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submitted 4 months ago by fossilesque@mander.xyz to c/science_memes@mander.xyz

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[-] Tlaloc_Temporal@lemmy.ca 0 points 4 months ago

simply accept that it has to be the case because 0.333... * 3. [...] That is a correct mathematical understanding

This is my point, using a simple system (basic arithmetic) properly will give bad answers in specifically this situation. A correct mathematical understanding of arithmetic will lead you to say that something funky is going on with 0.999... , and without a more comprehensive understanding of mathematical systems, the only valid conclusions are that 0.999... doesn't equal 1, or that basic arithmetic is limited.

So then why does everyone loose their heads when this happens? Thousands of people forcing algebra and limits on anyone they so much as suspect could have a reasonable but flawed conclusion, yet this thread is the first time I've seen anyone even try to mention the limitations of arithmetic, and they get stomped on.

Why is basic arithmetic so sacred that it must not be besmirched? Why is it so hard for people to admit that some tools have limits? Why is everyone bringing in so many more advanced systems when my entire argument this whole time is that a simple system has limits?

That's my whole argument. Firstly, that 0.999... catches people because using arithmetic properly leads to an incorrect understanding of repeating decimals. And secondly, that starting with the limits of arithmetic will increase understand with less frustration than throwing more complicated solutions around.

My argument have never been with the math, only with our perceptions of it and how we go about teaching it.

[-] barsoap@lemm.ee 1 points 4 months ago

Why is basic arithmetic so sacred that it must not be besmirched?

It isn't. It's convenient. Toss it if you don't want to use it. What's not an option though is to use it incorrectly, and that would be insisting that 0.999... /= 1, because that doesn't make any sense.

A notational system doesn't get to say "well I like to do numbers this way, let's break all the axioms or arithmetic". If you say that 0.333... = 1/3, then it necessarily follows that 0.999... = 1. Forget about "but how do I calculate that" think about "does multiplying the same number by the same number yield the same result".

catches people because using arithmetic properly leads to an incorrect understanding of repeating decimals.

Repeating decimals aren't apart from decimal arithmetic. They're a necessary part of it. If you didn't learn 0.999... = 1, you did not learn decimal arithmetic. And with "necessary" I mean necessary: Any positional system that supports expressing rational numbers will have repeating digits. It's the trade-off you make, by fixing the divisor (10 in our case), to make numbers easily comparable by size, because no number can divide any number cleanly because there's an infinite number of primes. Quick, which is the bigger number: 38/127 or 39/131.

Any notational system has its awkward spots. You will not get around awkward spots. Decimal notation has quite few of them, certainly fewer than Roman numerals where being able to do long division earned you a Ph.D. If you can come up with something better be my guest, I already linked you to a starting point.