The Flying Squid is someone who contributes to Lemmy comment sections a ton. They’re super friendly and also add a lot of discussion. Given the nature of Lemmy being so small though they stand out because they’re often leading discussions. Pretty much just a really good discussion contributor who is super recognizable.
I would also add that you shouldn’t be using a basic calculator to solve multi part problems. Second, I haven’t seen a division sign used in a formal math class since elementary and possibly junior high. These things are almost always written as fractions which makes the logic easier to follow. The entire point of working in convention is so that results are reproducible. The real problem though is that these are not written to educate anyone. They are deliberately written to confuse so that some social media personality can make money from clicks. If someone really wants to practice math skip the click and head over to the Kahn Academy or something similar.
I think it depends what branch your local version of the repo is set to. If you’re already in master then it’ll push there, if you’re in a testing branch then you can push it straight to master instead by telling it to
I think this speaks to why I have a total of 5 years of college and no degree.
Starting at about 7th grade, math class is taught to every single American school child as if they’re going to grow up to become mathematicians. Formal definitions, proofs, long sets of rules for how you manipulate squiggles to become other squiggles that you’re supposed to obey because that’s what the book says.
Early my 7th grade year, my teacher wrote a long string of numbers and operators on the board, something like 6 + 4 - 7 * 8 + 3 / 9. Then told us to work this problem and then say what we came up with. This divided us into two groups: Those who hadn’t learned Order of Operations on our own time who did (six plus four is ten, minus seven is three, times eight is 24, plus three is 27, divided by nine is three) Three, and who were then told we were wrong and stupid, and those who somehow had, who did (seven times eight is 56, three divided by nine is some tiny fraction…) got a very different number, and were told they were right. Terrible method of teaching, because it alienates the students who need to do the learning right off the bat. And this basically set the tone until I dropped out of college for the second time.
Interesting, I didn’t know about strong implicit multiplication. So I would have said the result is 9. All along my studies in France, up to my physics courses at University, all my teachers used weak implicit multiplication. Could be it’s the norm in France, or they only use it in math studies at University.
I didn’t know until now that I unconsciously use strong implicit multiplication (meaning that I get the answer “1”). I believe it happens more or less as a consequence of starting inside the parentheses and then working my way out.
It is a funny little bit of notational ambiguity, so it is funny that people get riled up about it.
In a scientific context it’s actually very rare to run into that issue because divisions are mostly written as fractions which will completely mitigate the issue.
The strong implicit multiplication will only cause ambiguity after a division with inline notation. Once you use fractions the ambiguity vanishes.
In practice you also rarely see implicit multiplications between numbers but mostly between variables or variables and their coefficients.
Def not a math major (BS/PharmD), but your explanation was like seeing through a visual illusion for the first time! lol
I was always taught PEMDAS growing up, and that the MD and the AS was read left to right in an equation like above. But stating the division as a fraction completely changes my mind now about how this calculation works. I think what would happen in a calculation I use every day if the former was used.
Example: Cockcroft-Gault Equation (estimation of renal function)
(140-age)(kg) / 72(SCr) vs (140-age) X kg ➗72 X SCr
In the first eq (correct one) an 80yo patient who weighs 65kg and has an SCr ~ 1.5 = 36.11
In the latter it = 81.25 (waaay too high for an 80yo lol)
I really hate the social media discussion about this. And the comments in the past teached me, there are two different ways of learning math in the world.
True, and it’s not only about learning math but that there is actually no consensus even amongst experts, about the priority of implicit multiplications (without explicit multiplication sign). In the blog post there are a lot of things that try to show why and how that’s the case.
👊Hold up, buddy! 👊🤔Spotted your Gru’s Plan meme 🤔👉, but quick tip: ✌️Keep the text in the last two panels the same for that slick punchline! ✌️😂Consistency is the key to meme magic. 🗝️👌Give it a shot, and you’ll nail it! 👍😄
I don’t get the downvotes. You expressed that it differs from the usual meme formula but it’s very obvious that you aren’t serious. And it’s kinda funny reading the text whilst imagining those bullshit emojis. (At least I hope that the emojis weren’t serious)
People just dump any garbage because moderators are either non-existent or don’t care, and the bulk of the community mindlessly upvote literally any crap that gets posted here.
Meanwhile other communities lack content that these posts would be a proper fit for, and the same people supporting garbage posts here use that lack of activity in other communities as an excuse to continue the garbage posts here.
I mean I can prolly only find fentanyl but you can cashapp me. I have a friend that would prolly be able to safely do the injections and I know when ff11 came out I stayed up all night playing wolf:et and then I drove to get my preorder I thought leaves blowing across the road were 'nades so there’s precedent that my brain can fuck up the way we want.
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