Many people think there is only one “right” way to teach geometry. For two millennia, the “right” way was Euclid’s way, and it is still good in many respects. But in the 1950s the cry “Down with triangles!” was heard in France and new geometry books appeared, packed with linear algebra but with no diagrams. Was this the new “right” way, or was the “right” way something else again, perhaps transformation groups? In this book, I wish to show that geometry can be developed in four fundamentally different ways, and that all should be used if the subject is to be shown in all its splendor. Euclid-style construction and axiomatics seem the best way to start, but linear algebra smooths the later stages by replacing some tortuous arguments by simple calculations. And how can one avoid projective geometry? It not only explains why objects look the way they do; it also explains why geometry is entangled with algebra. Finally, one needs to know that there is not one geometry, but many, and transformation groups are the best way to distinguish between them. Two chapters are devoted to each approach: The ?rst is concrete and introductory, whereas the second is more abstract. Thus, the ?rst chapter on Euclid is about straightedge and compass constructions; the second is about axioms and theorems. The ?rst chapter on linear algebra is about coordinates; the second is about vector spaces and the inner product.
For two millennia the right way to teach geometry was the Euclidean approach, and in many respects, this is still the case. But in the 1950s the cry "Down with triangles!" was heard in France and new geometry books appeared, packed with linear algebra but with no diagrams. Was this the new right approach? Or was the right approach still something else, perhaps transformation groups?
The Four Pillars of Geometry approaches geometry in four different ways, spending two chapters on each. This makes the subject accessible to readers of all mathematical tastes, from the visual to the algebraic. Not only does each approach offer a different view; the combination of viewpoints yields insights not available in most books at this level. For example, it is shown how algebra emerges from projective geometry, and how the hyperbolic plane emerges from the real projective line.
The author begins with Euclid-style construction and axiomatics, then proceeds to linear algebra when it becomes convenient to replace tortuous arguments with simple calculations. Next, he uses projective geometry to explain why objects look the way they do, as well as to explain why geometry is entangled with algebra. And lastly, the author introduces transformation groups---not only to clarify the differences between geometries, but also to exhibit geometries that are unexpectedly the same.
All readers are sure to find something new in this attractive text, which is abundantly supplemented with figures and exercises. This book will be useful for an undergraduate geometry course, a capstone course, or a course aimed at future high school teachers.
John Stillwell is Professor of Mathematics at the University of San Francisco. He is the author of several highly regarded books published by Springer, including Elements of Number Theory (2003), Mathematics and Its History (Second Edition, 2002), Numbers and Geometry (1998) and Elements of Algebra (1994).
