@Moxytocin - I didn't tag you in that post. It was a continuation of my last post addressing @GreatHornedOwl claiming that it isn't math.
Great tips!
@Mike403 What @GreatHornedOwl is saying that he is correct about is very simple. Using a basic analogy, Broccoli (arithmetic) belongs to the food group called Vegetables (Mathematics). But broccoli does not mean the same thing because it can’t be a carrot, spinach, cabbage, etc as well. One is small and the other large. Arithmetic is a part of math but that’s where the similarity ends. Math, by definition, encompasses so much more than arithmetic.
@FunCartel - Either you both are trolling or are misunderstanding what I'm trying to get across. I never once said that math is just arithmetic. I don't want to argue with you anymore.
@Mike403 i am not arguing or trolling. I don’t think you understand @CuddleDuncan or @GreatHornedOwl ‘s point. I was trying to simplify their point for you. You seem, however, to be more concerned about being right so you are resorting to unfounded accusations.
sigh. I thought this was gonna be an interesting post and it turned into some pointless argument. I'm done.
Some people just cannot admit they were wrong in some ways. Good luck to you @Mike403.
@FunCartel - Yes. Just like you. Arithmetic is math. Even that dictionary definition says so. It's kind of silly when people say I'm wrong then they give me something proving me right.
@Mike403 So arithmetic and mathematics mean the EXACT same thing?
@FunCartel - Mathematics has MANY, MANY branches. Arithmetic is one of them.
@mike403 you didn’t answer the question. Your evasiveness is showing. Does arithmetic and mathematics mean the EXACT same thing?
@FunCartel - What is your problem? I'm answering the question. Arithmetic is a branch of math. End of discussion.
@Mike403 What is your problem? Do you even know what the word exact means. Are they the exact same thing? I am not going to continue this because you will play the victim card and delete your profile. But everyone can see you are evading a simple yes or no question by reframing your answer to what you want to hear.
@FunCartel - I NEVER ONCE SAID THEY WAS THE SAME THING. Jesus Christ.
I'm gonna go ahead and break away from this site a few months until the school semester is over at least. Trying to communicate my thoughts and feeling like people aren't understanding what I'm trying say is too stressful and isn't doing me any favors right now.
I think FunCartel explained it so even I can understand.
@Mike403 You are a valued member of this site. Please don't be so sensitive. Nothing that is discussed here is life threatening or even important in the scope of things.
I like math metal. Favorites are Dillinger Escape Plan, Meshuggah, and Periphery
Even if arithmetic isnt necessarily true math it's still the building blocks for it.
I think that the problem lies in calling someone a mathematician because he can do arithmetic. That would mean that every fifth grade student is a mathematician. Just because somebody knows how to take a blood pressure reading doesn't make him a doctor.
I can remember back in grade school, when we were introduced to fractions. We were told that to divide by a fraction, invert the fraction and multiply. I asked why. The answer I got, was "because that's how it's done." That teacher could do arithmetic, but most certainly not a mathematician.
You stated that "Arithmetic is math. Even that dictionary definition says so." The dictionary clearly does not say so. The word mathematics is is all inclusive. It includes branches of math that haven't been invented yet. The word arithmetic is exclusive. It excludes all those branches that do nothing beyond adding, subtracting, multiplying, and dividing numbers.
Euclid was most certainly a great mathematician, but he was undoubtedly terrible at arithmetic. He was probably able to add and subtract, but I doubt that he was able to multiply and divide. Have you ever tried to do long division using Roman numerals? Geometry has no need for arithmetic.
Eh seems like splitting hairs to me . I think it is all on the math spectrum and dont really pay mind to what it's called or how its defined.
@GreatHornedOwl The guy in the video is a mathematician...
Of course a mathematician can explain arithmetic, but somebody that knows arithmetic can’t necessarily explain other branches of math like a mathematician might be able to. The distinction is very simple.
I think I was responding to something great owl said, it seemed like he was saying this guy in the video isn't a mathematician but I don't even gaf anymore. Have better things to do.
Oh yeah he is definitely a mathematician. At least I hope so if he is a math professor.
@Moxytocin - I didn't say that the man is not a mathematician. I said that the ability to to arithmetic in his head is not what defines him as a mathematician, and it most certainly doesn't make him a "great mathematician."
I still maintain that having a slice of pie is not the same as having a pie.
@GreatHornedOwl 💯. And 💯is why a slice is not a whole pie.
@FunCartel - You said that "Of course a mathematician can explain arithmetic, but somebody that knows arithmetic can’t necessarily explain other branches of math like a mathematician might be able to." That's true, but it doesn't go far enough.As I said previously, I had a grade school arithmetic teacher tell me that the reason we divide by a fraction by inverting and multiplying, is "because that's how it's done." I was really asking was "why does it work?" This teacher was a friend of my mother, and while discussing it outside of school, it became clear that she had absolutely no idea why it works.
This woman could perform arithmetic perfectly well, and was a competent arithmetician. Because she lacked either the curiosity or the ability to figure out a meaningful answer to my question, she most certainly not a mathematician.
@GreatHornedOwl Oh I absolutely agree with that example. I would take it a step further and say that applies across multiple disciplines. Once you get into graduate school or become a professor you discover that teachers at the elementary level do not necessarily know the why but rather only a particular way as prescribed by the curriculum.