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FrumiousBandersnatch

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The Cadet

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FrumiousBandersnatch

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I wouldn't say completely wrong. Their logical foundations were OK, but their objective of demonstrating by that logic that all mathematical truths could be proved was frustrated; i.e. the logic did build the foundations of maths, but couldn't prove what they were after (that it was complete & consistent).
Also this thread physically pains me.
Have an early night.
 
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quatona

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I am just wondering what he thinks one times two is. Or one times three.
 
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Kylie

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It means that you have a certain number of groups, each contain a certain number of items.

A x B means that you have A groups, and each group has B objects in it.

So 6 x 3 means you have six groups, each group containing three objects. And if you collect six groups of three objects, you'll end up with 18 objects altogether.

And so, 1 x 1 means you have one group, and that group has one object in it.

I learnt this so early on in my education that I can't believe anyone who has completed basic primary school would be unaware of it.
 
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[serious]

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Yeah, that's a fun one.

I like to resolve it this way:
(a-a)(a+a)/(a-a) = 0/(a-a)
0/(a-a)=1, making the next step
1(a+a) = 1
Now drop the 1 from each side and you get
(a+a) =
Divide both sides by parentheses and you get
a+a = )(
Now do the addition:
14 = )(
Wait a sec, let's back up a step,
a+a = )(
Those parentheses don't even make sense, let's move them back
4a+a1 =
Wait, what? ok, ok, I can fix this:
4a = -a1
Hmm, a positive can't equal a negative, let's square everything to get rid of it:
16a^2 == a^2 FALSE
...
dec(16a^2 == a^2 FALSE)

22 10^2 == 10^3 15LS14
Let's flip that around

ls1514 10^3 == 22 10^2
1514 10/^3 / =/= 22 10/^2 TRUE
wait, no, this doesn't even, is it treating those / as a variable? Um, divide them out of both sides?
1514 10/^3 /// =/= 22 10/^2 TRUE //

Why is that blue? let's try printing it again
1514 10^3
1514000

And there's your answer.
 
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