Oops, I sort of forgot this was here.
by t0rajir0u, Dec 27, 2006, 8:51 AM
Let's get right into the heart of a new topic that I don't see addressed very often.
Lots of people have experience with using modular arithmetic on positive integers. That's all fine and dandy. The basis of modular arithmetic on the positive integers is the existence of the division algorithm, which says that given two positive integers
, there exist integers
and
such that

We then say that
is the remainder upon dividing
by
. We also say that if two integers
have the same remainder upon division by
, then
.
Hmm. Where else have you seen a division algorithm?
That's right. Polynomials! (We'll restrict this discussion to polynomials with integer coefficients, which have neat-o number theoretic properties.)
If you've never seen the polynomial division algorithm before, it states that given two polynomials
, there exist polynomials
and
such that

Where either
or
.
We can therefore define the analogous tool of polynomial modular arithmetic, which is an extremely concise way to attack a lot of polynomial problems, and also produces some interesting isomorphisms which I may or may not get to...
Basically, we say of two polynomials
that
whenever
, or equivalently if the two polynomials leave the same remainder upon division by
.
Because we can use familiar techniques from integer modular arithmetic, we can trivialize a lot of those "find the remainder" type problems.
Example: Find the remainder when
is divided by
.
I've been seeing this problem a lot lately. Most people tackle it in the nitty-gritty using the division algorithm, but why bother? Take it
.
At this point, you might realize that all integer polynomials will now fall into "polynomial residue classes." You might also realize that these residue classes can be characterized by quadratic polynomials (since if there are cubic terms or higher we can just reduce them.) Finally, you might realize that


And therefore that

And we are done.
This opens up a fascinating line of questioning. If you're familiar with the ring-theoretic mathematics behind
, you might like to ask yourself about the properties of
. They're not that interesting until you decide to combine the two ideas and ask yourself about the properties of
.
Man, that's awesome! Ask yourself how many residue classes we have now. Or better yet, ask yourself how many of them are units. This stuff is pretty cool.
Again, for those of you familiar with the notation, ask yourself about
. What does this ring remind you of?
Practice Problem 1: What is the remainder when
is divided by
?
Practice Problem 2: What is the remainder when
is divided by
?
Lots of people have experience with using modular arithmetic on positive integers. That's all fine and dandy. The basis of modular arithmetic on the positive integers is the existence of the division algorithm, which says that given two positive integers




We then say that






Hmm. Where else have you seen a division algorithm?
That's right. Polynomials! (We'll restrict this discussion to polynomials with integer coefficients, which have neat-o number theoretic properties.)
If you've never seen the polynomial division algorithm before, it states that given two polynomials




Where either


We can therefore define the analogous tool of polynomial modular arithmetic, which is an extremely concise way to attack a lot of polynomial problems, and also produces some interesting isomorphisms which I may or may not get to...
Basically, we say of two polynomials




Because we can use familiar techniques from integer modular arithmetic, we can trivialize a lot of those "find the remainder" type problems.
Example: Find the remainder when


I've been seeing this problem a lot lately. Most people tackle it in the nitty-gritty using the division algorithm, but why bother? Take it

At this point, you might realize that all integer polynomials will now fall into "polynomial residue classes." You might also realize that these residue classes can be characterized by quadratic polynomials (since if there are cubic terms or higher we can just reduce them.) Finally, you might realize that


And therefore that

And we are done.
This opens up a fascinating line of questioning. If you're familiar with the ring-theoretic mathematics behind

![$\mathbb{Z}[x]_{m(x)}$](http://latex.artofproblemsolving.com/c/4/9/c496dde85c17e1bc0aff907ad471b91bc360a3c7.png)
![$\mathbb{Z}_{m}[x]_{M(x)}$](http://latex.artofproblemsolving.com/3/2/1/32105475c830c32eaf04576cfad5b9ebad9e6621.png)
Man, that's awesome! Ask yourself how many residue classes we have now. Or better yet, ask yourself how many of them are units. This stuff is pretty cool.
Again, for those of you familiar with the notation, ask yourself about
![$\mathbb{Z}[x]_{x^{2}+1}$](http://latex.artofproblemsolving.com/f/e/b/feb37e8eb26ad13b8428d50041a77b27ac249ec8.png)
Practice Problem 1: What is the remainder when


Practice Problem 2: What is the remainder when

