Skip to main content

Part of the book series: Compact Textbooks in Mathematics ((CTM))

  • 1326 Accesses

Abstract

Constructively transforming a circle into a square is often referred to as squaring the circle. In this case squaring means to find a square with the same area as a given figure. We still refer to the square root of a number, meaning we are looking for the length of the edge of a square with the given number as area.

‘‘Squaring the circle’’ has become more or less a catch line for something which is impossible or unsolvable. Indeed, the problem cannot be solved with compass and straightedge methods. But as with the other problems, it has a rich history. Although we have already mentioned that the quadratrix can be used to find a square with an equal area to a circle, the nature of this problem is completely different.

We will now explain some solutions that were put forward to address the problem. As in the previous chapters, we will encounter solutions to the problem which cannot be accomplished with compass and straightedge methods, but other geometrical constructions are possible.

We now know that the area of a circle is given by \(S=\pi r^{2}\). Now suppose that a square with edge a has the same area. Then \(a^{2}=\pi r^{2}\), from which \(a=\sqrt{\pi}r\). The problem of squaring the circle is thereby reduced to constructing a line segment with length \(\sqrt{\pi}\), using compass and straightedge methods. Because \(\sqrt{\pi}\) is the geometric mean of π and 1, it suffices to construct a line segment with length π (see also Construction 3).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 19.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 29.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    van Lamoen; 2009.

  2. 2.

    Alsina and Nelsen; 2010, p. 141–142.

  3. 3.

    Alsina and Nelsen; 2010, p. 157.

  4. 4.

    Alsina and Nelsen; 2010, p. 140.

  5. 5.

    Postnikov and Shenitzer (transl.); 2000.

  6. 6.

    Shelburne; 2008.

  7. 7.

    Smeur; 1968, p. 16.

  8. 8.

    Smeur; 1968; Smeur and Folkerts; 1976a,b.

  9. 9.

    Meuthen; 1982.

  10. 10.

    As cited in Wertz Jr.; 2001.

  11. 11.

    As cited in Wertz Jr.; 2001.

  12. 12.

    Wertz Jr.; 2001.

  13. 13.

    Katz; 1998, p. 41.

  14. 14.

    van Roomen; 1593, f (**iv) v, also Bockstaele; 1976, 1993, 2009.

  15. 15.

    Aristotelean dogma had it that one could not use algebra for solving geometric problems (Yu; 2003, p. 44). ‘‘It follows that we cannot in demonstrating pass from one genus to another. We cannot, for instance, prove geometrical truths by arithmetic. […] Nor can the theorem of any one science be demonstrated by means of another science, unless these theorems are related as subordinate to superior. […] ’’ (Aristotle, Posterior Analytics, Book I, section 7).

  16. 16.

    Based on Wepster; 2010a,b.

  17. 17.

    Actually, Gregory proved that the area under a rectangular hyperbola and one of its asymptotes (also acting, in our notation, as x-axis) is the same over the segment \([a,b]\) as over the segment \([c,d]\) if \(\dfrac{a}{b}=\dfrac{c}{d}\).

  18. 18.

    Gregory’s method was more complicated. For instance instead of using rectangles with equal bases, in his method the bases are in a geometric progression.

  19. 19.

    Meskens; 2005.

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Meskens, A., Tytgat, P. (2017). Squaring the circle. In: Exploring Classical Greek Construction Problems with Interactive Geometry Software. Compact Textbooks in Mathematics. Birkhäuser, Cham. https://doi.org/10.1007/978-3-319-42863-5_6

Download citation

Publish with us

Policies and ethics