Portal:Mathematics

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Mathematics is the study of representing and reasoning about abstract objects (such as numbers, points, spaces, sets, structures, and games). Mathematics is used throughout the world as an essential tool in many fields, including natural science, engineering, medicine, and the social sciences. Applied mathematics, the branch of mathematics concerned with application of mathematical knowledge to other fields, inspires and makes use of new mathematical discoveries and sometimes leads to the development of entirely new mathematical disciplines, such as statistics and game theory. Mathematicians also engage in pure mathematics, or mathematics for its own sake, without having any application in mind. There is no clear line separating pure and applied mathematics, and practical applications for what began as pure mathematics are often discovered. (Full article...)

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graph showing two sets of 4 points, each set perfectly fit by a trend line with positive slope; the set of points on the left is higher and the set on the right lower, so the entire collection of points is best fit by a trend line with negative slope
graph showing two sets of 4 points, each set perfectly fit by a trend line with positive slope; the set of points on the left is higher and the set on the right lower, so the entire collection of points is best fit by a trend line with negative slope
Simpson's paradox (also known as the Yule–Simpson effect) states that an observed association between two variables can reverse when considered at separate levels of a third variable (or, conversely, that the association can reverse when separate groups are combined). Shown here is an illustration of the paradox for quantitative data. In the graph the overall association between X and Y is negative (as X increases, Y tends to decrease when all of the data is considered, as indicated by the negative slope of the dashed line); but when the blue and red points are considered separately (two levels of a third variable, color), the association between X and Y appears to be positive in each subgroup (positive slopes on the blue and red lines — note that the effect in real-world data is rarely this extreme). Named after British statistician Edward H. Simpson, who first described the paradox in 1951 (in the context of qualitative data), similar effects had been mentioned by Karl Pearson (and coauthors) in 1899, and by Udny Yule in 1903. One famous real-life instance of Simpson's paradox occurred in the UC Berkeley gender-bias case of the 1970s, in which the university was sued for gender discrimination because it had a higher admission rate for male applicants to its graduate schools than for female applicants (and the effect was statistically significant). The effect was reversed, however, when the data was split by department: most departments showed a small but significant bias in favor of women. The explanation was that women tended to apply to competitive departments with low rates of admission even among qualified applicants, whereas men tended to apply to less-competitive departments with high rates of admission among qualified applicants. (Note that splitting by department was a more appropriate way of looking at the data since it is individual departments, not the university as a whole, that admit graduate students.)

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The real number denoted by the recurring decimal 0.999… is exactly equal to 1. In other words, "0.999…" represents the same number as the symbol "1". Various proofs of this identity have been formulated with varying rigour, preferred development of the real numbers, background assumptions, historical context, and target audience.

The equality has long been taught in textbooks, and in the last few decades, researchers of mathematics education have studied the reception of this equation among students, who often reject the equality. The students' reasoning is typically based on one of a few common erroneous intuitions about the real numbers; for example, a belief that each unique decimal expansion must correspond to a unique number, an expectation that infinitesimal quantities should exist, that arithmetic may be broken, an inability to understand limits or simply the belief that 0.999… should have a last 9. These ideas are false with respect to the real numbers, which can be proven by explicitly constructing the reals from the rational numbers, and such constructions can also prove that 0.999… = 1 directly. (Full article...)

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General Foundations Number theory Discrete mathematics


Algebra Analysis Geometry and topology Applied mathematics
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