Old and new proofs concerning the sum of interior angles of a triangle.
(More on the hidden depths of triangle qualia.)
Last updated:
25 Apr 2016; 8 Sep 2017; 23 Sep 2017;
26 Feb 2015: added link to document showing how in Pgeometry an arbitrary angle
can be trisected.
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/trisect.html
29 May 2013
....Updates as part of the original file deleted...
This file is
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/trianglesum.html
PDF derivative:
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/trianglesum.pdf
Related documents
A partial index of discussion notes in this directory is in
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/AREADME.html
See also this discussion of "Toddler Theorems":
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/toddlertheorems.html
(Or http://goo.gl/QgZU1)
This document illustrates some points made in a draft, incomplete, discussion of transitions in informationprocessing, in biological evolution, development, learning, etc. here. That document and this one are both parts of the MetaMorphogenesis project, partly inspired by Turing's 1952 paper on morphogenesis.
James Gibson's theory of perception of affordances, is very closely related to mathematical
perception of structures, possibilities for change, and constraints on changes (structural
invariants). Gibson's ideas are summarised, criticised and extended here:
http://www.cs.bham.ac.uk/research/projects/cogaff/talks/#gibson
This discussion of theorems about processes that alter or preserve areas of triangles is
closely related:
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/triangletheorem.html
These discussions draw attention to common confusions about the nature of embodied
cognition in 'enactivist' theories, and illustrate the need to distinguish 'online intelligence'
from 'offline intelligence'.
Related Video On Adam Ford's Web Site
At the AGI conference in Oxford, December 2012, Adam Ford interviewed me about this
and related topics. I used the triangle sum theorem as an example in the interview,
available at http://www.youtube.com/watch?v=iuH8dC7Snno
Mary Pardoe's Twitter page:
https://twitter.com/pardoemary
Some of Vi Hart's wonderful mathematical video doodles are also relevant:
http://vihart.com/
__________________________________________________________________________________________

When will the first baby robot grow up to be a mathematician?
__________________________________________________________________________________________
There is a standard way (or small set of standard ways) of proving the theorem
Triangle Sum Theorem (TST): The interior angles of a triangle add up to a
straight line, or half a rotation (180 degrees).
These standard methods all make use of some version of Euclid's parallel
postulate,
(Axiom 5 in Euclid's elements) which can be formulated in several equivalent ways,
e.g.
Definition:
Two straight lines L1 and L2 are parallel if and only if they are coplanar and
have no point in common, no matter how far they are extended.Postulate:
Given a straight line L in a plane, and a point P in the plane not on L, there
is exactly one line through P that is in the plane and parallel to L.
(That was not Euclid's formulation, but is perhaps intuitively the clearest formulation.)
All of this presupposes the concept of "straightness" of a line. For now I'll take
that concept for granted, without attempting to define it, though we can note that if
a line is straight it is also symmetric about itself (it coincides with its
reflection) and also it can be slid along itself without any gaps appearing. If it
were possible to view a straight line from one end it would appear as a point.
The "standard" ways of proving the TST make use of properties of angles formed
when a straight line joins or crosses a pair of parallel lines:
COR: Corresponding angles are equal:BACK TO CONTENTS
If two lines L1, L2 are parallel and a third line L3 is drawn from any point P1
on L1 to a point P2 on L2 and continued beyond P2,
then the angle that L1 makes with the line L3 at point P1, and the angle L2
makes with the line L3 at point P2 (where the angles are on the same side of
both lines) are equal.ALT: Alternate angles are equal:
If two lines L1, L2 are parallel and a third line L3 is drawn from any point P1
on L1 to a point P2 on L2,
then the angle L1 makes with the line L3 at point P1, and the angle L2 makes
with the line L3 at point P2 (on the opposite sides of both lines) are equal.For more on transversals and relations between the angles they create, see
http://www.mathsisfun.com/geometry/parallellines.html
That page teaches concepts with some interactive illustrations, but presents no proofs.The Euclidean proofs of COR and ALT are presented here:
https://proofwiki.org/wiki/Parallelism_implies_Equal_Corresponding_Angles
https://proofwiki.org/wiki/Parallelism_implies_Equal_Alternate_Interior_Angles
Figure Ang1:
Warning: I have found some online proofs of theorems in Euclidean geometry with bugs
apparently due to carelessness, so it is important to check every such proof found
online. The fact that individual thinkers can check such a proof is in part of what
needs to be explained.
Note: In the original publication reporting this proof I mistakenly referred to the author as Mary Ensor, her name as a student. I think she was already Mary Pardoe at the time she visited me.
Her proof just involves rotating a single directed line segment (or arrow, or pencil, or ...) through each of the angles in turn at the corners of the triangle, which must result in its ending up in its initial location pointing in the opposite direction, without ever crossing over itself.
So the total rotation angle is equivalent to a straight line, or half rotation, i.e. 180 degrees, using the convention that a full rotation is 360 degrees.
The proof is illustrated below in Figure Ang2.
In order to understand the proof, think of the blue arrow, labelled "1", as starting on line AC, pointing from A to C, and then being rotated first around point A, then point B, then point C until it ends up on the original line but pointing in the direction of the dark grey arrow, labelled "4".
So, understanding the proof involves considering what happens if
A "timelapse" presentation of the proof may be clearer, as shown in Figure Ang3:
It may be best to think of the proof not as a static diagram but as a process, with stages represented from left to right in Figure Ang3. In the first stage, the pale blue arrow starts on the bottom side of the triangle, pointing to the right then is rotated through each of the internal angles A, B, C, always rotated in the same direction (counterclockwise in this case), so that it lies on each of the other sides in succession, until it is finally rotated through the third angle, c, after which it lies on the original side of the triangle, but obviously pointing in the opposite direction. Some people may prefer to rotate something like a pencil rather than imagining a rotation depicted by snapshots.
In this triangle the sides are not very different in length, which conceals a problem that can arise if the first side the arrow is on is very short and the other two are longer. If the length of the arrow is fixed by the length of the first side, you would need to imagine either that the arrow stretches or shrinks as it rotates, or that it slides along a line after reaching it so as to be able to rotate around the next vertex. Alternatively you can imagine that the depicted arrow is part of a much longer invisible arrow, so that, as the invisible arrow rotates from one side to another, it always extends beyond both ends of the new side, and can then rotate around the next vertex. I leave it to the reader to think about these alternatives and what difference they make to the proof, and to the cognitive competences required to construct and understand the proof.
For an arrow to be rotated in a plane and end up lying in its original position it must have been rotated through some number of halfrotations. (Each half rotation brings it back to the original orientation, but pointing in alternate directions.)
Since (1) the arrow at no point crossed over its original orientation, and (2) it ended up pointing in the opposite direction to its original orientation, the total rotation was through a half circle  which is clear if you actually perform the rotations using a physical object, such as a pencil.
And since that rotation was made up of combined rotations through angles A, B, and C, those three angles must add up to a half circle, i.e. 180 degrees.
A crucial feature of our ability to think about the diagram and the process, is that we (presumably including you, the reader) can see that the key features of the process could have been replicated, no matter what the size or orientation of the triangle, no matter what the lengths of the sides or the sizes of the angles, no matter which side the arrow starts on, no matter which way it is pointing initially, and no matter in which order the rotations are performed, e.g. A then B then C, or C reversed, then B reversed, then A reversed.
This proof of the triangle sum theorem, using a rotating moving arrow, works for all possible triangles on a plane  as do the standard Euclidean proofs using parallel lines.
This proof is unlike standard proofs in Euclidean geometry since it involves consideration of continuous processes, and therefore involves time and temporal ordering, whereas Euclidean geometry does not explicitly mention time or processes  though there are some theorems about the locus of point or line satisfying certain constraints, which can be interpreted either as specifying properties of processes extended in time, or as properties of static trajectories, e.g. properties of lines or curves.
NOTE:
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/pgeometry.htmlNOTE (Added 8 Sep 2017):
presents a more detailed, but still incomplete, discussion, of the geometrical prerequisites for some of the above reasoning. It introduces the idea of Pgeometry, which is intended to be Euclidean geometry without the Axiom of Parallels (Euclid's Axiom 5), but with time and motion added, including translation and rotation of rigid linesegments.
Aaron Sloman, 2008,The presentations produced no responses  either critical or approving, except that in one informal discussion a mathematician objected that the proof was unacceptable because the surface of a sphere would provide a counter example. However, the surface of a sphere provides no more and no less of a problem for Pardoe's proof than for the standard Euclidean proofs since both proofs are restricted to planar surfaces.
Kantian Philosophy of Mathematics and Young Robots, in Intelligent Computer Mathematics, Eds. Autexier, S., Campbell, J., Rubio, J., Sorge, V., Suzuki, M., and Wiedijk, F., LLNCS no 5144, pp. 558573, Springer,
http://www.cs.bham.ac.uk/research/projects/cosy/papers#tr0802
(This paper referred to Mary Ensor.)Aaron Sloman, 2010,
If learning maths requires a teacher, where did the first teachers come from?, In Proceedings Symposium on Mathematical Practice and Cognition, AISB 2010 Convention, De Montfort University, Leicester
http://www.cs.bham.ac.uk/research/projects/cogaff/10.html#1001And in talks on mathematical cognition and philosophy of mathematics here: http://www.cs.bham.ac.uk/research/projects/cogaff/talks/
I tried searching for online proofs to see if anyone else had discovered this proof or used it, but nothing turned up. The proof using rotation is so simple and so effective that both Mary Pardoe and I feel sure it must have been discovered previously.
NOTE ADDED 6 Oct 2012 (Asperti and Scott):
I have discovered that as a result of the discussion in 2010 on the MKMIG email
list, Andrea Asperti mentioned the proof (and the email discussion) in this
paper, discussing related issues:
Andrea Asperti, Proof, Message and Certificate,And in this slide presentation with the same title, starting with Mary's proof, and a comment on the proof by Dana Scott:
in AISC/MKM/Calculemus, 2012, pp. 1731,
Online: http://www.cs.unibo.it/~asperti/PAPERS/proofs.pdf
http://dx.doi.org/10.1007/9783642313745_2
http://www.cs.unibo.it/~asperti/SLIDES/message.pdfDana Scott commented:
"The proof is fine and really is the same as the classical proof. To see this, translate (by parallel translation) all the three angles of the triangle up to the line through the top vertex of the triangle parallel to the lower side."
"I should have commented in my explanation of the proof that if you translate the line on which the base of the triangle sits along each of the sides up to the vertex, then both actions result in the same line  the unique parallel."Is it really the same as the classical proof?
I suspect we shall not have good answers to these questions until we have a much deeper understanding of the combination of biological geometric reasoning mechanisms produced by evolution plus the (epigenetic) processes of individual development leading up to use of those mechanisms  deep enough to build a baby robot that can grow up to have the competences of ancient mathematicians.
We
must not forget that however those competences are eventually explained they
were of tremendous importance for human beings, not least because the contents
of Euclid's Elements are still in use by engineers, scientists and
mathematicians all around the planet, every day. Moreover, the kinds of learning
involved seem to be beyond the scope of current (e.g. 2017) AI robot designs and
learning mechanisms, e.g. "deep learning" that depends on probabilistic
reasoning. (This topic is discussed further in
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/ijcai2017cog.html)
PGeometry
The Pgeometry document begins to specify a variant of Euclidean geometry
without the parallel axiom, but allowing for translation and rotation of line
segments while maintaining their length.
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/pgeometry.html
Pgeometry (not yet fully specified) is used to trisect an arbitrary angle.
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/trisect.html
NOTE:
There is a "process" version of the proof of Pythagoras theorem that makes use of a
video. A version implemented in Pop11 is illustrated in the video in this tutorial:
http://www.cs.bham.ac.uk/research/projects/cogaff/tutorialspythagoras.html
The video attempts to demonstrate the invariance by showing how the shapes and or
sizes of the triangles, squares and rectangles can be changed without changing the
structural relationships.
This was inspired by a demonstration originally provided by Norman Foo, using
different transformations:
http://www.cse.unsw.edu.au/~norman/Pythag.html
One of the striking facts about Pythagoras' theorem is how many different ways it can
be, and has been, proved.
NB: The programs that present such proofs do not themselves understand the proofs. They can be powerful "cognitive prosthetics" for humans learning mathematics, but the programs do not know what they have done, or why they have done it, and do not understand the invariants involved  e.g. essentially the same proof could have started with a triangle with different angles, or a triangle of a different size.
It should be obvious from the figure that it presents a proof that the exterior anticlockwise
angles of a triangle (A+B+C) sum to a circle (360 degrees) as do the exterior clockwise
angles, not shown in the figure.
Added 19 Mar 2013: This was named "The total turtle trip theorem"
by Seymour Papert,
in his Mindstorms: Children, Computers, and Powerful Ideas (1978), though it was well
known long before then. (It can be generalised to smooth simple closed curves. See also
http://en.wikipedia.org/wiki/Total_curvature .)
The exterior anticlockwise angles are those obtained by extending each side in turn in one direction then rotating the extension to line up with the next side. So, for example, in Figure Ang4, the internal angles are a, b and c; whereas the exterior anticlockwise angles A, B and C are got by extending the first side to location 1 then rotating the extension through angle A to the next side, then extending that side to location 2 and rotating the extension through angle B to the second side, and so on.
Because results of all those rotations bring the rotated arrows back to the original
orientation, indicated at 1 in the figure, and the rotated arrow does not pass through
its original direction, the total external anticlockwise rotation must be a full circle
(i.e. 360 degrees). An exercise left to the reader is to show that that's true not only
for triangles but for all polygons, and, by symmetry, must also be true for the sum of the
clockwise external angles. So:
Theorem External: A + B + C = 360
But each of the internal angles is the complement of the adjacent internal angle,
because they sum to a straight line. So we have these three truths:
Theorem: A + a = 180 therefore a = 180  A
Theorem: B + b = 180
therefore b = 180  A
Theorem: C + c = 180
therefore c = 180  A
So, the sum of the internal angles is
a + b + c = (180  A) + (180  B) + (180  C)
= 180 + (180 + 180)  (A + B + C)
= 180 + 360  (A + B + C)
Then substituting from Theorem External:
= 180 + 360  360
= 180
So, we have another proof of the standard Triangle Sum Theorem:
Theorem Internal: a + b + c = 180
I tried searching for that proof using google and did not find a previous occurrence of it, though there seem to be many web sites that mention both the triangle sum theorem for interior angles and the theorem about exterior angles always summing to 360.
NOTE (Added 25 Apr 2016): Michael Fourman
(https://en.wikipedia.org/wiki/Michael_Fourman)
informs me that he encountered the external angle proof while at school.
Offers of help in making progress will be accepted gratefully, especially suggestions regarding mechanisms that could enable robots to have an intuitive understanding of space and time that would enable some of them to rediscover Euclidean geometry, including Mary Pardoe's proof.
I believe that could turn out to be a deep vindication of Immanuel Kant's philosophy of mathematics. Some initial thoughts are in my online talks, including
http://www.cs.bham.ac.uk/research/projects/cogaff/talks/#toddler__________________________________________________________________________________________
Why (and how) did biological evolution produce mathematicians?http://www.cs.bham.ac.uk/research/projects/cogaff/misc/ijcai2017cog.html
Video presentation with online notes:
Why can't (current) machines reason like Euclid or even human toddlers?
(And many other intelligent animals)
Prepared for AGA Workshop at IJCAI 2017.
Maintained by
Aaron Sloman
School of Computer Science
The University of Birmingham
