Activity for Chgg Clou
| Type | On... | Excerpt | Status | Date |
|---|---|---|---|---|
| Comment | Post #285436 |
[Cross posted](https://redd.it/rsxhhw) on r/mathematics, that has gotten 16 comments so far. (more) |
— | almost 3 years ago |
| Edit | Post #285342 |
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— | about 3 years ago |
| Edit | Post #285342 |
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— | about 3 years ago |
| Edit | Post #285344 | Initial revision | — | about 3 years ago |
| Question | — |
How can you analogize mathematical induction to dominoes falling, if some domino can fail to topple? This analogy doesn't convince me, because what if some domino (after b, the base case) fails to topple? In real life, a domino can remain standing upright if it got placed too far apart from the previous domino — or if the previous domino didn't hit this steadfast domino with sufficient force (to top... (more) |
— | about 3 years ago |
| Edit | Post #285342 | Initial revision | — | about 3 years ago |
| Question | — |
Is Mathematical Induction truly "induction", or misnamed? By induction, I mean this screenshot from this Youtube video  Abduction as an Aspect of Retroduction | Chiasson, Phyllis | Commens > Induction: > The prefix “in,” also from the Latin has to do with inclusion. Thus, the prefix “in” (to include) combi... (more) |
— | about 3 years ago |
| Edit | Post #285326 | Initial revision | — | about 3 years ago |
| Question | — |
Why must percent change divide the difference by the old, NOT new, value?  My 14 year old still cannot intuit why the denominator must be the old number, not the new — not even after reading the answers on Math SE. Can someone explain this better? (more) |
— | about 3 years ago |
| Edit | Post #285005 |
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— | about 3 years ago |
| Edit | Post #285014 |
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— | about 3 years ago |
| Comment | Post #285005 |
I have the same question as https://math.stackexchange.com/a/2667399, but I'm seeking a better explanation than cakes and pieces of cake. (more) |
— | about 3 years ago |
| Edit | Post #285015 |
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— | about 3 years ago |
| Edit | Post #285015 |
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— | about 3 years ago |
| Edit | Post #285015 |
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— | about 3 years ago |
| Edit | Post #285015 |
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— | about 3 years ago |
| Edit | Post #285015 | Initial revision | — | about 3 years ago |
| Question | — |
Intuitively, why can $a, b$ cycle in ${\color{red}{b}} = \frac c{\color{red}{a}} \iff {\color{red}{a}} = \frac c{\color{red}{b}}$? I'm NOT asking about algebra behind $ab = c \iff {\color{red}{b}} = \frac c{\color{red}{a}} \iff {\color{red}{a}} = \frac c{\color{red}{b}}.$ 1. Rather, what's the intuition why $\color{red}{a, b}$ can swap places, whilst c remains in the numerator? 2. What's this phenomenon or behavior calle... (more) |
— | about 3 years ago |
| Edit | Post #285005 |
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— | about 3 years ago |
| Edit | Post #285005 |
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— | about 3 years ago |
| Edit | Post #285005 |
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— | about 3 years ago |
| Edit | Post #285005 |
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— | about 3 years ago |
| Edit | Post #285014 | Initial revision | — | about 3 years ago |
| Question | — |
How can Cross Multiplication be intuited or pictured? average(average(a,b),c) vs. average(a,average(b,c)). Why were my two questions closed? Moderator Peter Taylor's comments feel dissimulating. >I can't even guess at what you're asking. But another user r understood my question. >If the question is "Why does dividing two equal things by the same thing give two equal things" then I'm not sure why... (more) |
— | about 3 years ago |
| Edit | Post #285005 |
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— | about 3 years ago |
| Comment | Post #284997 |
"CD is not a dumping ground for your rejected, low-effort questions." This is unmannerly. And you're assuming without evidence I'm that inquirer on Stack Exchange, that can unjustifiably close excellent questions. (more) |
— | about 3 years ago |
| Edit | Post #284997 |
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— | about 3 years ago |
| Edit | Post #284997 |
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— | about 3 years ago |
| Edit | Post #285005 | Initial revision | — | about 3 years ago |
| Question | — |
How can Cross Multiplication be intuited or pictured? Image alt text I already know, I'm NOT asking about, the algebra. It's NOT intuitive why 3 pears x 4 tangelos = 6 quinces x 2 riberries $\iff$ 3 pears/6 quinces = 2 riberries/4 tangelos. I stumbled the picture below, but how does it proffer intuition?  |
— | about 3 years ago |
| Edit | Post #284997 | Initial revision | — | about 3 years ago |
| Question | — |
Without trial and error, average(average(a,b),c) vs. average(a,average(b,c)). EXCLUDE Trial and Error. If $a = b = c = 0$, then obviously both sides are equal. My child is 14 y.o. We prefer pretty proofs by picture (but beware), AND intuition! Recondite algebra is not required. But how do I systematically deduce when $\overline{\overline{a, b}, c} = \frac{a}{4}+ \frac{b}{... (more) |
— | about 3 years ago |
| Edit | Post #283385 |
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— | over 3 years ago |
| Edit | Post #283385 | Initial revision | — | over 3 years ago |
| Question | — |
How does counting E twice explain the discrepancy between the third between C and E, third between E and G v. fifth between C and G? I still don't grasp the "source of the discrepancy". "the E got counted twice when we went C,D,E and then E,F,G, but only got counted once when we went C,D,E,F,G." — So what? How does this expound the discrepancy? Impaled on a Fencepost | > The music theorists of the Middle Ages committed a fe... (more) |
— | over 3 years ago |
| Comment | Post #283372 |
@#54204g Yes! Great picture! Looking forward to your answer. (more) |
— | over 3 years ago |
| Edit | Post #283372 |
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— | over 3 years ago |
| Edit | Post #283372 |
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— | over 3 years ago |
| Edit | Post #283372 |
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— | over 3 years ago |
| Edit | Post #283372 | Initial revision | — | over 3 years ago |
| Question | — |
How can I intuit $\dfrac{a - b}{c - d} \equiv \dfrac{{\color{red}{-}}(b - a)}{{\color{red}{-}}(d - c)} \equiv \dfrac{b - a}{d - c}$? I'm not asking about algebra here which I can effortlessly effectuate. If helpful, let's intuit subtraction as facing backward, and the negative sign as backward steps. How does this intuition assist us to intuit $\dfrac{a - b}{c - d} \equiv \dfrac{{\color{red}{-}}(b - a)}{{\color{red}{-}}(d - c)} \e... (more) |
— | over 3 years ago |
| Edit | Post #282600 | Initial revision | — | over 3 years ago |
| Question | — |
Why so many books on introduction or bridges to proofs for undergraduates? The two quotes that I embolded below substantiate there are too many books that allegedly assist undergraduates to transition to proofs. If these authors and publishers are desperate for income, wouldn't they profit more from writing solutions (like John Weatherwax Ph.D. (MIT)) to books that don't ... (more) |
— | over 3 years ago |
| Edit | Post #282522 | Initial revision | — | over 3 years ago |
| Question | — |
How can Abraham Wald's approach lead you to ignore crucial features of a problem? 1. Kindly see the red sentence below. What exactly does "that approach" mean? I don't know the term for "he peered right through to the mathematical struts and nails holding the story together"? 2. How exactly does Wald's approach $\color{red}{\text{"lead you to ignore features of the problem that... (more) |
— | over 3 years ago |
| Comment | Post #282055 |
@MonicaCellio Does my edit clarify? (more) |
— | over 3 years ago |
| Edit | Post #282055 |
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— | over 3 years ago |
| Edit | Post #282055 |
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— | over 3 years ago |
| Edit | Post #282061 |
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— | over 3 years ago |
| Edit | Post #282061 | Initial revision | — | over 3 years ago |