This essay tells the story of how the modern theory of vectors was gradually discovered, and covers the colorful yet often forgotten late-19th century quarrel between quaternionists and vectorialists.
- Since you (a) mentioned a working title "... Adventures of Plus and Times" and (b) have classroom experience, do you have any opinions on the following: when overloading the "high school" arithmetic operators for ring- and lattice-like structures, is it easier for people to learn (a) overloads with traditional use (ie × ↦ meet, + ↦ xor in Electrical Engineering), (b) overloads with mnemonic stories: "product makes things larger; modulo makes things smaller", or (c) any consistent overloads, because just making the abstraction leap is much more difficult than remembering any operator assignments?
I don’t have classroom experience with this kind of teaching. I may write a companion to “When 1+1=0” called “When 1+1=1”, at which point I’ll have to think harder about these issues. (Are we using a different 0 and a different 1 here? Or a different +? Or a different =?)
