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Jun 8 at 1:06 history protected Yemon Choi
Jun 6 at 14:02 comment added LSpice The two different meanings of $p$ in $p(p_1... p_k)$ have been bugging me, so I changed it to $P(p_1\dotsm p_k)$ while this was back on the front page. I hope that was OK.
Jun 6 at 14:00 history edited LSpice CC BY-SA 4.0
p -> P, and name of Conrad paper, while this is on the front page
Jun 6 at 12:17 history edited Vincent CC BY-SA 4.0
updated link
Jan 2, 2021 at 0:39 comment added Elaqqad This was asked ten years ago, but it is one of my concerns right now. But more broadly, I am not interested only in the case where $p$ is a polynomial, it can be just defined algebraically or combinatorially. I still don't understand why do we need to push in analysis in the problem (also I agree that analytic number theory proved to be very fruitful, but It feels to me that if we use algebraic methods they should be more generalizable)
Jan 14, 2011 at 6:20 comment added Pete L. Clark I feel that Frictionless Jellyfish's comment is a little too harsh. Of course the analytic proof of Dirichlet's theorem is important and deserving of coverage in courses (in fact, it is up there with the most important proofs in the history of number theory, and my esteem for Dirichlet for being able to come up with this argument in the 1830's (!!!) is boundless). But searching for elementary proofs and trying to understand the range of applicability of the Euclidean argument are also very interesting: at least they are to me. Why not ask about them? I hardly think it's a waste of time.
Jan 13, 2011 at 18:16 comment added Joe Silverman There was a great deal of excitement at the time when Erdos and Selberg came up with an elementary (i.e., not using complex analysis) proof of the prime number theorem. The hope, of course, was that the new proof would provide new insights, and maybe even give better error estimates. Similarly, I think there would be significant interest in an elementary proof of the general form of Dirichlet's theorem. Of course, elementary does not mean easy, or suitable for teaching to high school students. I agree that for teaching, the analytic proofs are best.
Jan 13, 2011 at 17:15 answer added David E Speyer timeline score: 13
Jan 13, 2011 at 14:53 answer added Asterios Gkantzounis timeline score: 1
Dec 25, 2010 at 15:08 comment added KConrad Qiaochu: what you're gaining from analysis is the full theorem. I wouldn't consider the high school methods as doing anything for you but giving some special cases, which do provide a nice illustration of some special cases of quadratic reciprocity (e.g., knowing when -1 mod p is a square or when 2 mod p is a square can be used to prove special cases of Dirichlet's theorem mod 4 or mod 8) but not much of value beyond that I think.
Dec 25, 2010 at 6:19 comment added Qiaochu Yuan There are a couple of reasons. The first is pedagogical: it's nice to know how much of Dirichlet's theorem you can prove to a group of bright high school students without (perhaps I should say before) introducing analysis. The second is that I am interested in the "limit" of elementary methods so I can better appreciate exactly what I am gaining from using analysis.
Dec 24, 2010 at 18:33 comment added Terry Tao This does not directly answer your question, but in Granville's paper ams.org/mathscinet-getitem?mr=1220462 elementary methods are used to show that the primes mod n are equidistributed either in all of $(Z/NZ)^*$ or in the complement of an index 2 multiplicative subgroup containing the squares, and that this is in some sense the "limit" of elementary methods. This suggests (but does not prove) that for your question, S cannot be contained in any index 2 multiplicative subgroup of $(Z/NZ)^*$.
Dec 24, 2010 at 16:07 history edited Qiaochu Yuan CC BY-SA 2.5
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Dec 24, 2010 at 16:02 comment added Qiaochu Yuan Sure. I messed up my example and had to rethink the question a bit, but I think everything works now.
Dec 24, 2010 at 16:01 history undeleted Qiaochu Yuan
Dec 24, 2010 at 16:01 history edited Qiaochu Yuan CC BY-SA 2.5
added 944 characters in body; deleted 53 characters in body
Dec 24, 2010 at 15:31 history deleted Qiaochu Yuan
Dec 24, 2010 at 15:26 history edited Qiaochu Yuan CC BY-SA 2.5
added 947 characters in body; deleted 1140 characters in body
Dec 24, 2010 at 15:06 comment added KConrad Please give an example or two of such subsets S, to improve the context of the question.
Dec 24, 2010 at 15:04 history edited KConrad CC BY-SA 2.5
added 21 characters in body
Dec 24, 2010 at 14:39 history asked Qiaochu Yuan CC BY-SA 2.5