About the exercise on abelian groups, I hope you noticed how many people started tinkering with it. Can we skip/weaken one or the other assumption? Will it work for non abelian groups? Some related the problem to other mathematical structures.
As I often do, I learned from the thread, both in language ( @benjamindickman raised a question on closure) and in maths ( @ProfKinyon knows what a quasigroup is, I didn't — I still don't but at least I googled it).
More importantly for this thread, @yet_so_far and @thewordninja_bk discussed whether having a definition with more assumptions is better or worse than a streamlined one. Which leads us to the heart of this thread:
It is very, very useful to know as many equivalent definitions as possible. In research papers, I am often tempted to have Theorems-Definitions "The following properties are equivalent (...); if any <=> all hold, the object is called ADJECTIVE".
Good mathematical knowledge isn't necessarily, or even often, good exposition or good pedagogy. As a student, I benefitted greatly from having ONE definition of group, and a small list of exercises showing what could be shaven off.
But later, for research? The more, the better. In particular, it might be you're interested in a property you can't prove, but you can prove all the assumptions of a (non trivially equivalent) definition. The more equivalences you know (or can google), the easier your life.
As a beginner, feel free to tinker with definitions! Build examples, counterexamples (check the answers! there are plenty of cool ideas) and feel free to see if, by changing something a bit, you still get a useful notion... but here I stop, we'll go on in thread #3
TL;DR while it is often good pedagogy to start with ONE definition, ultimately the collection of all the equivalent ones you know is more important than any specific one.
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