The Real Line versus the Fakes


There’s a pretty thought experiment that’s sometimes attributed to Democritus though it’s actually due to a later popularizer of the atomic hypothesis1 and it goes like this: Suppose we use the world’s sharpest knife to cut a block of cheese in half, leaving two small blocks where before there was one large one. If cheese is made of atoms, some of the atoms end up in one half and the rest end up in the other. But if cheese is a continuous substance, and the block of cheese is analogous to a line segment in Euclidean geometry, then what happens to the points that are exactly lined up with the knife’s edge? Do they get duplicated? Do they vanish? Does the knife somehow slip to one side or the other of those knife’s-edge points? None of these options seems satisfying, but if we’re cutting something that’s truly continuous, what other options do we have?

In some ways the slipping-knife option, in which the symmetry of the block of cheese gets broken, seems the least satisfying to me. It suggests that you can never truly cut something into two equal pieces, not because of the imprecision of human instruments but because of something inherently strange about space – a strangeness that affects even the bare-bones one-dimensional kind of space that Euclid didn’t find interesting enough to say much about. Yet curiously, the third option in the parable, in which the knife must slip either to the left or to the right, received a kind of vindication a century and a half ago when German mathematician Richard Dedekind set out to think deeply about what real numbers are.

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When 1+1+1 Equals 1

There are mathematical operations of all kinds with the property that doing the operation twice is tantamount to not doing anything at all. Such operations are called involutions, and you can find them all over the place in math: taking the negative of a number, taking the reciprocal of a number, rotating an object by 180 degrees1, negating a proposition, complementing a set, … I could go on and on.

When doing X twice is equivalent to doing nothing at all, then doing X thrice is equivalent to doing X once, and doing X four times is equivalent to doing X twice, and so on. In this situation, to know what happens when you do X many times, all you need to know is whether the number of times you did it (call it n) is even or odd. If n is odd, then doing the operation n times is the same as doing it once; if n is even, then doing the operation n times is the same as doing nothing. (See my earlier essay “When 1+1 Equals 0”.)

Trying to catalogue all the mathematical operations that behave in this way, or even cataloguing just the important ones, would be an enormous task, and it isn’t my goal today to embark on such a survey. But there are other operations that aren’t quite involutions – “near-involutions”, one might call them2 – that nonetheless have the property that thrice is the same as once, four times is the same as twice, etc. These rarer sorts of operations are my theme for today.

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Can Math Save Your Soul?

“No simplicity of mind, no obscurity of station, can escape the universal duty of questioning all that we believe.”

— William K. Clifford

“Nobody knew math could be so complicated.”
— nobody ever

The most truthful — and, to me, the most infuriating — thing a certain public figure1 uttered over the course of his ongoing career was “It is what it is.”

Given that he was referring to the deaths of over a hundred thousand people — deaths that, mere months earlier, he had declared with utter confidence would not occur, thereby causing unjustified optimism and imprudent risk-taking — I was angry. I felt that the moment called for an apology, not a tautology.

And yet, who can argue with the proposition that things are what they are? Isn’t this insight — in particular, the insight that our wishing that the truth were different doesn’t change what’s true — the bedrock on which all of science rests?

But belief in the existence of one Truth, in and of itself, is no guarantee that you won’t wind up in some silo of wrong-headedness, believing in wrong answers to important questions, listening only to the people who agree with you. If you want to stay out of such an epistemic prison, you should also believe that Truth is hard to get at, that no one person or group of people is likely to arrive at much of it, and that at any given moment you probably grasp less of it than you think you do.

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Industrious Dice

I’m a professional mathematician. That means somebody pays me to do math. I’m also a recreational mathematician. That means you might have to pay me to get me to stop.

Wearing my recreational mathematician hat – quite literally, as you’ll see – I gave a talk earlier this year on some newfangled dice that do the same sorts of jobs as old-fashioned dice but with fewer pips (“pips” being the technical name for all those little black dots).

My G4G15 talk: “Industrious Dice, or Pip-Pip Hooray!”

Fewer pips? Why would anyone on earth care about that? Dice manufacturers certainly don’t; drilling the pips and coloring them in isn’t a major expense. But I’m not an applied mathematician. I’m a pure/recreational mathematician, and I’m allowed to care about anything I choose to. When I choose well, I find something new and interesting.

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Our Fractional Universe

(by this month’s guest-columnist, Jeff Glibb)

An esoteric branch of math called fraction theory
may hold the answers to science’s deepest mysteries

You may think you know what numbers are. Chances are, you learned to count before you entered kindergarten, and number-names like “one”, “two”, and “three” were among the first words you learned.

But what if I told you that, lurking in the spaces between the counting numbers, is a vast swirling sea of number-ish things, things that many mathematicians and physicists insist are every bit as real as the counting numbers you know and love? What if I said that “one, two, three,…” is just the tip of an iceberg—a mere sliver of a far deeper, more thrilling reality?

Welcome to our fractional universe. It’s where you’ve always lived; it’s just that, up till now, you didn’t know it.

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Math for English Majors and Everybody Else


Ben Orlin’s charming new book Math for English Majors: A Human Take on the Universal Language is a welcome addition to the growing fold of books about math for non-mathematicians – though I have to say, speaking here as an ally of English majors everywhere, that I vehemently protest the cover art’s implication that majoring in English is solely about finding accidentally omitted words. It’s about more than that. I mean, it’s also about spelling the words correctly! And putting the right punctuation marks in between them!


Of course I’m kidding. The study of English isn’t about fastidiously following the rules of English grammar, spelling, and punctuation; it’s about using written language as a vehicle for conveying understanding and imparting beautiful ideas. The same is true of math, but the news usually doesn’t reach people whose math journeys stop too soon, which is almost everybody.

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When 1+1 Equals 1

dedicated to Norman Skliar and Sidney Cahn

In an earlier blog-essay, When 1+1 Equals 0, I explained how 1 + 1 = 0 makes sense in mod 2 arithmetic; today I’ll tell you how the equation 1 + 1 = 1 makes sense in Boolean arithmetic and became a tool for designing the complex digital circuits that power the Information Age.

The two people who deserve the most credit and blame for this state of affairs are George Boole (1815–1864) and Claude Shannon (1916–2001).

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Math’s Mutable Rules

John McWhorter, one of my favorite public intellectuals, writes (in his recent essay “Lets chill out about apostrophes”), “Writing does not entail immutable rules in the way that mathematics does.” I think he’d be happy to know that some of the rules that govern mathematical formulas are just as mutable as the rules of punctuation.

Many of the rules people associate with classroom math, such as the friendly FOIL and the infamous PEMDAS (both of which I’ll define and discuss below), are actually fairly recent innovations, designed to prevent students from falling into certain common errors, and those errors are themselves “illnesses of modernity” – errors made possible (and even inevitable) by relatively recent changes in the way humanity does algebra. So before we talk about rules and the errors those rules were designed to thwart, let’s talk about the once-controversial symbolic algebra revolution.

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Zero-to-the-Zero and the Do-Nothing Machine

I’m sure you know how to add and multiply counting numbers, but did you ever add or multiply sets of things? Did you ever raise one set of things to the power of another set of things?

If you never did, you should. These things are fun, and fun is good. And, if you’ve ever wondered what 00 means and why, this essay will help you understand why so many mathematicians and computer scientists reject the wishy-washiness of the calculus convention “00 is indeterminate”1 and embrace the forthright (if puzzling) equation 00 = 1.

Drawing by Ben Orlin. Check out his website https://mathwithbaddrawings.com
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“Jewish Mathematics”?

Quick math-personality quiz: What is seven-and-one-fourth minus three-fourths, expressed as a mixed number (a whole number plus a proper fraction)?

What matters isn’t what answer you get but how you arrive at it; your thought-process will reveal what kind of thinker you are. So please stop reading now and continue once you’ve found the answer.

Got the answer? Here are two common ways of getting it:

You could convert 7 1/4 into 29/4, subtract 3/4 from that to get 26/4, and reduce that fraction to get 13/2, or 6 1/2.

Or, you could reason that, because increasing each of two numbers by 1/4 doesn’t change the difference between them (or to put it in daily-life terms, the height-difference between two barefoot people doesn’t change if they both put on 1/4-inch shoes), 7 1/4 minus 3/4 equals (7 1/4 + 1/4) minus (3/4 + 1/4), which equals 7 1/2 minus 1, or 6 1/2. Alternatively, you could reason that 7 1/4 minus 3/4 equals (7 1/4 − 1/4) minus (3/4 − 1/4), which is 7 minus 1/2, or 6 1/2; same idea, same answer. Pictorially:

The red lines are all the same length, and the length of each red line equals the difference between the two numbers on the ruler associated with its endpoints.

Did you solve the problem the second way, nudging the two numbers upward or downward? Congratulations: you’re thinking like a German. But if you solved the problem the first way, converting the mixed fractions into improper fractions, then I have bad news: you’re thinking like a Jew.1

That doesn’t mean you’re actually Jewish; it’s possible that some of your math teachers were. You might not have known that they were Jewish at the time; they might have had wholesome Aryan looks and deceptively Christian names. And you may have been too young to realize that they were infecting you with Jewish mathematics.

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