Mathematics quistion 1+1=2
[From: ] [author: ] [Date: 11-05-17] [Hit: ]
ok not what you were looking for is it why does 1+1 equal 2 well here is my answer heck if i now ifailed math anyway lol not funny well go kick rocks-I havent read your whole question because its long. If its what every A level student gets shown; its not actually a proof because the divisor could be zero, and its impossible to divide by zero.-even if both the apples are different then also both are apples . . .......
I have never been able to solve this problem really and perhaps I got something wrong or miss the point some where , what can you tell me about it ?
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This is just boffins over complicating things. The simple fact is, its the most basic mathematical equation illustrated in a more interesting way. Usually to aid the learning of children. Nothing more.
Any deeper thoughts into the matter are superfluous and frankly, a waste of valuable time
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what is up with this long answer you must be really determined what 1+1 equals ok well here it is 2! ok not what you were looking for is it why does 1+1 equal 2 well here is my answer heck if i now ifailed math anyway lol not funny well go kick rocks
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I haven't read your whole question because it's long. If it's what every A level student gets shown; it's not actually a proof because the divisor could be zero, and it's impossible to divide by zero.
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even if both the apples are different then also both are apples . . .the question asked is if two apples are kept then what is the total number of apples . . . . . .The answer is 1 + 1=2
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Mathematics is an idea, a way to express notions of reality but isn't reality in itself. In reality you also wouldn't say that 1+1=2 but that 1 and 1 is equivalent to 2. One thing is always separate from the other and so in the strictest of terms is never other than what it is.
Doubt that does anything more than complicate the matter. Just say that mathematics is a language and as such is used to express oneself in a specific way, but because it is a language then the manner in which it can be used to express oneself is limited.
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I believe your issue lies in a misconception of the meaning of the numbers.
In your grade school example, '1' does not represent an apple, but rather a quantity of apples.
The '1 + 1' presents two separate apple groups both containing a quantity of 1 apple. The ' = 2' would represent the idea that if I brought those separate apple groups into one combined apple group, the quantity of apples in that new group would be '2'.
It is an idea representing combination and grouping. You can choose to view a pair of things as separate entities or as a group of objects, based on some determined similarity or arbitrarily.
Sally has a lot containing 5 cars and Joe has a lot containing 4 cars. If Sally and Joe combined all of their cars into one lot, that new lot would contain a quantity of 9 cars. Or, if you simply intellectually grouped Sally and Joe together, you would say that together they have a quantity of 9 cars, irrespective of their locations.
