math

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General community for all things mathematics on @lemmy.world

Submit link and text posts about anything at all related to mathematics.

Questions about mathematical topics are allowed, but NO HOMEWORK HELP. Communities for general math and homework help should be firmly delineated just as they were on reddit.

founded 2 years ago
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submitted 11 months ago* (last edited 11 months ago) by [email protected] to c/math
 
 

I just saw somebody on mastodon share this fact, and I wanted to share it here too :))

It can be explained by the follow:

2025 = 2024 + 1

2025 = 45²

45 = 1 + 2 + ... + 9

(1 + ... + n)² = 1³ + ... + n³

and since 1³ is just one, we get the above equation for 2024 :))

This also means that next year will be even nicer, as it will include the 1³ :))

Do you have any other interesting facts about 2024 ? :))

The best name I've found for the last formula is just "Sum of consecutive cubes". I had never heard about that relation before, it really is bizare how math is connected sometimes :))

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submitted 1 year ago by favrion to c/math
 
 

Out of 5 six-sided dice, what is the probability of landing 1 of one number and 4 of one other number?

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And for how long can this pattern continue?

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For example, 22 has factors of 2 and 11, both prime numbers, yet 22 itself is not prime.

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submitted 1 year ago* (last edited 1 year ago) by [email protected] to c/math
 
 

cross-posted from: https://slrpnk.net/post/3863820

Institution: Berkeley
Lecturer: Richard E Borcherds
University Course Code: Math 250A
Subject: #math #grouptheory
Description: This is an experimental online course on mathematical group theory, corresponding to about the first third of the Berkeley course 250A (introductory graduate algebra). The level is for first year graduate students or advanced undergraduates. The topics covered are roughly the parts of group theory that a mathematician not specializing in groups might find useful.

More at [email protected]

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A neat short explanation related to building spheres with cubes, like in Minecraft

Piped links:
https://piped.kavin.rocks/watch?v=A2IAyXc0LuE https://piped.video/watch?v=A2IAyXc0LuE

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submitted 1 year ago by Damaskox to c/math
 
 

An interesting stickman-styled animation that uses some mathematics that get more and more complex.

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I would assume that it's higher that you would imagine.

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Kinda like (2/2)+(3/3) but way more complicated

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submitted 1 year ago* (last edited 1 year ago) by GrabtharsHammer to c/math
 
 

September is here, and school is in session. If you need help with specific questions, consider visiting https://lemmy.world/c/ask_math. Ask Math is a community for getting help with specific, focused questions. We won’t do your homework for you, but we will do our best to get you unstuck.

If you don’t need help but are a helpful sort, join us and help scholars grow.

Students and teachers, please review our sidebar for best practices on requesting and delivering meaningful help that provides students the chance to improve.

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OpenMathBooks (sindrsh.github.io)
submitted 1 year ago by erlend_sh to c/math
 
 

OpenMathBooks is a collection of free math books ranging from elementary level to precalculus level. The collection includes the following books

  • First Principles of Math (FP) Math theory for secondary school and high school.
  • Applied Mathematics 1 (AM1) Applications of the math introduced in FP.
  • Theoretical Mathematics 1 (TM1) Math theory for high level high school courses.
  • Theoretical Mathematics 2 (TM2) Continuation of math theroy for high level high school courses.
  • Applied Mathematics 2 (AM2) Applications of the math introduced in TM1 and TM1.
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cross-posted from: https://sopuli.xyz/post/2972305

Ramanujan Machine is a project using the computers of volunteers to answer some of these questions (using the BOINC platform). Anybody can participate, please see their website for more information. Related paper: https://arxiv.org/abs/2308.11829

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submitted 1 year ago* (last edited 1 year ago) by [email protected] to c/math
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The West Virginia University Provost's Office is recommending closing the MS and Ph.D. programs in Math. It is the only Ph.D. program in Math in the entire state, and about 10% of all WVU Ph.D.'s are in Math.

Please consider signing this petition to save the program.

#ProtectWVUMath

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In the UK National Lottery, players purchase tickets comprising their choices of six different numbers between 1 and 59. During the draw, six balls are randomly selected without replacement from a set numbered from 1 to 59. A prize is awarded to any player who matches at least two of the six drawn numbers. We identify 27 tickets that guarantee a prize, regardless of which of the 45,057,474 possible draws occurs.

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lisyarus explains the complex derivatives so well, it also becomes clear why conformal mapping interesting in complex analysis.

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I understand that 1/10 is a lot more than 1/1000, so obviously some of the highest percentages will be attributed to the smaller apps. However, when it comes to ranking these apps, do I go by 5-star reviews? 1-star reviews? The ratio of reviewers to downloaders? How would you go about this?

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submitted 1 year ago* (last edited 1 year ago) by GrabtharsHammer to c/math
 
 

https://lemmy.world/c/ask_math is a new community for questions with math homework and similar specific math problems. Come over and help more math folks grow!

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Four colour problem

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submitted 1 year ago by mo_ztt to c/math
 
 

So - Wikipedia says:

A person is given two indistinguishable envelopes, each of which contains a sum of money. One envelope contains twice as much as the other. The person may pick one envelope and keep whatever amount it contains. They pick one envelope at random but before they open it they are given the chance to take the other envelope instead.

Now suppose the person reasons as follows:

  1. Denote by A the amount in the player's selected envelope.
  2. The probability that A is the smaller amount is 1/2, and that it is the larger amount is also 1/2.
  3. The other envelope may contain either 2A or A/2.
  4. If A is the smaller amount, then the other envelope contains 2A.
  5. If A is the larger amount, then the other envelope contains A/2.
  6. Thus the other envelope contains 2A with probability 1/2 and A/2 with probability 1/2.
  7. So the expected value of the money in the other envelope is [5/4 * A].
  8. This is greater than A so, on average, the person reasons that they stand to gain by swapping.
  9. After the switch, denote that content by B and reason in exactly the same manner as above.
  10. The person concludes that the most rational thing to do is to swap back again.
  11. The person will thus end up swapping envelopes indefinitely.
  12. As it is more rational to just open an envelope than to swap indefinitely, the player arrives at a contradiction.

To me it seems clear that the flaw in the reasoning is at step #2. Once you know how much money is in the envelope you've opened, it's no longer true that the probability that you got the smaller envelope is 50%.

Put it this way: If you knew that A was generated by sampling a particular probability distribution, then you could do the math and determine what was the probability that you got the smaller envelope, given the amount of money you found when you opened it. E.g. if the number of dollars in the small envelope was determined by a poisson distribution with μ=5, and you found $10 when you opened your envelope, then you could find the probability that you had the smaller amount of money using Bayes's theorem:

  • P(small amount is $5 | nothing) = e^-5 * 5^5 / 5! ≈ 0.175
  • P(small amount is $10 | nothing) = e^-5 * 5^10 / 10! ≈ 0.018
  • P(small amount is $5 | you found $10) ≈ 0.175 / (0.175 + 0.018) ≈ 90%

So, before you opened the envelope, it was 50/50 as stated. Once you open the envelope and find $10, you shouldn't switch, since it's much more likely that the small amount was $5 than $10, so you probably have the higher amount.

In the actual paradox presentation, you don't actually know anything about the process that generated the amounts of money in the envelopes, except the amount of money you found -- but that specific amount of money is information you're gaining about the process. If you were to find $5, that gives you a very different model of the process than if you found $5 million. The assertion that underlies step #2 -- that after you've opened one envelope, you still have 0 knowledge about the process -- is clearly untrue from a common-sense perspective, but it's also mathematically unsound.

In formal terms, you can see that it's unsound by following the implications of that assertion that after you've opened one envelope, it's still true that the process that generated the money in the envelopes had an equal chance of generating 2A as A. If you'd found 2A dollars in your envelope, you would assert that it was equally likely to generate 4A as 2A, and by induction on up for all powers of 2 -- so you're saying that the process had an equal chance of generating any one of an infinite number of discrete answers. That's not possible. So, by contradiction, the probability of A and 2A are no longer equal once you've opened an envelope and found a specific amount of money.

No? Wikipedia has this to say about explanations for the paradox:

No proposed solution is widely accepted as definitive. Despite this, it is common for authors to claim that the solution to the problem is easy, even elementary.

I wouldn't call my line of reasoning totally elementary, but it doesn't seem earth-shattering to me or a reason for a big controversy about it. No? Am I missing something?

(I tried to read the citations on Wikipedia to see if someone else was arguing this same thing, or giving a counterargument to it, but the citations were more confusing than enlightening to me.)

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