I remember getting problems wrong all the time because I dident simplify in my shown work. When you solve for what is in the parentheses 6/2(1+2) you get 6/2(3) and then you have solved for what's in the parentheses already. That's done, you did you P in PEMDAS. And so 2(3) just becomes 2×3 at that point cause the parentheses have been solved. This simplifying of equations was to help NOT get this kind of confusion among students. So in reality 6/2(3) is = to 6/2×3... by insisting the parentheses must stay after the inside has been solved and then insisting that you have to do that multiplication is completely bonkers to me. The 2 in front of the parentheses is not part of the set (1+2). There's a whole thing called Set Theory that a guy named Georg Cantor came up with almost 150 years ago that I believe explains this principle.
Add new comment
Some practical tips to help you when you need it most!
A basic introduction to the most powerful tools in science and enginnering.
As COP28, the 2023 United Nations Climate Change Conference, kicks off we look at how maths can help understand the climate crisis.
How do you create dramatic film out of mathematics? We find out with writer and director Timothy Lanzone.
Mathematics plays a central role in understanding how infectious diseases spread. This collection of articles looks at some basic concepts in epidemiology to help you understand this fascinating and important field, and set you up for further study.
Find out why the formula we use to work out conditional probabilities is true!