Math 1
Here is a math blog that I had written a long time ago, (I wrote it last quarter actually… but didn’t turn it in on time) before we studied the AoK math. It’s a very good journal, but I’ll expand upon it in Math 2 Journal.
I consider that among the areas of knowledge Math is the most certain. I don’t really think that many will disagree with me on that. For what I’ve seen, math works on a specific way and it tends to agree perfectly and make a lot of sense, as long as the person who is doing the math does it in the proper way.
I think that there are certain aspects of math cannot be doubted and are not ambiguous. Alluding to our first TOK class, 2+2=4 was the only thing that I was able to argue for a long time, that I knew. Now I do know that nothing can really be known, so it is clear to me that I don’t know that 2+2=4. Still this is one of the things that I can say I have overwhelming evidence about. There are several reasons why logic tells us (humans) that the concept of 2 things and 2 things equals 4 things. I mean, I do know that the symbolic value, name and etc. are irrelevant and can vary. But taking it from the fact that the only way I can explain myself in this journal is by considering that 2 equals what we know as two, and 4 equals what we know as four, and = means equals… I may say that I can be mostly certain that 2+2=4.
The reason why I argue that the 2+2 equation is, to the highest extent possible, certain, is that it is a very simple equation and it builds up the rest of mathematics. I find that the “building blocks” of math are very non subjective. There is one way to see adding, multiplying, dividing and subtracting. And this is derived from pure reasoning, and logic; fitting in the pieces to formulate an equation.
At the same time, there are biased parts in math. As I said sometime ago PEMDAS is in my opinion biased. I find that the parenthesis part of the method does make a lot of sense because it is enclosing a particular fragment of the equation, but why has one to multiply first and then add? I mean, I know that if we did it the other way around, we would get different results than the ones expected; the same if we placed the parenthesis in another position. But, the reason why we are expected to do this procedure in that specific order, is that it is the way in which the rest of math will work out properly. The thing is that those equations will always work out fine by doing that method because they were built on top of this one; so basing on the results already obtained, people obtain other results at a more complex level. If, people had taken the decision that one should add before multiplying, or just say that every person should always do the equation from left to right… or any other different consensus; results at a complex level would vary completely. Suppose that we had to add before multiplying, then when one addressed the equation by multiplying first, people would think that the person is doing nonsense and getting an erroneous result. Now, when analyzing this, people would not think that the person was that dumb… since we know the other side to it. We should think that the same would apply in our case when addressing PEMDAS by addition before multiplication.
I can see how math is in fact, something that can be supported by overwhelming evidence; but it does have its flaws. The basic “building blocks” of mathematics have no failures, but when the complexity of the equation reaches a certain degree, and people use their creativity to kind of “innovate” the results, math becomes biased. No matter if the whole system of operations by itself makes sense entirely, if the equation is not addressed in all of its possibilities, presenting more than one result when necessary, then at that point math is biased.