Facts
- The sum, difference and product of two algebraic integers is an algebraic integer. In general their quotient is not. The monic polynomial involved is generally of higher degree than those of the original algebraic integers, and can be found by taking resultants and factoring. For example, if x2 − x − 1 = 0, y3 − y − 1 = 0 and z = xy, then eliminating x and y from z − xy and the polynomials satisfied by x and y using the resultant gives z6 − 3z4 − 4z3 + z2 + z − 1, which is irreducible, and is the monic polynomial satisfied by the product. (To see that the xy is a root of the x-resultant of z − xy and x2 − x − 1, one might use the fact that the resultant is contained in the ideal generated by its two input polynomials.)
- Any number constructible out of the integers with roots, addition, and multiplication is therefore an algebraic integer; but not all algebraic integers are so constructible: in a naïve sense, most roots of irreducible quintics are not. This is the Abel-Ruffini theorem.
- Every root of a monic polynomial whose coefficients are algebraic integers is itself an algebraic integer. In other words, the algebraic integers form a ring which is integrally closed in any of its extensions.
- The ring of algebraic integers A is a Bézout domain.
Read more about this topic: Algebraic Integer
Famous quotes containing the word facts:
“Genius has infused itself into nature. It indicates itself by a small excess of good, a small balance in brute facts always favorable to the side of reason.”
—Ralph Waldo Emerson (1803–1882)
“Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!”
—Charles Dickens (1812–1870)
“It is part of the educator’s responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.”
—John Dewey (1859–1952)