DMA_1.5_7离散数学.ppt

* Need algorithms first for this example. * We discussed Goldbach’s conjecture and Goedel’’s theorem earlier in Module 1. * It’s easy for each fallacy to give a counter-example showing why it is not valid. * The given statement is implicitly universal: FORALL integers n, n is even if n-squared is even. Note that although the statement we are trying to prove is true, our proof of it is invalid. It does not give a clear, valid path to the conclusion. * * This is a relatively involved example and it should perhaps be saved until after some easier ones have already been done. We also need number theory first for this example. The vertical bar “|” means “divides (evenly).” mod refers to the remainder of a division. Later in the class we will encounter the theorem mentioned (first red-highlighted statement). The triple horizontal lines mean between two numbers means those numbers are “congruent” under the given modulus, that is, they give the same remainder when divided by the modulus. * * * * * * * * * * * * * * * * * * * * * * * * * Of course, when one is proving things about a mathematical model of the real world, one must always recognize the risk that the postulates that are supposed to connect the premises of the model with the real world may fail to be true. * Axioms are statements that are taken as true that serve to define the very structures we are reasoning about. Postulates are assumptions stating that some characteristic of an applied mathematical model corresponds to some truth about the real world or some situation being modeled. Hypotheses are statements that are temporarily adopted as being true, for purposes of proving the consequences they would have if they were true, leading to possible falsification of the hypothesis if a predicted consequence turns out to be false. Usually a hypothesis is offered as a way of explaining a known consequence. Hypotheses are not necessarily believed or disbelieved except in the context of the scenario being ex