I have always been shit at algebra.
I have dyscalculia (for math problem, counting coins) and dyspraxia (hard time with spatial / time localization, which is probably why I cannot read a map ? ) Someone asks me to spot a mountain on a map? I can't do it. I can see a mountain on a PICTURE. But map? can't.
I can't even read a simple map or count my coins properly (i also suck at maths, even simple ones).
I can't even read a simple map or count my coins properly (i also suck at maths, even simple ones).
Paid for glowing award
Not only can i not count my coins, basic simple maths (divide, multiplicate), i also can't understand distances (like if someone tells me "It is 2 hours by car from here to over there" I understand it better than if they said "It is 500km by car."
Kilometres Can't understand those. I don't know what's a 100m distance nor a km I have to speak with "hours" ( 1 hour from here to there by car, etc...) if someone speak with "hours" instead of kilometres, I understand easier.
I also can't even lace my shoe properly. I can make the tie with my shoes laces, but usually the tie goes away on its own after walking for just 5 min . My doctor told me its because I have a "slow motor skills. ( a nicer term that calling me a imbecile )
Kilometres Can't understand those. I don't know what's a 100m distance nor a km I have to speak with "hours" ( 1 hour from here to there by car, etc...) if someone speak with "hours" instead of kilometres, I understand easier.
I also can't even lace my shoe properly. I can make the tie with my shoes laces, but usually the tie goes away on its own after walking for just 5 min . My doctor told me its because I have a "slow motor skills. ( a nicer term that calling me a imbecile )
Let f be a Boolean function. Prove that exactly one of f and its negation can be build by applying AND and IMPLIES to the input variables.
Zhegalkin polynomials
prove that the Boolean function that can be build using AND and IMPLIES are exactly the same as those that can be build using AND and IFF
What is 105÷5045000 because the calculator gives random numbers and it makes no sense
maths are for gays anyways
I can't believe this thread is still pinned kek.
D
isn't that false? what if a=b=c=1?
if a = b = c = 1, then 1/a + 1/b + 1/c = 1/1 + 1/1 + 1/1 = 1 + 1 + 1 = 3 which is not strictly less than 1
cant believe op is gone
Did you lurk for a long time?
Here's a SAT problem I remember. If a, b, c, and d are all distinct integers such that (a−1)(b−1)(c−1)(d−1) = 9, what is the value of a+b+c+d? No cheating hehe
Looking at the divisors of 9 it's plain to see that the four factors must be ±1 and ±3. Ergo a + b + c + d = 4
U
My answer: 8.
How I got my answer:
I started by finding all possible factorizations of 9 into four distinct integers; 1 , − 1 , 3 , − 3 1,−1,3,−3. I add the numbers, and the final result came to 8.
U
Oh shit, missed the step where I was supposed to add the actual values of the variables. 4 in that case
Yes 4 is correct. SAT problems are intentionally tricky in that way.
Here's an SAT problem I missed. If a circle of radius 2 rolls around the outside of a square of side measuring 8, with the circle always remaining in contact with the square, what is the distance traveled by the center of the circle in one trip around the square? See diagram, the arrow is the direction the circle is rolling in:
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the path traced by the centre is exactly the locus of points distance 2 away from and outside the square. this locus consists of four lines of length 8 parallel to the sides of the square and four quarter circles with radii of 2 "rounding the corners". All in all, the perimeter of the locus is equal to the perimeter of the original square + the circumference of a circle with radius 2 -- i.e., 4*8 + 2*pi*2 = 32 + 4*pi.
I'm altmaxxing
Yes correct
OK I'm kinda proud of this problem, I came up with it myself. If (m-100)(n-200)(o-500)(p-544) = 2025, and m, n, o, and p are different positive integers, what is m+n+o+p? No cheating, no AI 
ah ok
Your problem is grossly underdetermined. I suspected this as soon as I'd found the prime factorization of 2025. I asked my go-to computer algebra system for 3 instances of (m - 100) (n - 200) (o - 500) (p - 544) = 2025 and it gave meOK I'm kinda proud of this problem, I came up with it myself. If (m-100)(n-200)(o-500)(p-544) = 2025, and m, n, o, and p are different positive integers, what is m+n+o+p? No cheating, no AI
Code:
{{m -> 55, n -> 201, o -> 515, p -> 541}, {m -> 99, n -> 201,
o -> 499, p -> 2569}, {m -> 101, n -> 199, o -> 499, p -> 2569}}
Dafuq is this still pinned?
because the mods are based
remember that the real point of making schoolers learn math is to waste their time so they don't learn actually useful things in school, like demographics, psychology, philosophy, statistics, economics, things like that which would make you better able to judge other people and the world, and how society and people function. also i think it was done to prevent whites from hooking up at young ages, too busy solving useless shit (unless you're going into stem)
Economics and esp. statistics require math Einstein. Psychology is turn requires statistics.
what's 1+1
S
Math as a waste of time, psychology useful.
Are you fucking kidding?
Math is just an essence of the science and psychology is just a jewish shit.
no i'm not fucking kidding. how is math going to help me navigate social situations and read people, and how to deal with certain personalities? It's not jewish bs, that's just a cop out. read into some of it. no, not freud or jung. read about personality disorders like psychopathy and narcissism, it will explain a lot of how people are today.
yeah basic math like algebra. not sequences, trig, calculus or any fucking complicated shit that only stem nerds need. psychology doesn't need statistics lol.
narcissist that uses math as a way to stroke ego by showing how le smart he is?@based_meme prime kekfuel
You evidently don't know what you're talking about.
actually i do. i took econ and psych many years ago in uni, psych used zero math and econ basic math. so high schoolers could be given courses on it, rather than wasting their time solving thousands of equations over their four years. but yeah, keep disagreeing with me jew.
Math is quite literally an explanation for the entire universe.
You think those two introductory courses for noobs you took are representative of the entire subjects? I mean, think about it dude, how would you test the validity of any psychological theory without statistics? And what of actuarial science? Is insurance just Jewish BS as well?
cries in oy vey
it's one interpretation but not the only one.
no, I don't think the courses I took are not representative of the entire subject. But I think the concepts they taught could be put into high school courses for high schoolers, which was my original point, to teach high schoolers these things instead of going heavy on math. For stats, yeah for a high school course some math, but you can teach the concepts without going heavy on math math math. idk why you're talking about actuarial or insurance stuff, I never said to teach high schoolers those subjects. Lastly, I won't tolerate anyone twisting my words. My original point is this: to teach high schoolers less math and more of other subjects, like philosophy, psychology, economics, statistics, history, anthropology maybe. And others that I can't think to list right now .
tbh I kinda forgot your original point, sorry. I can agree with the idea that there are more useful things for everyone to learn than calculating derivatives. I disagree with your selection of supposedly more useful things to learn about, however. Your original words did strongly imply math is useless though, which is what set me off. Philosophy and history are even more useless in everyday life than math and to properly do statistics you really do need some math.
all the math i learned in high school and uni never helped me in my day to day interactions. and I mean never. so i find it insulted to my lived experience when you vehemently disagree with me, and then insult me about me. like you're basically gaslighting me and my experiences. there's no way math is more useful than philosophy or history. knowing history can help you not get fooled by others by knowing what's happened in the past and seeing the causes and effects. it calms down anxiety about today knowing about all of the troubles that happened in the past but yet people got through it. i dont even feel like typing out a proper reply because you'll just find another way to disagree, and then some other person will come in here and insult me. why do any of this? but i should say also philosophy helped me with existential questions and thoughts. math never did that. of course order of operations and algebra are essential, i don't disagree with that. anyways i look forward to your polite and thoughtful reply on why I'm wrong.
Personally I've found use for basic geometry (DIY stuff) and basic probability theory (e.g., games) in everyday life.
I thought you were implying math is wholesale useless. It's that idea which I ridiculed. Besides that miscommunication I don't think I've insulted you.
So they brought you solace? Good for you if they did, I'm glad you found things that bring you solace, but anything can bring solace, so that doesn't make them innately and pragmatically useful (and since anything can bring solace, this is a rather poor criterion to base general usefulness on). When we were talking about usefulness (and uselessness) I assumed we were talking about the innate and pragmatic kind. Please reinterpret everything I said accordingly if necessary. History and philosophy never brought me solace like they did you.
This thread is useless now that we have chatgpt
Well I bet you haven't found use for complicated math in everyday life. Math is pushed by jews to distract goys from learning useful things. What is useful? Becoming self aware, learning power dynamics in interpersonal relationships, dealing with evil (psychopathic and malignantly narcissistic) people. Stuff that is useful in organizations and would have changed my life with the few jobs I failed at if I had known at say, idk, 18 years old, fresh out of high school? Instead I know a bunch of pre cal shit that literally was pointless and did NOTHING for me. I disagree that anything can bring solace. That's a very broad statement that doesn't sound right. I feel like you're muddying the waters here. So in highschool, they teach kids stuff to prepare them for the adult world (or at least they SAY they do, but in my opinion, they don't really). So whatever will prepare them for the adult world is useful. So my point is that teaching endless math is useless and a waste of time. I'm not going down your rabbit holes, people always try to manipulate arguments and change the origins and i'm not falling for that. I can't see how anyone would disagree with what im saying. I mean for fucks sake, they used to teach COOKING and HOME ECONOMY in high schools in the 50s, when times were better. Now most young adults can't cook lmao. But yeah just keep teaching more math.
Indeed I haven't. Nor have I found uses for philosophy and history in everyday life.
Home economics (plurale tantum) but yeah, things like cooking and financial education (doing taxes, insurance, pension, etc.) would be useful things to learn in school.
You realize how arrogant this sounds?
You keep accusing me of all sorts of bullshit, yet you won't even offer a counterargument. Maybe actually engage me in conversation instead of constantly painting me as an bad actor.
this ain't stuff you can learn from books. You're giving me superiority complex vibes. You can't see how anyone would disagree with you, you keep painting me as an bad actor, and you wish you were taught to deal with "evil" people.
I already agreed with you on this
so why are you still saying shit like
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@WatchingItBurn psychology students would have a field day with our exchange
Ok so you agree with me on "my point is that teaching endless math is useless and a waste of time" which was my original point. End of conversation, have a nice day.@WatchingItBurn psychology students would have a field day with our exchange
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