Why is Fundamental Math Failing Me?

  • Context: High School 
  • Thread starter Thread starter JProffitt71
  • Start date Start date
  • Tags Tags
    Failing Fundamental
Click For Summary

Discussion Overview

The discussion revolves around the confusion regarding the equivalence of statements and equations related to the value and quantity of silver and copper coins. Participants explore the implications of using different symbols and the interpretation of mathematical expressions in the context of currency exchange.

Discussion Character

  • Conceptual clarification
  • Debate/contested
  • Mathematical reasoning

Main Points Raised

  • One participant expresses confusion about why the statement "One silver piece is equivalent to two copper pieces" does not directly translate to the equation "S = 2C" where S represents silver and C represents copper.
  • Another participant challenges the initial claim, suggesting that the interpretation of the equations is flawed and that the number of silver coins should indeed be derived from the number of copper coins by dividing by two.
  • A different perspective is introduced by assigning monetary values to the coins, indicating that the confusion may stem from using the same symbols to represent different concepts (value vs. quantity).
  • One participant acknowledges their misunderstanding and expresses gratitude for the clarification provided by another participant.

Areas of Agreement / Disagreement

Participants exhibit disagreement regarding the interpretation of the equations and the meanings of the symbols used. There is no consensus reached on the initial confusion, but some clarification is offered by participants.

Contextual Notes

The discussion highlights the potential for misinterpretation when the same symbols are used to represent different concepts, such as value versus quantity, which remains unresolved.

JProffitt71
Messages
8
Reaction score
0
My Fundamental Math Failing

This should illicit a chuckle or perhaps despair in humanity.

The statement "One silver piece is equivalent to two copper pieces" is not equivalent to the equation "S = 2C" (Where S = silver and C = copper). I cannot for the life of me figure out why. I can work out every other way that to find the number of silver pieces you take the number of copper pieces and divide by two, and therefore it becomes "S = C/2", but I cannot look at the original statement and explain precisely why that makes sense.

I'm a physics major.
 
Last edited:
Mathematics news on Phys.org
What?
 
JProffitt71 said:
...

to find the number of silver coins you take the number of copper coins and divide by two

Also nonsense. you do not.

OK, I'm a doofus. Of course the number of silver coins is the the number of copper coins and divide by two. I was so distracted by your mistake in the first part that I let my mouth get ahead of my brain (not the first time).
 
Last edited:
phinds said:
Look. Assign a copper coin the value of 50 cents and the silver coin the value of a dollar and examine your nonsensical statements

That makes perfect sense, and I am still perplexed. I suppose the graph is what I have an issue with. In my mind I expect it to show equivalent exchange at all points, and it does not. It actually shows the inverse.

disregardthat said:
What?

This is what happens when I do not get enough sleep it seems.
 
Last edited:
The problem is that you're using the same symbol to mean two different things. In the equation S=2C, S and C stand for the value of the silver and copper pieces. But in the equation S=C/2, S and C stand for the number of silver and copper pieces that you have (assuming that currency can be exchanged at will). Since the two equations are modeling different things, it is no surprise that the equations are different.
 
Citan Uzuki, thank you very much. Order has been restored. I am quite a fool.
 
Last edited:

Similar threads

High School Tips on developing and improving number sense and basic math skills
  • · Replies 13 ·
Replies
13
Views
3K
High School Dividing with Units: An Introduction to Math Problem Solving
  • · Replies 15 ·
Replies
15
Views
9K
High School Fermat's Last Theorem; unacceptable proof, why?
  • · Replies 12 ·
Replies
12
Views
3K
Undergrad Math Myth: You cannot divide by 0
  • · Replies 5 ·
Replies
5
Views
2K
High School Validating Darts Tournament Skill Levels: A Non-Intrusive Approach
  • · Replies 4 ·
Replies
4
Views
2K
COVID If COVID-19/Recession Businesses Fail, Why Not Open New One?
  • · Replies 8 ·
Replies
8
Views
1K
Insulated copper wire turned into gray powder
  • · Replies 72 ·
3
Replies
72
Views
21K
High School Why do we use squared quantities in equations and formulae?
  • · Replies 33 ·
2
Replies
33
Views
4K
High School Graphing arccosine: What if we use different domains?
  • · Replies 7 ·
Replies
7
Views
2K
Undergrad Why does nothing happen at the Planck mass?
  • · Replies 4 ·
Replies
4
Views
2K