Math Debate with Chat

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Edited by Garyukov:



HordeLightningrod says:

I am a senior Physics major and all of my textbooks have at some point done the ridiculous notation of / and they always use it in exponential functions wherein everything after the / is what is being divided. I agree it is a very shitty way of writing but it is done all the time with that meaning. Everyone in the department thinks that it is way too ambiguous, that is how you would read it as an inline message and it is done that way to prevent indecipherably small text (without enlarging it).

Inconspicuous Bear Wrestler says:

Destiny, it's called the difference between Algorithmic ("rigorously going through a pattern") learning and Heuristic ("shortcut") learning.

K1asH3r says:

2:55 WRONG LOL You do multiplication first…

DaMarlboroMan3 says:

I barely got through Algebra 2 but I don't see how people are so confused over the answer being 1 and the / meaning divide. It seems so obvious to me.

Maybe people stuck in the basic math classes are used to it meaning divide since that is all we ever use it for, repeatedly, because these are the only problems we can handle.

K1asH3r says:

so being "good at math" means being able to multiply in your head? LuL. There is more to math Destiny

Longardia says:

I was a math tutor at my local college. I have tried explaining exactly what you have been saying this whole time. The "/" is a shortcut symbol ment for simple equations. It's very ambiguous. I'm happy to know we agree on this.

Aerroon says:

Mathematics is about learning patterns. It's true that people use lots of these small tricks to do mathematics in their head, however not all tricks are suitable for everybody. Forcing people to use specific tricks means that the curriculum doesn't allow students to branch out and figure these things out themselves. You're forced to adhere to an algorithm.

Also, "20 / 5 (2 * 2)" is not ambiguous at all. Anybody that has written software in their life knows this. There is nothing to indicate here that things are grouped together in some specific way other than (2 * 2), which means that you simply go in order. Drop this into Wolfram Alpha or into a programming language and they will all give you a non-ambiguous answer of 16. Programmers have to deal with maths written like this all the time. While they might not use "/" in calculus or abstract algebra, they do use ÷. "/" is simply easier to type on a keyboard.

porky5567 says:

i'm of the opinion that math has a lot to do with your problem solving ability's and in general i believe that the people who are better at math generally have at least decent problem solving skills and vice versa

Boblymon says:

If they meant the answer to be 16 they would have written the (2*2) before the /5. The only reason someone would ever write it like that is if they intended the (2*2) to be on the bottom.

Uldi says:

You would never see anyone use a fucking vertical slash outside of a 5th grade math class.

IRonIcScopez says:

Destiny, the issue isn't that people don't understand what the / sign means, its that they don't understand HOW you use PEMDAS…. If you do that problem and do it EXACTLY in the order of Parenthesis, exponents, multiplication, division, addition and then subtraction you will get 1 because you dont do it in that fucking order… You do parenthesis, exponents, and then multiplication and division TOGETHER, LEFT TO RIGHT… Then addition and subtraction TOGETHER, LEFT TO RIGHT. Then you get the correct answer of 16.

Rapitt says:

me destiny me smart me can math

john smith says:

What’s with all the weird tricks for arithmetic? I’m in a PhD MechE group and just polled my lab, none of us use these tricks (except for trig). The standard method of carrying numbers is way easier for complicated numbers, and you kinda just know the easy stuff <— general consensus.

Chatter ed says:

'course, if you're a programmer, you should be writing Lisp.

(/ 20 (* 5 x))

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