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Fibonacci and Related Sequences: Delving Deeper
Fibonacci and Related Sequences: Delving Deeper
Fibonacci and
Related Sequences
Richard A. Askey
N A COURSE ON PROOFS THAT IS PRIMARILY FOR PRE- When I give it as a problem, most students use
I service teachers, a number of problems deal with
identities for Fibonacci numbers. We consider some
equation (1) in each term, getting
(Fn+2 + Fn+1 )(Fn + Fn–1 ) – (Fn+1 + Fn)2.
of these identities in this article, and we discuss
general strategies used to help discover, prove, and Although carrying through a proof with this
generalize these identities. start is possible, doing so takes a great deal of cal-
We start with a definition of Fibonacci numbers. culation. We also notice that this argument intro-
They satisfy duces Fn–1 , which we do not want. Making fewer
changes is usually better—we should be parsimo-
(1) Fn+1 = Fn + Fn–1, n = 1, 2, . . . , F0 = 0, F1 = 1.
nious if possible. Fn+3 has to be removed, so we try
The next few Fibonacci numbers are F2 = 1, F3 = 2, using equation (1) just to replace Fn+3 :
F4 = 3, and F5 = 5. We encourage readers to make a
Fn+3 Fn+1 – Fn2+2 = (Fn+2 + Fn+1 )Fn+1 – Fn2+2
list of Fibonacci numbers up to F10 to use as a refer-
ence while reading this article. = Fn+2 Fn+1 + Fn2+1 – Fn2+2 .
We notice that The term Fn2+1 is what we want. The other two
F2 F0 – F 12 = –1; terms can be combined to get
F3 F1 – F 22 = 2 – 1 = 1; Fn+2 (Fn+1 – Fn+2 ) + Fn2+1 = Fn2+1 – Fn+2 Fn .
F4 F2 – F 32 = 3 – 4 = –1; Thus,
F5 F3 – F 42 = 10 – 9 = 1.
Fn+3 Fn+1 – Fn2+2 = –[Fn+2 Fn – Fn2+1 ]
This result suggests that = –[(–1)n+1]
We (2) Fn+2 Fn – Fn2+1 = (–1)n+1. = (–1)n+2,
should be One way to prove result (2) is by mathematical which completes the induction, since we have
parsimonious induction. Since F2 F0 – F 21 = –1, the statement is shown that an initial result is true for n = 0.
if possible true when n = 0. To complete the argument, we Some interesting curiosities are suggested by
need to show that if statement (2) is true for n, it is equation (2). For example, n = 5 gives
true for n + 1. What do we do with
13 • 5 – 82 = 1.
Fn+3 Fn+1 – Fn2+2?
Edited by Al Cuoco
alcuoco@edc.org
Center for Mathematics Education
This department focuses on mathematics content Newton, MA 02458
that appeals to secondary school teachers. It provides
a forum that allows classroom teachers to share their E. Paul Goldenberg
mathematics from their work with students, class- pgoldenberg@edc.org
room investigations and projects, and other experi- Education Development Center
ences. We encourage submissions that pose and solve Newton, MA 02458
a novel or interesting mathematics problem, expand
on connections among different mathematical topics, Richard Askey is John Bascom Profes-
present a general method for describing a mathemat- sor of Mathematics at the University of
ical notion or solving a class of problems, elaborate Wisconsin. His book Special Functions,
on new insights into familiar secondary school math- written with George Andrews and
ematics, or leave the reader with a mathematical Ranjan Roy, was published by Cam-
idea to expand. Please send submissions to “Delving bridge University Press. The courses
Deeper,” Mathematics Teacher, 1906 Association that he has taught range from arith-
Drive, Reston, VA 20191-1502. metic for prospective elementary school
teachers to graduate-level courses.