(Great delicacy and tact are needed in presenting this idea, if the aim is, as it should be, to bewilder and frighted the opponent. ...)
-- Carl Linderholm, Mathematics Made Difficult
Let me explain why it's not easy to see that 5+4 is not 6.
Earlier, the numbers were defined as
2 = 1+1
3 = 1+2
4 = 1+3
5 = 1+4
6 = 1+5
7 = 1+6
8 = 1+7
9 = 1+8.
Where + is associative.
Consider a "clock" with 3 numbers, 1, 2, 3. x+y means "Start at x and advance y hours".
3
2 -> 1
Then 1+1 = 2 and 2+1 = 3, as per our definitions. Also, 3+1 = 1 (since if you start at the 3 and advance 1 hour, you end up at 1). Thus 4 = 1, 5 = 4+1 so 5 = 1+1 = 2.
So 6 = 5+1 = 5 + 4.
So because the numbers were defined with eight examples, no example explicitly showing associativity or commutivity, it's hard to see why there's no license to arbitrarily choose a modulus for each number?
Or perhaps we only feel like we can do that if that would let us make two sides of an equation equal? As if the implicit rule connoted by the examples was "if two sides of an equation can be interpreted as "equal", one must declare them "equal", where "equal" is defined as amounting to the same, whatever modular operations must be done to make it so? So the definitions are incomplete without an example of something that does not equal something else?
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