Thales' most important contribution is his theorem
regarding the proportionality of segments created by the parallel lines intersecting two transversals. This theorem states that if two parallel lines are cut by two transversals, then the segments on the transversals are proportional. This foundational concept laid the groundwork for the later development of similar triangles and is central to understanding geometric arithmetic using ratios of line segments as is described in my original method which will be explained shortly.
Whilst Euclid wrote about his most important twelf
proposition pertaining to the establishment of arithmetic in Book V, nowhere did he describe a method for performing the four basic operations. Through parallelism, we can determine ratios equivalent to given ratios using any consequent we care to choose. For example: In the above diagram, there are two ratios represented which are equivalent in measure, that is, using the abstract unit. On the left, the red line segment (antecedent) is measured exactly twice by the blue line segment (consequent), and so its measure in algebra is the number 2 or just 2. It is possible to find innumerably 1 many other ratios with different consequents (and also antecedents) whose measure is also 2. This can be done by taking a parallel line and marking off the points of intersection:
The black circles mark the points of intersection whilst the
longer red line is the new antecedent and the longer blue line the new consequent obtained by the longer gold parallel line. Gabriel’s Method: All that is required in my method for each of the four basic arithmetic operations is to ensure the ratio operands have the same consequent. Now that you know how to do this, I’ll show you how to perform the four basic operations of arithmetic.
I shall demonstrate all four operations using the same pair
of ratios:
First, we convert the ratios so they have the same
consequent. We can choose any consequent we like, but for sake of simplicity, I will choose the consequent to be that of the ratio on your right, i.e., the dotted orange line segment.
In the diagram above, the ratios now have the same
consequent. The measure of each ratio in algebra is 1 and 2 1 respectively. 3 We are ready to perform the four operations now.
Difference: This will be the ratio whose antecedent is the
difference between the red and broken green line and whose consequent is the blue or broken orange line.
It’s not hard to see that the measure of this ratio is 1.
6
(Orange line : u) = (red line : u) – (green line : u)
where u is the common consequent (purple line).
Sum: This will be the ratio whose antecedent is the sum of
the red and broken green line and whose consequent is the blue or broken orange line.
It’s not hard to see that the measure of this ratio is 5.
6
(Orange line : u) = (red line : u) + (green line : u)
where u is the common consequent (purple line). Quotient: This will be the ratio whose antecedent is that of the first ratio and whose consequent is the antecedent of the second ratio.
It’s not hard to see that the measure of this ratio is 3.
2
(red line : green line) = (red line : u) ÷ (green line : u)
where u is the common consequent (purple line).
To find the product we choose either of the ratios as the
first operand and switch the antecedent and consequent of the remaining ratio which is the second operand and then perform a quotient process. I have chosen a new consequent for both ratios (blue line or broken orange line) and switched the antecedent with the consequent in the second ratio as shown in the above diagram. Product: This will be the ratio whose antecedent is the red line segment of the first ratio and whose consequent is the broken orange line segment the second ratio. It’s not hard to see that the measure of this ratio is 1. 6
You can write the ratio arithmetic for product yourself as
an exercise.
The following is a summary without words:
And that folks is pretty much arithmetic operations without
the use of any number. This is how you got fraction arithmetic in algebra. No, your idiot professors did not define the operations as you were taught! These are independent of how you think and you can’t define them in any other way than I have just shown you.
I am the great John Gabriel, the discoverer of the first
rigorous formulation of calculus in human history, the New Calculus.
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