Appetizers and Lessons for Mathematics and Reason (www.whyslopes.com)
||Définition d'une variable || Algèbre || Arithmetique || Logique ||La raison basée sur les règles et modelés||

Online Volumes
1,  Elements of Reason.
1A. Pattern Based Reason 
1B. Math Curriculum Notes
2. Three Skills for Algebra
3. Why Slopes & More Math

 (Optional Book Orders)
More Site Areas 
1. Help Your Child or Teen Learn 
2. Solving Linear Equations
3. Fractions Ratios Rates Proportions & Units
4. Euclidean Geometry
5. Analytic Geometry/Functions 
6. Number Theory
7. More Calculus
More Site Areas 
8. Complex Numbers 
9. Qc Maths  Education  
10. Secondary IV(?) maths
11. Real  Analysis 
12. LaTeX2HotEqn:
13. Electric Circuits Etc  
14.  Français
15. Algebra, Odds & Ends, Etc
More Site Areas 
16. Math Education Essays
17. Telling & Working with Time
18. Maps, Plans & Drawings
19. Quantitative Skills for  home, shopping and work 
20. Statistics Useful, or Not.
Try the
Twiddla Whiteboard
to work online with others.

[Site Entrance & Hub]Back ] Book Entrance ] Next ][Site Exit]


YOU are better than YOU think. Show yourself  how:  

      |      
//  _   _ \\
/\             /\
  <|  (o)   (o)   |> 
 \     | |      / 

Read  logic chapters 1 to 5  in online volume Three Skills for Algebra  for greater skills & confidence in  work 
and study

 -/[]\- 
||
   / \_ 
 ||||||||||||||||||||||||||||

 Logic chapters 1 to 5  re- appear not in sequence, as is or longer,  in  Volume 1A,  Pattern Based Reason, Bon Appetite.

Logic Mastery
 Amazing, Amusing, Amorous,  Delicious, Delightful, Edifying, Strengthening Elixir. 
It eases work & learning difficulties Makes the hard easier. Opens eyes. Leads to greater precision.
in reading and
writing

Logic mastery makes the hard, easier. Logic mastery  leads to better, stronger and richer comprehension.  Logic mastery  improves reading and writing.  Logic mastery ease learning difficulties.  Logic mastery gives a headstart.  In sum, logic mastery  will develops critical thinking, improve reading and writing, and give a firmer base for work and studies at many levels. Good luck.


After logic  (a) continue reading Three Skills for Algebra, chapters 8 to 14  and do so alongside site area on solving liinear Equations ; or (b) see this calculus starter lesson and Volume 3, Why Slopes  & More Math, chapters 2 to 6;

      |      
//  _   _ \\
/\             /\
<|   (o)   (o)  |> 
     | |     |
   \             /   
\    =   /

Caution: Site advice is approximately correct, for some circumstances, not all. That leaves room for thought

 -/[]\- 
||
  _ / \     
 ||||||||||||||||||||||||||||

What may be learnt and when depends on how skills and concepts are developed. Making the hard easier and clearer will allow earlier & richer development of skills and concepts.


Try the Twiddla Whiteboard. In principle, it  allows to people to draw and chat together online on a copy of this webpage or a clean sheet. The chat may be via text or audio.  Visit www.twiddla.com to set up whiteboards to work with the webpage of your choice.

For online automated help in senior high school maths & calculus, visit  quickmath.com  For Automatic Calculus and Algebra Help with derivatives, integrals, graphs, linear equations, matrix algebra, visit calc101.com  With  overlap, each site quickmath & calc101offers a different range of services, some free, some not, all based on webmathematica. Good luck.

A Language Change
Chapter 8, Part I

Previous: Chapter 7, Longer Chains of Reason and Mathematical Induction

Implication rules can be stated in several ways. We need to recognize them.

One-Way Implication Rules

In the chapter Implication Rules, we met the rule

When Aunt Jane visits her nephew Tom's home, Tom goes out to play

Rules like this can be said in different ways. This gives variety and choice in the way in which we write rules. The form of a rule does not matter, if we understand exactly what it says. The above one-way rule can also be rewritten (or restated, again without changing its meaning) using the words IF and THEN as follows.

IF Aunt Jane visits her nephew Tom's home THEN Tom goes out to play.

The word IF introduces a condition, namely Aunt Jane's visit to her nephew Tom's home. The word THEN introduces the consequence, what should occur, when the condition is satisfied. Here the consequence is Tom goes out to play. Since the original rule can be rewritten in the IF condition THEN consequence form, we say the original rule and the if-then form are conditional statements.

Note that a statement If A then B is only false when the situation or condition A occurs, but the anticipated consequence B does not.

Another way of writing the above one-way Aunt Jane and nephew Tom rule (with no change in meaning) is given by:

Aunt Jane's visit to her nephew Tom's home IMPLIES Tom goes out to play.

The words  forces or makes may be used instead of the word implies. We could also use the word  suggests, but in everyday use, a suggestion is optionally obeyed or followed while a rule (when it is correct) should or must be obeyed or followed. In talking about rules, we use the words   implies, forces or   makes for those rules we expect will be obeyed, or more precisely will never be disobeyed in the circumstances at hand. The explicit identification of such circumstances is exhaustive unless the circumstances in question are understood from a context, an obvious one, we hope.

Postscript (Not in Printed Version)

Instead of writing If A then B we may write  B if A. The latter states that the  situation B will happen if the situation A happens. That being said we cannot say that

B if and only if A

holds when there is a third situation C different from A, a situation which may occur when A does not,  such that B if C also holds.

In the case

B if A
    and also
B if C

the situation B may occur because of situation A or situation C, that is, due to A OR C. So when situation B occurs, the occurrence may be implied by A, C or another situation.

However, we can assert or state B if and only if A holds when B follows from the occurrence of A and whenever B occurs, so must A.

 

Chapter Subsections: More on Two-Way Implications ] Equivalent Situations or Conditions ]

Next: Stating and Writing  Two-Way Implications

 
www.whyslopes.com
Volume 1A, Pattern Based Reason

 Chapters 1 to 24

FOREWORD
Three Remarks

1 Introduction
2 Communication
3. Elements of Reason
4 Implication Rules
5. Deception
6 Chains of Reason
7 Longer Chains
For & From Consistency
8. Language Change
9 Next Chapters
10 Responsibility
11 Accidental Patterns
12 Knowledge Islands
13 Euclidean Logic
14 Deductive & Empirical Views of Mathematics
15 Objectivity
16 Origin of Rules
and Patterns
17 Objective Ways

18. Waking up
19. Symbols  & Logic
20. Pronouns or Symbols
21. Truth Tables I.
22. Truth Tables II
22. Biconditional
22. Contrapositive
23. IF-THEN table
24. Indirect Reason Again

To reason often means to persuade someone of the need for an idea or action. That someone could be yourself. So be careful.

Vol 1A Postscripts
- online only

+Proof by Absurdity alias proof by contradiction
+How the demand for consistency supports the law of the excluded middle

There is a difference between
knowing how to spend money,
and having money to spend.

There is likewise a difference
between mastering a skill
and having meeting a situation in which it applies.

 



 


 .




www.whyslopes.com

[Top of this Page] [Site Exit] Back ] Book Entrance ] Next ]
[Comments, Reactions, Feedback][ Road Safety Message ]
: Favourite SitesBBC News  and mathematics portion of  English National Curriculum  

All trademarks and copyrights on this page are owned by their respective owners.
Copyright to comments & contributions are owned by the Poster. 
The Rest © 1995 onward by site author,   Alan Selby,
a 1983 McGill. Ph. D. in mathematics
All Rights Reserved.