Free Linear Algebra textbook

by swatson741 • 6 years ago

368 75 6 years ago

axegon_• 6 years ago

At a glance, I don't see anything I haven't studied in high school and university. However, the fact that people are writing such books and offering them for free is absolutely astonishing. For that reason alone I'm purchasing the hard copy, people like that deserve the support! Amazing!

giu• 6 years ago

He also has published the answers to the exercises, which is freaking awesome: http://joshua.smcvt.edu/linearalgebra/jhanswer.pdf

acalzycalzy• 6 years ago

I don’t like how advanced math has always butchered the Greek letters

μ is pronounced Me not Mew

jaygray0919• 6 years ago

that's a joke, right?

stormdennis• 6 years ago

Haitch or aitch, zed or zee.

867-5309• 6 years ago

no, it's a yolk

SamBam2• 6 years ago

I don't think it's meant to be a joke, but I don't think it's right either, in English.

In modern Greek, the top poster is correct, μ IS pronounced "Me" or [Mi] (spelled as μι). Here is a YouTube video of a Greek person going through the alphabet, linked to μ. [1]

However, in English this was never used, at least not recently, and its not a "mathematicians" thing. English pronunciation of Greek letters was fixed around the 16th century (see [2] for a tiny bit of history) and was an attempt to use the classical Greek pronunciations, though probably not a very successful one.

If you're going to complain about μ, then hopefully you also complain about π, which in modern Greek is pronounced like "pee," not "pie," and so would make π-day very different...

1. https://youtu.be/P85PXR6deIw?t=214

2. https://en.wikipedia.org/wiki/Pronunciation_of_Ancient_Greek...

jacobolus• 6 years ago

I was told that some of these pronunciations have changed over time, and the English versions are an attempt to approximate the pronunciation from ~2000 years ago, because some parts of the Christian bible were written in Greek.

I don’t know much about it though.

Tainnor5• 6 years ago

The New Testament was originally written in Greek.

jimhefferon5• 6 years ago

Everybody that I know pronounces it this way, but I could be wrong. If you could send me a bug report with evidence, I'd change it.

I have long thought about a web site that contains mathematical pronounciations. A person could click to hear a native German speaker say Entscheidungsproblem, for example. I've never seen one, although I have seen a book online along those lines (written by a blind mathematician?).

Joker_vD2• 6 years ago

On the topic of pronunciation, say, "beta", "eta", "zeta" — is the first vowel actually pronounced as "ei" in English, instead of just "e" (as in "bed")?

"Mew" and "new" are actually a good approximation for the ancient Greek letter names: actual sound was of course "y", "i Graeca", but it's close enough, the blending of initial "j" with following "u" produces a reduced "y".

enriquto3• 6 years ago

μ is pronounced Me not Mew

Ouch! I always say "Moo"...

artagnon3• 6 years ago

I'm not too fond of the example-driven approach. The student will certainly be able to multiply simple matrices and compute determinants in some simple cases, but will not be able to answer fundamental questions like "what can I put in a matrix?", or "what is a vector field?" (the author gives 10 "rules" with no structure, so it's impossible for the student to memorize them). The author throws around `R` everywhere, but all his examples use `Z`. For a book on linear _algebra_, there is very little algebraic rigor in the book.

The standard textbook for learning linear algebra at the undergraduate level is Hoffman and Kunz, which is far better.

In short, this is a poor textbook.

jsinai• 6 years ago

My first course in linear algebra was extremely formal with very little practical examples or visual intuition. It’s easy not to appreciate just how much intuition can go a long way in helping us understand a concept, even if the intuition is formally “fuzzy”. I used Hefferon’s Linear Algebra to plug the gaps in my intuitive and practical knowledge, and was all the better for it.

People have different reasons and approaches for learning, and in the linear algebra landscape Hefferon is a worthy addition.

(edit: just like one of the commenters below I bought the hard copy a few years ago to show my support and thanks for the free edition.)

solinent2• 6 years ago

In my experience teaching my friends and colleagues there are two ends of the learning spectrum--you can learn by example first or by theory first, or both, but the former is by far the lion's share of the population.

I've taught people where there's absolutely no way I can teach them a generalization unless it's rote--however they can get domain-specific knowledge and beat me over the head in their domain and teach me something about my generalization as well that I might have been missing.

The best way for me to teach calculus to most people is to walk around a room explaining concepts like velocity, speed, acceleration, and position. However, I personally would never learn it this way--I prefer Spivak, during my read through I learned more than I could ever learn in a class.

It's also my belief that most people aren't like me in the sense that they learn from example first. However, most people I know are like me so it's hard to realize how needed a textbook like this is and how huge it could be for the regular person to learn something like this.

skohan3• 6 years ago

If you think about it, pretty much everyone learns math through example first. You learn arithmetic in elementary school, and it might only be after an additional decade or more of schooling that you actually learn the logical underpinnings which make the basic arithmetic operations work. If you actually started with boolean logic and tried to build up all of mathematics from there without at some point tying it back to a tangible example which can be understood in terms of the real world I'm not sure anyone could successfully learn it.

dash2• 6 years ago

Thanks for your perspective. Not sure why you got the downvotes. What do you think of "Linear Algebra Done Right"?

strangeattractr• 6 years ago

I think it's the leap from - 'I'm not a fan of the approach' to 'this is a poor textbook'. Just because they don't like the approach doesn't mean it won't be effective for other learners. Some people absolutely need examples before they can attach anything theoretical to a concept.

artagnon3• 6 years ago

Interesting approach. He starts off with vector spaces, after providing some intuition, and uses it to drive the rest of the book. He defines matrices in terms of linear maps, and talks about operations on vector spaces, with small sections dedicated to the corresponding matrix computations. There's no hand-waving or lack of rigor.

Overall, a fine textbook.

threatofrain2• 6 years ago

There's also the Terse Introduction to Linear Algebra, which is shorter and more rigorous than Linear Algebra Done Right. All of these are known texts which have generated some body of discussion.

An idiosyncrasy of Axler's book is that it introduces determinants only toward the end.

Tainnor5• 6 years ago

Aren't these the standard vector space axioms? I seem to recall that they were defined in a quite similar way in my class.

Of course, you can simply the definition if you can say "vector spaces form a group and also satisfy these axioms with respect to scalar multiplication", but then you need to introduce groups first, which would be a distraction.

WoahNoun• 6 years ago

How is "what can I put in a matrix?" a fundamental question? Looking at the textbook, the author certainly covers the fundamental questions in vector spaces, linear maps, and decomposition/normal forms.

There's even a really great section on projective geometry that would have been helpful before seeing it quickly defined as homogenous coordinates before moving on to the definition as a quotient manifold of a sphere and Lie group.

Are you complaining about the axioms for a vector space? Because that list will exist for any LA class lol. That's like complaining that a college Calculus class is teaching the limit definition of the derivative.

Tainnor5• 6 years ago

I think (from only having skimmed the contents) that there is some handwaving around the definition of the characteristic polynomial. In order to properly define it, you need to allow matrices over arbitrary rings, not just fields.

enriquto3• 6 years ago

I'm not exactly the target for this book, but since I love so much this distribution model (freely downloadable latex/pdf plus print-on-demand) I just ordered a printed copy!

mwigdahl• 6 years ago

Just ordered one myself and looking forward to working through it!

josrod• 6 years ago

Thank you, this is a great resource. Looks like there's additional material for independent learners and even some Youtube video lectures:

https://hefferon.net/linearalgebra/independent-study.html

hnthwaccount• 6 years ago

This is amazing for self-learners. Free textbook, free lecture videos, free solutions. I bought a hard copy of this book when I first came across this resource.

This is really outstanding because most textbooks do not contain full solutions and it can be difficult for self-learners without access to universities, tutors, peers to debug errors or check their work. If such a student ever got stuck, then it could be hard to move forward. One solution is to use sites like Math Stack Exchange, but I can imagine it would be tedious to do multiple proofs every chapter and type every single one of them up for someone to check. Some would argue that if your solution is correct then you should be able to rigorously justify each step and you should “know” in the end of its right. Beginners often don’t have the mathematical maturity developed to do this yet and even experts make mistakes in their proofs.

If you had a question, then I could see scenarios where the question would be closed on sites like MSE for being duplicates or some odd thing that didn’t satisfy some sort of rule somewhere. These are more barriers for the self-learners that those in classrooms don’t necessary face and textbooks are typically written for those that access to professors.

I think more math textbooks should be written this way.

radmuzom• 6 years ago

I logged into post the same comment - instead up-voted yours.

While online courses are often good, I hate the idea of learning math by answering multiple choice questions. The fact that this provides the complete proofs as answers will help one to check their own thought process (assuming they don't cheat and look at the solution without putting in any effort).

skohan3• 6 years ago

Working with linear algebra has been one of the most valuable skill-sets to develop as a programmer. It's not relevant to a lot of domains, but for dealing with real or simulated 3D spaces it is like a super-power.

mettamage• 6 years ago

I feel awkward for asking this.

Are there programmers that deal with real or simulated 3D spaces without knowing any linear algebra? How? Euler angles (including gimbal lock) all the way?

SamBam2• 6 years ago

Sure, if you're doing it all with a framework that handles all that for you. If you program a game in Unity, you're a "programmer that deals with simulated 3D spaces" and you don't need a lick of math.

I think plenty of programmers go the route of using a tool that does everything for them, to slowly learning the underlying nuts and bolts (math, etc) that allow them to modify the framework itself.

skohan3• 6 years ago

as SamBam said, there are a ways to touch these domains without linear algebra.

But what I meant is that it feels so powerful to unlock these domains. Once you develop a comfort level it opens up these really cool, magical things you can do with a computer, like graphics, simulation, ML, image processing etc. And the linear algebra skills you learn in one domain are often transferable to other really cool, interesting domains. This is what feels like a super power.

jimhefferon5• 6 years ago

Author here. I like to look over HN during breakfast, so a surprise this morning. I appreciate folks's kind words.

Can I slide in the back story? The course I had as an undergrad was very computational. Matrix multiplication is associative because the indices combine in this way and then you distribute the a_i,j's, etc. I could follow it line-by-line but I didn't feel any real understanding.

In grad school I learned that it all makes beautiful sense. So when I started teaching, I wanted an approach that conveyed the sense. I adopted a book that is a great book, very clear and clean, but students did not understand it. They were good students, but they just were not ready. They needed more examples, and by-hand calculations, for instance.

I resolved to find a presentation that helped bring them to where they would be ready, or at any rate formed part of a deliberate effort by an undergrad program to work on maturity. I didn't find a book that worked for me, so I wrote one.

So although there are a lot of examples and a lot of computation, like the text I had as an undergrad, this development keeps trying to direct the attention of students toward the understanding that they get from higher-level ideas.

I often see online where someone asks "What is the right book for XXX?" It seems to me that often there is no one best. Often, it depends on the audience. For the students that I see, this approach accomplishes a lot, it seems to me.

zeebeecee• 6 years ago

At least for me, doing examples and computations is the best way to learn math, and also very important in research. Often an opaque general statement becomes clear after doing a few small examples. In linear algebra, I personally find some of the courses have too few computations, some concepts are best learned by working an hour by hand on some annoying 6 x 6 matrix..

cgriswald• 6 years ago

I like this course by Philip Klein of Brown University for a computational approach: http://cs.brown.edu/courses/cs053/current/index.htm

That said, "working an hour by hand on some annoying 6 x 6 matrix" is how I was taught linear algebra. I got a rare B in the course (even though I aced all the tests!) because there was so much busy work I just refused to do it all. I got literally nothing out of the course in terms of understanding (there was neither time to think nor any real direction given) and a year later I couldn't even do the work anymore. I ended up picking up Axler.

djtriptych• 6 years ago

Just an idea: You should allow people to pay more than $22 for the hard copy if they want. Probably a much better way to generate donations than a separate tip payment.

enriquto3• 6 years ago

This! I would have happily paid 50 EUR for a high-quality hardcover.

afroisalreadyin• 6 years ago

Wanted to take this chance to thank you for writing such a lucid and at the same time complete textbook, and then going ahead and making it freely available. It's the first maths textbook that I went through on my own, and might stay the only one, because any other text reads convoluted after yours.

jimhefferon5• 6 years ago

What a nice comment. I'm glad to hear it helped; you are welcome.

nextos• 6 years ago

I adopted a book that is a great book, very clear and clean, but students did not understand it.

Was this book Axler perhaps?

A great book that mixes concepts and calculations is Shilov.

jimhefferon5• 6 years ago

The book has been posted since 1995, so no, not Axler. :-)

I do think that matching the approach to the audience is key. I admire Axler, and a number of other current texts, but in addition to considering the mathematical approach, an instructor also needs to consider where the folks in the room currently are.

DennisP• 6 years ago

That sounds amazing and I think it's exactly what I need.

Just reading your website didn't really sell it to me. Maybe you should add a "why another LA book" page and just copy that comment to it.

bigdict• 6 years ago

In grad school I learned that it all makes beautiful sense.

Is there a page you would refer me to in your book if I asked you about intuition for matrix multiplication?

commandlinefan2• 6 years ago

I was afraid to ask the same question. I can do it, I can program it, and I can check to see if it's correct, but I can't for the life of me understand why somebody saw fit to describe matrix multiplication the way they did.

mixedmath• 6 years ago

There is a subsection called matrix multiplication that is about this, and which explicitly mentions the proof of associativity both in the "clear" way and in the "slog through indices" way.

btilly• 6 years ago

Page 238 has the key intuition. But to really understand it you will need some build up to understand linear functions.

Matrices are simply a way to write down linear functions, and matrix multiplication is function composition. All of the algebraic properties of function composition are therefore true of matrices and vice versa.

That intuition also explains why matrices come up so often. For example consider Calculus. The key idea behind the differential calculus is that if y is close to y0 then f(y) is approximately f(y0) + f'(y0) (y - y0).

In the multivariable calculus the same thing is true. Except that f'(y0) is a linear function. Which means that when we write it down we have to write down a matrix.

jfarmer• 6 years ago

There are two relevant facts:

    1. Linear maps are determined by their behavior on basis elements
    2. The composition of linear maps is still linear

Together, this means you can work out how the composition of two linear maps affects the coefficients of each vector (relative to a fixed basis). If you do this, you get the "formula" for matrix multiplication.

Let V be an n-dimensional vector space. Let {e_1, e_2, e_3, ..., e_n} be a basis for V.

That means any v in V can be written

    v = a_1*e_1 + a_2*e_2 + ... + a_n*e_n

Let f: V → V be a linear map. Let's see what it means to apply f to v. We have

    f(v) = f(a_1*e_1 + a_2*e_2 + ... + a_n*e_n)
         = f(a_1*e_1) + f(a_2*e_2) + ... + f(a_n*e_n)
         = a_1*f(e_1) + a_2*f(e_2) + ... + a_n*f(e_n)

In other words, if we know the values of f(e_1), f(e_2), ..., f(e_n) then we can calculate the value of f(v) for any v.

Every choice of value for f(e_1), f(e_2), ... is valid and determines a unique linear map.

For n=2, use the standard basis where e_1 is (1,0) and e_2 is (0,1).

Write f(1,0) as (a,c) and write f(0,1) as (b,d). This is just "relabeling" the values f(1,0) — under the standard basis we know that f(1,0) looks like (a,c) for some values of (a,c).

Write v = (x,y) so that

    v = (x, y)
      = x*(1,0) + y*(0,1)
      = x*e_1 + y*e_2

Then we have:

    f(v) = f(x, y)
         = x*f(e_1) + y*f(e_2)
         = x*f(1,0) + y*f(0,1)
         = x*(a,c) + y*(b,d)
         = (x*a, x*c) + (y*b, y*d)
         = (x*a + y*b, x*c + y*d)

Or written using matrix notation:

    [ a b ] [x]   [x*a + y*b]
    [ c d ] [y] = [x*c + y*d]

So that's the "formula" for applying a matrix to a single vector. It's determined entirely by the four values (a,b,c,d), but really it's determined by the action of the map on the basis vectors.

Now let f,g be linear maps and calculate g(f(v)) in the same way. You'll get the "formula" for matrix multiplication.

In other words, matrix notation, matrix multiplication formulas, etc. are "just" compact ways of representing the behavior of linear maps.

saeranv3• 6 years ago

Add me to the list of people who have the same question, but with a slightly different perspective.

I understand the interpretation of matrix multiplication as a linear combinations, but I would also like to understand what is occurring geometrically. If I matrix multiply a 2D vector <a, b> by the basis vectors <<0, 1>, <1, 0>>, then I understand I am "weighting" an x, and y unit vector (as defined by my basis) by the x-component and y-component of my <a, b> vector, and then adding them together. So geometrically, I'm stretching by a factor of a, and b, then summing to get my resulting vector.

So, the way I'm trying to think of it geometrically is: any matrix is just a representation of some kind of basis (i.e some kind of linear system). I picture this as a sort of orthogonal cartesian grid that we squish and stretch while still being a series of intersecting parallel lines.

Matrix multiplication, is therefore taking in some vector, and "weighting" the basis vectors represented by our matrix by the components of that vector, and then summing them. To put it another way, we're essentially mapping a vector into that new basis system represented by our matrix.

Is that correct? Is there a better way to try and think of matrix multiplication geometrically?

jimhefferon5• 6 years ago

The subsection on matrix multiplication is on p 228. But, of course, a person can't just dip in, they need to be in the flow of the prior 227 pages.

chinabison• 6 years ago

I too never really grokked some essential points of linear algebra until I (re)learned it from a chapter in Hungerford's Algebra book, part of Springer's yellow GTM series. I was taught from Strang in undergrand, and while I did well in the course, I often found myself blind as to what all these computations meant. I recall that Strang had said in his preface that the subject had been taught too abstractly and the crucial importance missed, which reading Greub e.g. or other treatises of that era may be true.

tralarpa• 6 years ago

The course I had as an undergrad was very computational

Do you remember whether that was a course specifically targeting CS students? I am asking because the linear algebra course at "my" university was a course for CS and math students and it was (sadly) not computational at all. If I remember correctly (it's quite some years ago), we started with rings and fields, then vector spaces, and matrices kind of naturally followed from that.

sidr• 6 years ago

started with rings and fields

This seems unnecessary for a first class. I would agree with the parent here that the class should help build intuition and theoretical understanding. Presenting a rich theory with full generality is probably not the best way to do that though. There are some beautiful concepts and geometric understanding to be had with the reals. The abstraction to vector spaces defined over arbitrary rings and fields builds naturally once you have that base.

dboreham2• 6 years ago

Perhaps a trivial question, but I'm wondering about the web site typography not being consistent with the book (serif vs sans)? One looks much nicer on the screen to me than the other.

saeranv3• 6 years ago

So although there are a lot of examples and a lot of computation, like the text I had as an undergrad, this development keeps trying to direct the attention of students toward the understanding that they get from higher-level ideas.

I have not read your book, but this to me is one of the commonalities I have found in all successful curriculums for difficult subjects. An effort to tie new material to old material by repeated comparison. The insight that is brought from persistently trying re-examine previous concepts through the lens of an new one, or vice-versa is so satisfying, and illuminating. Nowadays, I try and force myself to make these kinds of connections and comparisons myself whenever I learn something new.

leetcrew• 6 years ago

reminds me of the semester sophomore year where I was concurrently taking discrete math in the math dept., computer organization (prereq for architecture, basically covers binary number representations and logical implementation of adders, muxers, etc.) in the cs dept., and symbolic logic in the philosophy dept. it was a great feeling when I realized a few weeks into the semester that I was essentially taking three versions of the same course but from very different perspectives.

jacques_chester• 6 years ago

Elaboration and reprocessing is a good way to strengthen memories. The best though is effortful recall -- pulling up a memory that you are close to forgetting.

dboreham2• 6 years ago

Reading this, I realized I need a browser-side PDF viewer that provides kindle-like features (bookmarks, current reading position, highlighting, ...) layered over a bare PDF file fetched from a server like this one. I'm guessing that thing exists somewhere?

ayewo• 6 years ago

No affiliation whatsoever but you could try using Hypothesis’ browser-based annotation tool to take PDF notes: https://web.hypothes.is/

They build on top of Mozilla’s PDF.js:

https://github.com/hypothesis/pdf.js-hypothes.is

https://web.hypothes.is/help/annotating-locally-saved-pdfs/

SeeManDo• 6 years ago

The content and context of this book surpasses any course on Linear Algebra I took while attending UT Austin.

Free Linear Algebra textbook

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