Tag Archives: arrow

A new kind of introduction to category theory

About this article

  • This post is an alpha version of the first part of the intended article.
  • People who are beginners in learning abstract math concepts have many misunderstandings about the definitions and early theorems of category theory.
  • This article introduces a few basic concepts of category theory. It goes into detail in Purple Prose about the misunderstandings that can arise with each of the concepts. The article is not at all a complete introduction to categories.
  • My blog post Introducing abstract topics describes some of the strategies needed in teaching a new abstract math concept.
  • This article also introduces a few examples of categories that are primarily chosen to cause the reader to come up against some of those misunderstandings. The first example is completely abstract.
  • Math students usually see categories after considerable exposure to abstract math, but students in computing science and other fields may see it without having much background in abstraction. I hope teachers in such courses will include explanations of the sort of misunderstandings mentioned in this article.
  • Like all posts in Gyre&Gimble and all posts in abstractmath.org, this article is licensed under a Creative Commons Attribution-ShareAlike 2.5 License. If you are teaching a class involving category theory, feel free to hand it out, and to modify it (in which case you should include a link to this post).
  • You could also use the article as a source of remarks you make in the class about the topics.

About categories

To be written.

Definition of category

A category is a type of Mathematical structure consisting of two types of data, whose relationships are entirely determined by some axioms. After the definition is complete, I will introduce several categories with a detailed discussion of each one, explaining how they fit the definition of category.

Axiom 1: Data

  1. A category consists of two types of data: objects and arrows.
  2. No object can be an arrow and no arrow can be an object.

Notes for Axiom 1

  • An object of a category can be any kind of mathematical object. It does not have to be a set and it does not have to have elements.
  • Arrows of a category are also called morphisms. You may be familiar with “homomorphisms”, “homeomorphisms” or “isomorphisms”, all of which are functions. This does not mean that a “morphism” in an arbitrary category is a function.

Axiom 2: Domain and codomain

  1. Each arrow has a domain and a codomain, each of which is an object of the category.
  2. The domain and the codomain of an arrow may or may not be the same object.
  3. Each arrow has only one domain and only one codomain.

Notes for Axiom 2

  • If $f$ is an arrow with domain $A$ and codomain $B$, that fact is typically shown either by the notation “$f:A\to B$” or by a diagram like this:
  • The notation “$f:A\to B$” is like that used for functions. This notation may be used in any category, but it does not imply that $f$ is a function or that $A$ and $B$ have elements.
  • For such an arrow, the notation “$\text{dom}(f)$” refers to $A$ and “$\text{cod}(f)$” refers to $B$.
  • For a given category $\mathsf{C}$, the collection of all the arrows with domain $A$ and codomain $B$ may be denoted by
    • “$\text{Hom}(A,B)$” or
    • “$\text{Hom}_\mathsf{C}(A,B)$” or
    • “$\mathsf{C}(A,B)$”.
  • Some newer books and articles in category theory use the name source for domain and target for codomain. This usage has the advantage that a newcomer to category theory will be less likely to think of an arrow as a function.

Axiom 3: Composition

  1. If $f$ and $g$ are arrows in a category for which $\text{cod}(f)=\text{dom}(g)$, as in this diagram:

    then there is a unique arrow with domain $A$ and codomain $C$ called the composite of $f$ and $g$.

Notes for Axiom 3

    diagra

  • An important metaphor for composition is: Every path of length 2 has exactly one composite.
  • The unique arrow required by Axiom 3 may be denoted by “$g\circ f$” or “$gf$”. “$g\circ f$” is more explicit, but “$gf$” is much more commonly used by category theorists.
  • Many constructions in categories may be shown by diagrams, like the one used just above.
  • The diagram

    is said to commute if $h=g\circ f$. The idea is that going along $f$ and then $g$ is the same as going along $h$.

  • It is customary in some texts in category theory to indicate that a diagram commutes by putting a gyre in the middle:
  • The concept of category is an abstraction of the idea of function, and the composition of arrows is an abstraction of the composition of functions. It uses the same notation, “$g\circ f$”. If $f$ and $g$ are set functions, then for an element $x$ in the domain of $f$, \[(g\circ f)(x)=g(f(x))\]
  • But in arbitrary category, it may make no sense to evaluate an arrow $f$ at some element $x$; indeed, the domain of $f$ may not have elements at all, and then the statement “$(g\circ f)(x)=g(f(x))$” is meaningless.

Axiom 4: Identity arrows

  1. For each object $A$ of a category, there is a unique arrow denoted by $\textsf{id}_A$.
  2. $\textsf{dom}(\textsf{id}_A)=A$ and $\textsf{cod}(\textsf{id}_A)=A$.
  3. For any object $B$ and any arrow $f:B\to A$, the diagram

    commutes.

  4. For any object $C$ and any arrow $g:A\to C$, the diagram

    commutes.

Notes for Axiom 4

  • The fact stated in Axiom 4(b) could be shown diagrammatically either as

    or as

  • Facts (c) and (d) can be written in algebraic notation: For any arrow $f$ going to $A$,\[\textsf{id}_A\circ f=f\]and for any arrow $g$ coming from $A$,\[g\circ \textsf{id}_A=g\]

Axiom 5: Associativity

  1. If $f$, $g$ and $h$ are arrows in a category for which $\text{cod}(f)=\text{dom}(g)$ and $\text{cod}(g)=\text{dom}(h)$, as in this diagram:

    then there is a unique arrow $k$ with domain $A$ and codomain $C$ called the composite of $f$, $g$ and $h$.

  2. In the diagram below, the two triangles containing $k$ must both commute.

Notes for Axiom 5

  • Axiom 5b requires that \[h\circ(g\circ f)=(h\circ g)\circ f\](which both equal $k$), which is the usual formula for associativity.
  • Note that the top two triangles commute by Axiom 3.
  • The associativity axiom means that we can get rid of parentheses and write \[k=h\circ f\circ g\]just as we do for addition and multiplication of numbers.
  • In my opinion the notation using categorical diagrams communicates information much more clearly than algebraic notation does. In particular, you don’t have to remember the domains and codomains of the functions — they appear in the picture. I admit that diagrams take up much more space, but now that we read math stuff on a computer screen instead of on paper, space is free.

Examples of categories

For the first three examples, I will give a detailed explanation about how they fit the definition of category.

Example 1: MyFin

This first example is a small, finite category which I have named $\mathsf{MyFin}$ (my very own finite category). It is not at all an important category, but it has advantages as a first example.

  • It’s small enough that you can see all the objects and arrows on the screen at once, but big enough not to be trivial.
  • The objects and arrows have no properties other than being objects and arrows. (The other examples involve familiar math objects.)
  • So in order to check that $\mathsf{MyFin}$ really obeys the axioms for a category, you can use only the skeletal information given here. As a result, you must really understand the axioms!

A correct proof will be based on axioms and theorems. The proof can be suggested by your intuitions, but intuitions are not enough. When working with $\mathsf{MyFin}$ you won’t have any intuitions!

A diagram for $\mathsf{MyFin}$

This diagram gives a partial description of $\mathsf{MyFin}$.

Now let’s see how to make the diagram above into a category.

Axiom 1

  • The objects of $\mathsf{MyFin}$ are $A$, $B$, $C$ and $D$.
  • The arrows are $f$, $g$, $h$, $j$, $k$, $r$, $s$, $u$, $v$, $w$ and $x$.
  • You can regard the letters just listed as names of the objects and arrows. The point is that at this stage all you know about the objects and arrows are their names.
  • If you prefer, you can think of the arrows as the actual arrows shown in the $\mathsf{MyFin}$ diagram.
  • Our definition of $\mathsf{MyFin}$ is an abstract definition. You may have seen multiplication tables of groups given in terms of undefined letters. (If you haven’t, don’t worry.) Those are also abstract definitions.
  • Most of our other definitions of categories involve math objects you actually know something about. They are like the definition of division, for example, where the math objects are integers.

Axiom 2

  • The domains and codomains of the arrows are shown by the diagram above.
  • For example, $\text{dom}(r)=A$ and $\text{cod}(r)=C$, and $\text{dom}(v)=\text{cod}(v)=B$.

Axiom 3

Showing the $\mathsf{MyFin}$ diagram does not completely define $\mathsf{MyFin}$. We must say what the composites of all the paths of length 2 are.

  • In fact, most of them are forced, but two of them are not.
  • We must have $g\circ f=r$ because $r$ is the only arrow possible for the composite, and Axiom 3 requires that every path of length 2 must have a composite.
  • For the same reason, $h\circ g=s$.
  • All the paths involving $u$, $v$, $w$ and $x$ are forced:

  • (p1) $u\circ u=u$, $v\circ v=v$, $w\circ w=w$ and $x\circ x=x$.
  • (p2) $f\circ u=f$, $r\circ u=r$, $j\circ u=j$ and $k\circ u=k$. You can see that, for example, $f\circ u=f$ by opening up the loop on $f$ like this:

    There is only one arrow going from $A$ to $B$, namely$f$, so $f$ has to be the composite $f\circ u$.

  • (p3) $v\circ f=f$, $g\circ v=g$ and $s\circ v=s$.
  • (p4) $w\circ g=g$, $w\circ r=r$ and $h\circ w=h$.
  • (p5) $x\circ h=h$, $x\circ s=s$, $x\circ j=j$ and $x\circ k=k$.

  • For $s\circ f$ and $h\circ r$, we have to choose between $j$ and $k$ as composites. Since $s\circ f=(h\circ g)\circ f$ and $h\circ r=h\circ (g\circ f)$, Axiom 3 requires that we must chose one of $j$ and $k$ to be both composites.

    Definition: $s\circ f=h\circ r=j$.

    If we had defined $s\circ f=h\circ r=k$ we would have a different category, although one that is “isomorphic” to $\mathsf{MyFin}$ (you have to define “isomorphic” or look it up.)

  • Axiom 4

    • It is clear from the $\mathsf{MyFin}$ diagram that for each object there is just one arrow that has that object both as domain and as codomain, as required by Axiom 4a.
    • The requirements in Axiom 4b and 4c are satisfied by statements (p1) through (p5).

    Axiom 5

    • Since we have already required both $(h\circ g)\circ f$ and $h\circ(g\circ f)$ to be $k$, composition is associative.

    Example 2: Set

    To be written.

    This will be a very different example, because it involves known mathematical objects — sets and functions. But there are still issues, for example the fact that the inclusion of $\{1,2\}$ into $\{1,2,3\}$ and the identity map on $\{1,2\}$ are two different arows in the category of sets.

    Example 3: IntegerDiv

    To be written.

    The objects are all the positive integers and there is an arrow from $m$ to $n$ if and only if $m$ divides $n$. So this example involves familiar objects and predicates, but the arrows are nevertheless not functions that take elements to elements. Integers don’t have elements. I would expect to show how the GCD of two integers is a limit.

    References

      Creative Commons License        

    This work is licensed under a Creative Commons Attribution-ShareAlike 2.5 License.

    Send to Kindle

    Introducing abstract topics

    I have been busy for the past several years revising abstractmath.org (abmath). Now I believe, perhaps foolishly, that most of the articles in abmath have reached beta, so now it is time for something new.

    For some time I have been considering writing introductions to topics in abstract math, some typically studied by undergraduates and some taken by scientists and engineers. The topics I have in mind to do first include group theory and category theory.

    The point of these introductions is to get the student started at the very beginning of the topic, when some students give up in total confusion. They meet and fall off of what I have called the abstraction cliff, which is discussed here and also in my blog posts Very early difficulties and Very early difficulties II.

    I may have stolen the phrase “abstraction cliff” from someone else.

    Group theory

    Group theory sets several traps for beginning students.

    Multiplication table

    • A student may balk when a small finite group is defined using a set of letters in a multiplication table.
      “But you didn’t say what the letters are or what the multiplication is?”
    • Such a definition is an abstract definition, in contrast to the definition of “prime”, for example, which is stated in terms of already known entities, namely the integers.
    • The multiplication table of a group tells you exactly what the binary operation is and any set with an operation that makes such a table correct is an example of the group being defined.
    • A student who has no understanding of abstraction is going to be totally lost in this situation. It is quite possible that the professor has never even mentioned the concept of abstract definition. The professor is probably like most successful mathematicians: when they were students, they understood abstraction without having to have it explained, and possibly without even noticing they did so.

    Cosets

    • Cosets are a real killer. Some students at this stage are nowhere near thinking of a set as an object or a thing. The concept of applying a binary operation on a pair of sets (or any other mathematical objects with internal structure) is completely foreign to them. Did anyone ever talk to them about mathematical objects?
    • The consequence of this early difficulty is that such a student will find it hard to understand what a quotient group is, and that is one of the major concepts you get early in a group theory course.
    • The conceptual problems with multiplication of cosets is similar to those with pointwise addition of functions. Given two functions $f,g:\mathbb{R}\to\mathbb{R}$, you define $f+g$ to be the function \[(f+g)(x):=f(x)+g(x)\] Along with pointwise multiplication, this makes the space of functions $\mathbb{R}\to\mathbb{R}$ a ring with nice properties.
    • But you have to understand that each element of the ring is a function thought of as a single math object. The values of the function are properties of the function, but they are not elements of the ring. (You can include the real numbers in the ring as constant functions, but don’t confuse me with facts.)
    • Similarly the elements of the quotient group are math objects called cosets. They are not elements of the original group. (To add to the confusion, they are also blocks of a congruence.)

    Isomorphic groups

    • Many books, and many professors (including me) regard two isomorphic groups as the same. I remember getting anguished questions: “But the elements of $\mathbb{Z}_2$ are equivalence classes and the elements of the group of permutations of $\{1,2\}$ are functions.”
    • I admit that regarding two isomorphic groups as the same needs to be treated carefully when, unlike $\mathbb{Z}_2$, the group has a nontrivial automorphism group. ($\mathbb{Z}_3$ is “the same as itself” in two different ways.) But you don’t have to bring that up the first time you attack that subject, any more than you have to bring up the fact that the category of sets does not have a set of objects on the first day you define categories.

    Category theory

    Category theory causes similar troubles. Beginning college math majors don’t usually meet it early. But category theory has begun to be used in other fields, so plenty of computer science students, people dealing with databases, and so on are suddenly trying to understand categories and failing to do so at the very start.

    The G&G post A new kind of introduction to category theory constitutes an alpha draft of the first part of an article introducing category theory following the ideas of this post.

    Objects and arrows are abstract

    • Every once in a while someone asks a question on Math StackExchange that shows they have no idea that an object of a category need not have elements and that morphisms need not be functions that take elements to elements.
    • One questioner understood that the claim that a morphism need not be a function meant that it might be a multivalued function.

    Duality

    • That misunderstanding comes up with duality. The definition of dual category requires turning the arrows around. Even if the original morphism takes elements to elements, the opposite morphism does not have to take elements to elements. In the case of the category of sets, an arrow in $\text{Set}^{op}$ cannot take elements to elements — for example, the opposite of the function $\emptyset\to\{1,2\}$.
    • The fact that there is a concrete category equivalent to $\text{Set}^{op}$ is a red herring. It involves different sets: the function corresponding to the function just mentioned goes from a four-element set to a singleton. But in the category $\text{Set}^{op}$ as defined it is simply an arrow, not a function.

    Not understanding how to use definitions

    • Some of the questioners on Math Stack Exchange ask how to prove a statement that is quite simple to prove directly from the definitions of the terms involved, but what they ask and what they are obviously trying to do is to gain an intuition in order to understand why the statement is true. This is backward — the first thing you should do is use the definition (at least in the first few days of a math class — after that you have to use theorems as well!
    • I have discussed this in the blog post Insights into mathematical definitions (which gives references to other longer discussions by math ed people). See also the abmath section Rewrite according to the definitions.

    How an introduction to a math topic needs to be written

    The following list shows some of the tactics I am thinking of using in the math topic introductions. It is quite likely that I will conclude that some tactics won’t work, and I am sure that tactics I haven’t mentioned here will be used.

    • The introductions should not go very far into the subject. Instead, they should bring an exhaustive and explicit discussion of how to get into the very earliest part of the topic, perhaps the definition, some examples, and a few simple theorems. I doubt that a group theory student who hasn’t mastered abstraction and what proofs are about will ever be ready to learn the Sylow theorems.
    • You can’t do examples and definitions simultaneously, but you can come close by going through an example step by step, checking each part of the definition.
    • There is a real split between students who want the definitions first
      (most of whom don’t have the abstraction problems I am trying to overcome)
      and those who really really think they need examples first (the majority)
      because they don’t understand abstraction.

    • When you introduce an axiom, give an example of how you would prove that some binary operation satisfies the axiom. For example, if the axiom is that every element of a group must have an inverse, right then and there prove that addition on the integers satisfies the axiom and disprove that multiplication on integers satisies it.
    • When the definition uses some undefined math objects, point out immediately with examples that you can’t have any intuition about them except what the axioms give you. (In contrast to definition of division of integers, where you and the student already have intuitions about the objects.)
    • Make explicit the possible problems with abstractmath.org and Gyre&Gimble) will indeed find it difficult to become mathematical researchers — but not impossible!
    • But that is not the point. All college math professors will get people who will go into theoretical computing science, and therefore need to understand category theory, or into particle physics, and need to understand groups, and so on.
    • By being clear at the earliest stages of how mathematicians actually do math, they will produce more people in other fields who actually have some grasp of what is going on with the topics they have studied in math classes, and hopefully will be willing to go back and learn some more math if some type of math rears its head in the theories of their field.
    • Besides, why do you want to alienate huge numbers of people from math, as our way of teaching in the past has done?
    • “Our” means grammar school teachers, high school teachers and college professors.

    Acknowledgment

    Thanks to Kevin Clift for corrections.

      Creative Commons License        

    This work is licensed under a Creative Commons Attribution-ShareAlike 2.5 License.

    Send to Kindle