, 0)+ b(0, 1). We have already identified (1, 0) with the real number, 1. If we use "i" to represent the pair (0, 1), in the same way that we are using "1" to represent the pair (1, 0), we can write (a, b)= a+ bi in the more usual notation.
 
  • #12
When a negative number is under a square root radical sign (√), you can use the multiplication property of square roots (√(ab)=√(a)×√(b)) to change how the answer "looks". Let's say √(-3). The number -3 can factor out as -1 times 3 so √(-3)=√(-1)×√(3). Since i is equal to √(-1), one can write √(-3) equals i×√(3).
 

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