The WitCHfest is coming to an end. Our final WitCH is, once again, from Cambridge’s *Specialist Mathematics 3 & 4* (2019). The section establishes the compound angle formulas, the first proof of which is our WitCH.

## Update (25/08/19)

Similar to our parallel WitCH, it is difficult to know whether to focus on specific clunkiness or intrinsic absurdity, but we’ll first get the clunkiness out of the way:

- John comments that using
*x* and *y* for angles within the unit circle is irksome. It is more accurately described as idiotic.
- The 2
*π***k* is unnecessary and distracting, since the only possible values of *k* are 0 and -1. Moreover, by symmetry it is sufficient to prove the identity for *x* > *y*, and so one can simply assume that *x* = *y* + *α*.
- The spacing for the arguments of cos and sin are very strange, making the vector equations difficult to read.
- The angle
*θ* is confusing, and is not incorporated in the proof in any meaningful manner.
- Having two cases is ugly and confusing and was easily avoidable by an(other) appeal to trig symmetry.

In summary, the proof could have been much more elegant and readable if the writers had bothered to make the effort, and in particular by making the initial assumption that *y* ≤ *x* ≤ *y* + *π*, relegating other cases to trig symmetry.

Now, to the general absurdity.

It is difficult for a textbook writer (or a teacher) to know what to do about mathematical proofs. Given that the VCAA doesn’t give a shit about proof, the natural temptation is to pay lip service or less to mathematical rigour. Why include a proof that almost no one will read? Commenters on this blog are better placed to answer that question, but our opinion is that there is still a place for such proofs in school texts, even if only for the very few students who will appreciate them.

The marginalisation of proof, however, means that a writer (or teacher) must have a compelling reason for including a proof, and for the manner in which that proof is presented. (This is also true in universities where, all too often, slovenly lecturers present incomprehensible crap as if it is deep truth.) Which brings us to the above proof. Specialist 34 students should have already seen a proof of the compound angle formulas in Specialist 12, and there are much nicer proofs than that above (see below). So, what is the purpose of the above proof?

As RF notes, the writers are evidently trying to demonstrate the power of the students’ new toy, the dot product. It is a poor choice, however, and the writers in any case have made a mess of the demonstration. Whatever elegance the dot product might have offered has been obliterated by the ham-fisted approach. Cambridge’s proof can do nothing but convince students that “proof” is an incomprehensible and pointless ritual. As such, the inclusion of the proof is worse than having included no proof at all.

This is doubly shameful, since there is no shortage of very nice proofs of the compound angle formulas. Indeed, the proof in Cambridge’s Specialist 12 text, though not that pretty, is standard and is to be preferred. But the Wikipedia proof is much more elegant. And here’s a lovely proof of the formula for sin(*A* + *B*) from Roger Nelson’s *Proof Without Words*:

To make the proof work, just note that

*x* cos(*A*) = *z* = *y* cos(*B*)

Now write the area of the big triangle in two different ways, and you’re done. A truly memorable proof. That is, a proof with a purpose.