try to solve your college algebra problems

talking about Algebra problems, maybe we need Solving algebra problems for our work, all of you will wants to know How to do algebra problems . for example: 
From the mathematical point of view, if the 4 × 2 × 2 = 4?

In brief, we respond with affirmations, positive. Right 4 × 2 × 2 = 4. It was obvious right!

But when we further examine whether it can be accounted for?

In a meeting with teachers of kindergarten and elementary school, the teachers often ask about the above.

My answer is simple, "Yes, 4 × 2 × 2 = 4 = 8. Obviously! "


"But I'd heard of meaning in the field of physics can be different."

"In what way does that mean?"

"No idea. He said different. "

For years physicists engaged in junior high, high school, and ITB I never found a difference in 4 × 2 × 2 with 4. Then why do we bother to distinguish between them?

There is a little different when he spoke vector or matrix. But we did not talking about a vector or matrix algebra. Especially for elementary school age children, why should teach the vector and matrix in the early days?

What about prescription medications?

3 × 1 × 1 = 3?

3 × 1 means taking medication 3 times a day 1 of each tablet. This meaning is reasonable.

1 × 3 means taking medicine 1 time a day 3 tablets immediately. Could be dangerous!

This becomes an interesting discussion. Prescription drugs are included mathematical modeling. Mathematical modeling goal is to create a problem can be understood. Once understood and agreed upon then we try to solve the problem by mathematical approaches.

1 to 3 × 1 × 3 had an ambiguous mathematical models. If we understand misinterpretation. We should write to:

3 x 1 tablet

or

1 tablet x 3

Two expressions of the above said the same thing.

***

Let us recall some simple algebraic rules. Transitive rules apply in an algebraic equation.

If a = b and b = c

then a = b = c

then a = c

If the 4 × 2 = 8 and 2 × 8 = 4

the 4 × 2 = 2 × 8 = 4

the 4 × 2 × 2 = 4

By the definition of arithmetic, we will also get the same results. For example,

4 × 2 = 2 +2 +2 +2 = 8; while

2 × 4 = 4 +4 = 8; then

4 × 2 = 2 +2 +2 +2 = 8 = 4 +4 = 2 × 4; then

4 × 2 × 2 = 4.

In geometry we will also get the same results.

So I suggest that 4 × 2 we consider equal to 2 × 4.

What's the point if we teach our children that the 4 × 2 × 2 differ by 4? It would be more profitable if we consider two things above are identical.

Later, when it's time to learn matrix and vector we will teach the commutative nature of multiplication that does not want any commutative.
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