(A new question of the week) A recent question raised a different issue about grouped frequency distributions than we have discussed previously: What do you do when the last class is labelled something like “30 or more”? As we’ll see, there is no one right answer!
Last time I started a series looking at the Order of Operations from various perspectives. This time I want to consider several kinds of misunderstandings we often see.
(A new question of the week) This week’s question, asked in January on the new site, will take us through some tricky areas of calculus, and also give a glimpse both of the value of quoting the entire problem you are working on when you ask for help, and of the interesting side discussions we …
This is the second in a series on Frequently Questioned Answers – that is, answers we have given that are often challenged by readers, either just out of confusion, or in the form of attacks on our intelligence or honesty. Here, we look at the problem of finding the probability that, given knowledge about one …
Last time we looked at applying Heron’s formula to problems about the area of a triangle, where knowing the side lengths is enough to determine the area; there was a passing mention of the fact that more is needed for quadrilaterals. We’ll start here with a repeat of that idea, and then look at several …
(A new question of the week) Having just discussed some pattern or sequence problems that were poorly posed, let’s look at some recent questions about sequences, some of which are quite complicated, and others seem to be just wrong.
We’ve often pointed out that pattern or sequence problems, when nothing is given but a list of numbers, are not really math, in the sense that there is no one correct answer. They are psychology questions: What would a math teacher think is an interesting sequence to ask about? Mathematically, any number could come next, …
Our next series of posts will be about the concept of significant digits (also called significant figures), which are important in scientific or engineering calculations to keep track of the precision of numbers (although, as we’ll see, they are not what you would use when you need to be especially careful). We’ll start with the …
Having just written about issues of wording with regard to percentages, we should look at another wording issue that touches on percentages and several other matters of wording. What does “three times larger” mean? How about “300% more”? We’ll focus on one discussion that involved several of us, and referred back to other answers we’ve …
(An archive question of the week) Having looked at the matter of faces, edges, and vertices from several different perspectives, I want to look at one more question and answer, to tie it all together.