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IMO Grand Challenge

imo-grand-challenge.github.io

71–75 of 75 posts

Re: IMO Grand Challenge

#71
post #47

Earlier quoted context omitted.

I think this illustrates one of the preconceptions this challenge is meant to work against. Namely, people think of coordinate bashing as "computational" and purely synthetic/geometric solutions as "insightful". But there's no reason that a computer would find the second way more difficult. After all, synthetic geometry is just another system of rules, like ordinary algebra. Us humans might fall back on coordinate ba…

The current situation doesn't reflect that though. We have a algorithm (Gröbner bases) for doing coordinate bashes which is guaranteed to succeed, whereas as far as I know we don't have an analogous algorithm in terms of synthetic geometry (other than the direct translation of coordinate bashing).

I think there is actually a guaranteed synthetic-geometry technique, where the main idea is to compare areas of regions. See e.g. http://www.mat.uc.pt/~pedro/cientificos/Publicacoes/apresent... and http://argo.matf.bg.ac.rs/publications/2011/area.pdf. I vaguely remember hearing many years ago that the Chinese IMO team had been trained in applying something like this method, but I've no idea whether it was true then or whether anything like it is true now.

Re: IMO Grand Challenge

#72
post #56

I'm curious as to whether LEAN is the right choice for this. LEAN is rather hard to parse, and complex, as a consequence of being designed for use by humans. Perhaps specifying the problem(s) in a small superset of first order logic would be better?

I don’t think you can express IMO problems in a simple subset of first-order logic.

Re: IMO Grand Challenge

#75

Earlier quoted context omitted.

> I guess it depends on what you mean by university level mathematics. Calculus.

This definitely depends on the country. There’s a reasonable amount of calculus in high school (strictly sixth form) mathematics in the U.K. The things one tends to see in university begin with (abstract) algebra and analysis with some “calculus” topics being things like vector calculus, more generic R^n->R^m calculus and contour integration.

In Germany we had plenty of calculus in the Abitur (like A-levels), too.

Uni adds a much more axiomatic and formal approach.

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