(and why the great Carl Gauss was right )

I don’t like to waste neither my time, nor yours. I’m not a “crankpot”, but a serious physicist. All my papers are based on classical physics and quantum mechanics, the most sound theories of physics, all experimentally proved. You can disagree on my results - of course - but my method is correct.

The first person that can prove me I’m wrong – if he/she can –wins a 4 days FREE stay at Grand Hotel Villa Serbelloni Hotel (Como Lake).** **__http://www.villaserbelloni.com/__

I already chellenged 50 (but the number will be extended) university full professors (in physics/mathematics) to find an error in my thesis. None of them could reply.

“Cranckpots” don’t put at stake their money, I do!

So, please, read carefully what I’m writing, it’s worth it! Also because **the main **** CONCEPT is very easy to be understood even by a high-school student , no complex or “strange” equation.**

The point is that we can summarize the truth about Fermat’s Last Theorem (that I tried to show in my last papers)

__https://www.academia.edu/34567537/As_Fermats_Last_Theorem_Can_Be_Solved_Like_Pythagorean_Theorem__

as follows:

**Wiles’ famous “proof” of 1995 is just a “mathematical paradox”, because FLT – as the great Carl Gauss suspected (but without deepening his assertion) – can be both “proved and disproved”.**

**I very simply tried to prove why Gauss was right, whereas Wiles/Fermat were wrong.**

The point is that the solution of FLT ( a^n + b^n = c^ n) is coincident with the old Pythagorean theorem, namely a^2 + b^2 = c^2, n index cannot be larger/different than 2, and this is the CORRECT premise/assumption by Pierre de Fermat.

And yet, Pythagorean theorem refers to the __PHYSICAL MEASURE__ of rectangular triangles, to calculate/measure hypotenuses. It was discovered by making physical measurements of __physical__ triangles, by ancient land surveyors, mathematicians, etc.

**The point is that NO theorem/algorithm involving the measurement of a physical/geometrical entity can be performed through integer Z numbers only.**

**Any physical measures of physical entities always need REAL NUMBERS!**** **

**Please, read the list of the 17 most important math equations by Ian Stewart https://i.pinimg.com/originals/25/6a/45/256a453c8ff909eb47eec42bf57019c1.jpg**

**All of them are related to a physical phenomenon, all of them need real numbers (or sometimes complex numbers = again a real + imaginary number), all of them involve (from logarithms to E = mc^2, from calculus to Maxwell equations, from Fourier transforms to wave equations, etc.) the measurement of a physical entity.**

Only as an APPROXIMATE way of simplification (for elementary/middle school children) we use to describe Pythagorean theorem through integer triples: 3-4-5, 5-12-13, 8-15-17, etc., as the ancient Babylonians and Greeks were doing, instead of using triples of real numbers, such as: a = 3.7, b= 4.4, c= 5.7 etc.

Thus, the correct way to describe Pythagorean Theorem is through REAL NUMBERS, such as in the **trigonometric identity: sin α^2 + cosα^2 = 1,** where sinus and cosine are of course REAL NUMBERS, not integers.

**So, the error by Fermat and Wiles was in not realizing that the premise/assumption of proving a physical/geometrical theorem involving PHYSICAL MEASUREMENTS through Z integers only - and not through real R numbers - is FALSE/INCORRECT.**

**That’s the reason why Fermat’s Last Theorem is someway “half-true/half-false”, it can be both “proved and disproved” as the great Gauss was suspecting, and I showed.**** **

Proving FLT just through integer numbers is like proving calculus (which by definition needs infinitesimals (dx)) through just integer numbers, it makes no sense, it could be just a “mathematical paradox”.

So, Wiles’ “proof” of 1995 is just a “mathematical paradox”

**But what is more exactly a “mathematical paradox”?**

**It is a FALSE/UNPHYSICAL - “purely mathematical proof” - of a phenomenon linked to the PHYSICAL WORLD, that “forgets” a physical and necessary parameter/assumption/premise.**

For instance, **ZENO’s paradox** **of Achilles and tortoise’s motion**, in a purely abstract mathematical way (through infinite series) is a mathematical paradox, because it “forgets” physical velocity (v = s/t) of Achilles and the tortoise, and examines only mathematical spaces. But this leads to a paradox, because the steps by Achilles, in a “purely mathematical way” – without any connection with time and velocity - can be interpreted as both an infinite series converging to 1 (1/2 + ¼ + 1/8…+ ½^n) , so Achilles will manage in reaching the tortoise, AND an infinite series diverging to infinity ( = ½ + 1/3 + ¼ + 1/5 + …1/n) and this way Achilles NEVER reaches the slow tortoise.

And also, ** BANACH-TARSKI paradox**, “forgets” that in our physical world points and segments ALWAYS possess physical dimensions/sizes. And so – by setting the false and unphysical premise/assumption that points have no dimension, you can derive 2 IDENTICAL SPHERES from 1 = the mathematical “miracle” of multiplication of spheres!

And also, you can mathematically “prove” that a few centuries ago Earth was overpopulated by TRILLIONS of inhabitants, through the **mathematical paradox of ancestors**.

As any of us has 2 parents, 4 grandparents, 8 great-grandparents, etc., you can calculate that in the past, in just 10-20 generations, our Earth was overpopulated thousands, millions, etc. times more than today.

It is a mathematical paradox that “forgets” the empirical/physical and necessary premise that we are all RELATED to other persons, the more we look back to the past, the more people and their families were related each other, we all have common ancestors.

So, Fermat and Wiles “FORGOT” that it is impossible to measure physical/geometrical entities through integer Z numbers only, we need R REAL NUMBERS.

**Any physical objects are made up by atoms, whose sizes can be measured just through REAL NUMBERS, and this is well known by calculus and quantum mechanics.**

**Sorry for Wiles, he didn’t prove anything, he just described a mathematical/unphysical paradox. **

Please, show me that I’m wrong, if you can. I admit my mistakes. **I offered a FREE 4 days’ stay at Grand Hotel Villa Serbelloni, (Como Lake) to the first person proving that we can measure physical/geometrical entities (including rectangular triangles) in our real world ONLY through integers, and WITHOUT real numbers.**

**I think I’ll have to wait for a long time….**

Alberto Miatello

September 24, 2017.

p.s.: please, don’t tell me that other mathematicians used abstract algebra to prove their theorems. I showed here __https://www.academia.edu/34326285/__ (see section 4) that ** Grigori Perelman** used Ricci-flow with surgery to prove the “Poincarè conjecture”. But his proof is totally sound and correct, as it is based on physics (Ricci flow is an operator that was derived from heat equations, 2

**False mathematical “proofs” are unphysical, they are just “mathematical paradoxes”. **

** **

I found Harriss Spiral.

here is some intereasting stuff people have said or written of Harriss Spiral:

http://www.theguardian.com/science/alexs-adventures-in-numberland/2015/jan/13/golden-ratio-beautiful-new-curve-harriss-spiral

http://wiki.secretgeek.net/harriss-spiral

scroll down to see the animation

another animation:

at http://blog.matthen.com/post/110273546011/another-animation-of-the-fractal-harriss-spiral

]]>

Resources | The Mathematics of Everything

https://mathofeverything.wordpress.com/resources/

Mile of Pi - Numberphile: https://www.youtube.com/channel/UCoxcjq-8xIDTYp3uz647V5A

A million digits of Pi on one piece of paper (1.05 miles).

More about how and why: http://youtu.be/99Welatppzk\

Applied Math Science Fair Projects :

Math is an elegant way to model the behavior of pretty much everything we can observe, and kids who won't settle for simply learning their multiplication tables will love exploring the applied math problems in these cool math science fair projects and math fair project ideas. These enlightening experimental procedures have little mad scientists doing everything from deriving equations for how powerful bed springs are to determining how the bore of a rocket's nozzle influences the amount of force the escaping gas can exert.

Search Math Reviews : http://www.ams.org/mathscinet/

The World of Mathematics : http://mathigon.org/

Dive into a colourful and engaging world, discovering some of the most exciting and curious mathematical ideas. Using interactive games, animations and countless illustrations, advanced mathematics becomes accessible to both children and adults.

Topics range from fractals to infinity, prime numbers, game theory, group theory and quantum mechanics.

]]>

http://www.britishcouncil.org/learnenglish...agic-gopher.htm

]]>This new casual online game is ideal for teachers, maths students and parents. For teachers, www.CombinationLock.com provides them with a novel approach to helping students improve their powers of reasoning, deduction and logic. Maths students can play in their own time either ‘solo’ or competing in multiplayer mode against other puzzlers across the globe. For parents, www.CominationLock.com provides a fun way to stimulate their children’s interest in maths and logic.

Players are presented with an image of a combination lock which can be unlocked by using clues to enter the correct digits into the reels (from two to six depending on the level of difficulty selected). Clicking on the ‘Add a Clue’ button, allows players to receive additional clues to help them solve the puzzle, which only has one possible answer.

In the ‘Solo play’ mode, players complete three games sequentially as the locks are opened. The site automatically stores players' best times and shows how they compare with other players both in the same country and across the world. The best players are also highlighted on the home page of www.CombinationLock.com

The Multiplayer version lets puzzlers race to complete the same game, with the same clues at the same time. Once a player has successfully solved the puzzle, the other player(s) can continue to play until they too have finished.

CombinationLock.com doesn’t use Macromedia Flash, requires no downloads or plug-ins and is thus instantly accessible without running into firewall problems. No registration is required.

]]>http://www.teachernet.gov.uk/teachingandle...subjects/maths/

]]>ICT Advice in Secondary Magazine

November 2005

In the winter term issue:

Internet gains: A school project using the internet for independent mathematical research.

Share and share alike: Ideas for using shared databases in the classroom.

Reviews: Pointers to recent research, plus interactive spreadsheets and updated software.

Events: From video conferences to annual conferences.

Focus on... Mathematics: ICT Advice in Secondary magazine is only available to view online, but you can download or print a copy by clicking on the Print Friendly button at the bottom of the web page. (Please see Becta ICT Advice copyright statement.)

Focus on... Mathematics: ICT Advice in Secondary online: http://www.ictadvice.org.uk/index.php?sect...subsectionid=92

Becta ICT Advice copyright statement: http://www.ictadvice.org.uk/index.php?sect...tcode=copyright

Email ICT Advice e-publications: ictadvice-epublications@becta.org.uk

ICT Advice subscriptions: http://www.ictadvice.org.uk/subscribe

Becta's privacy and data protection statement: http://www.becta.org.uk/corporate/corporat...ction=1&id=1201

]]>presents extensive information on

algebraic, ordinary differential, partial differential

(mathematical physics), integral, functional, and other mathematical equations.

Outlines exact solutions and some methods for solving equations,

includes interesting articles, gives links to math websites,

lists useful handbooks, textbooks, software, etc.

The website contains over 1200 web pages.

The EqWorld is intended for researchers, engineers, teachers,

and students; all resources presented on this site are free to its users.

]]>x = 1

Therefore: x² = x

x² - 1 = x -1

Factorising x² - 1 we get

(x - 1)(x + 1) = x - 1

Dividing both sides by (x - 1) we get:

x + 1 = 1

Substituting 1 for x we get:

2 = 1

Try this on a year 9 class last thing on a Friday afternoon.

I dare you.

]]>The European Union will expand from 15 to 25 countries in 2004. This year's

Spring Day in Europe will celebrate the fifth enlargement of the European

Union. Spring Day is about involving young people celebrating the Future of

Europe - many (though not all) of the activities involve using ICT in

meaningful and interactive ways.

Registration for schools and colleges is FREE

Resources will be made available to participating institutions and

activities will help pupils, students, teachers and lecturers know each

other better, link up and build Europe together. The debate dimension will

be there, such a historical event doesn't go without questions, fears, hopes

and doubts.

All information is available from the Spring Day 2004 website.

Highlights so far this year include:

Young reporters

Values

Twinning schools

Culture Box

You can register at: http://futurum2004.eun.org/

You can see what happened last year at:

http://futurum-21.eun.org/index_spring.cfm where more than 5500 schools

registered.

Also visit the Projects page and the Zap Web site

Each country in Europe has a Spring Day pedagogical coordinator, the full

list is provided on the site: do not hesitate to contact them; they will be

able to make links for you!

]]>I'm David Harris from the International School of Toulouse, where I am the Head of the Maths department. I've also taught in London, Cairo and Buenos Aires. I've worked at IST since our doors opened in 1999. Before that I was (briefly) studying for an M Ed in Bristol as a full time student which I have only just finished. A lot of my M Ed studies were related to probability theory, have a look at my site Probabilistic Learning Activities Network if you are interested.

Here at IST we are really lucky because we operate a laptop programme in Primary and Secondary - each student has his/her own laptop computer and network space. internet and email. In the maths department we make a lot of use of Excel, Autograph, Derive and Cabri as well as Casio fx9750 calculators.

D

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