Having studied proof by induction and met the Fibonacci sequence, it’s time to do a few proofs of facts about the sequence. We’ll see three quite different kinds of facts, and five different proofs, most of them by induction. We’ll also see repeatedly that the statement of the problem may need correction or clarification, so …
We’re looking at the Fibonacci sequence, and have seen connections to a number called phi (φ or \(\phi\)), commonly called the Golden Ratio. I want to look at some geometrical connections and other interesting facts about this number before we get back to the Fibonacci numbers themselves and some inductive proofs involving them.
We’ve been examining inductive proof in preparation for the Fibonacci sequence, which is a playground for induction. Here we’ll introduce the sequence, and then prove the formula for the nth term using two different methods, using induction in a way we haven’t seen before.
Last week we looked at examples of induction proofs: some sums of series and a couple divisibility proofs. This time, I want to do a couple inequality proofs, and a couple more series, in part to show more of the variety of ways the details of an inductive proof can be handled.
Last week we looked at introductory explanations of what mathematical induction is, including answers to some misunderstandings of the concept. But we only looked at one trivial example of such a proof; for a real understanding of the technique, we need some fuller examples. For that purpose, I have chosen a few questions we have …
We’ve been looking at dissection puzzles, where we cut an object into pieces, and rearrange them. Here we’ll examine a mystery posed by two different puzzles, each of which seems to change the area by rearranging the pieces. The answer combines the marvelous Fibonacci numbers and [spoiler alert!] how easily we misjudge areas.
(A new question of the week) We usually see limits applied to functions in a calculus class. An interesting question from late October deals with a limit in a geometrical construction based on a function. We’ll be seeing how to discover a proof, then several alternative proofs, and finally what the answer means.
(A new question of the week) A question from last month provides an opportunity to show how to develop an algebraic proof of a combinatorial identity involving factorials. We’ll be looking over Doctor Rick’s shoulder as he guides a student through the maze. I’ll also add in a previously published version of the same proof …
(A new question of the week) I have often said that calculus class is where many students finally learn algebra, because now algebra is an essential tool, not just something to learn for an exam. This is especially true of a nontraditional student, who may not have taken math recently, or may even be learning …
One thing we enjoy doing is guiding a student through the process of problem-solving. Here is a problem from August that illustrates how to think through a complicated geometrical proof. In particular, this uses some circle theorems involving chords, secants, and tangents, together with a bit of algebra.