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The long real line pastes together ℵ 1 * + ℵ 1 copies of the real line plus a single point (here ℵ 1 * denotes the reversed ordering of ℵ 1) to create an ordered set that is "locally" identical to the real numbers, but somehow longer; for instance, there is an order-preserving embedding of ℵ 1 in the long real line but not in the real ...
An axiomatic definition of the real numbers consists of defining them as the elements of a complete ordered field. [2] [3] [4] This means the following: The real numbers form a set, commonly denoted , containing two distinguished elements denoted 0 and 1, and on which are defined two binary operations and one binary relation; the operations are called addition and multiplication of real ...
General statement of the class number formula. We start with the following data: K is a number field. [K : Q] = n = r1 + 2r2, where r1 denotes the number of real embeddings of K, and 2r2 is the number of complex embeddings of K. ζK(s) is the Dedekind zeta function of K. hK is the class number, the number of elements in the ideal class group of K.
A mathematical symbol is a figure or a combination of figures that is used to represent a mathematical object, an action on mathematical objects, a relation between mathematical objects, or for structuring the other symbols that occur in a formula. As formulas are entirely constituted with symbols of various types, many symbols are needed for ...
Informally, a definable real number is a real number that can be uniquely specified by its description. The description may be expressed as a construction or as a formula of a formal language. For example, the positive square root of 2, , can be defined as the unique positive solution to the equation , and it can be constructed with a compass ...
Arithmetic progression. An arithmetic progression or arithmetic sequence (AP) is a sequence of numbers such that the difference from any succeeding term to its preceding term remains constant throughout the sequence. The constant difference is called common difference of that arithmetic progression. For instance, the sequence 5, 7, 9, 11, 13 ...
All complex cubic fields with discriminant greater than −500 have class number one, except the fields with discriminants −283, −331 and −491 which have class number 2. The real root of the polynomial for −23 is the reciprocal of the plastic ratio (negated), while that for −31 is the reciprocal of the supergolden ratio .
Class number problem. In mathematics, the Gauss class number problem ( for imaginary quadratic fields ), as usually understood, is to provide for each n ≥ 1 a complete list of imaginary quadratic fields (for negative integers d) having class number n. It is named after Carl Friedrich Gauss.