## Reading the Comics, April 27, 2016: Closing The Month (April) Out Edition

I concede this isn’t a set of mathematically-themed comics that inspires deep discussions. That’s all right. It’s got three that I can give pictures for, which is important. Also it means I can wrap up April with *another* essay. This gives me two months in a row of posting something every day, and I’d have bet that couldn’t happen.

Ted Shearer’s **Quincy** for the 1st of March, 1977, rerun the 25th of April, is not actually a “mathematics is useless in the real world” comic strip. It’s more about the uselessness of any school stuff in the face of problems like the neighborhood bully. Arithmetic just fits on the blackboard efficiently. There’s some sadness in the setting. There’s also some lovely artwork, though, and it’s worth noticing it. The lines are nice and expressive, and the greyscale wash well-placed. It’s good to look at.

**dro-mo** for the 26th I admit I’m not sure what exactly is going on. I suppose it’s a contest to describe the most interesting geometric shape. I believe the fourth panel is meant to be a representation of the tesseract, the four-dimensional analog of the cube. This causes me to realize I don’t remember any illustrations of a five-dimensional hypercube. Wikipedia has a couple, but they’re a bit disappointing. They look like the four-dimensional cube with some more lines. Maybe it has some more flattering angles somewhere.

Bill Amend’s **FoxTrot** for the 26th (a rerun from the 3rd of May, 2005) poses a legitimate geometry problem. Amend likes to do this. It was one of the things that first attracted me to the comic strip, actually, that his mathematics or physics or computer science jokes were correct. “Determine the sum of the interior angles for an N-sided polygon” makes sense. The commenters at Gocomics.com are quick to say what the sum is. If there are N sides, the interior angles sum up to (N – 2) times 180 degrees. I believe the commenters misread the question. “Determine”, to me, implies explaining *why* the sum is given by that formula. *That’s* a more interesting question and I think still reasonable for a freshman in high school. I would do it by way of triangles.

David L Hoyt and Jeff Knurek’s **Jumble** for the 27th of April gives us another arithmetic puzzle. As often happens, you can solve the surprise-answer by looking hard at the cartoon and picking up the clues from there. And it gives us an anthropomorphic-numerals gag for this collection.

Bill Holbrook’s **On The Fastrack** for the 28th of April has the misanthropic Fi explain some of the glories of numbers. As she says, they can be reliable, consistent partners. If you have learned something about ‘6’, then it not only is true, it *must* be true, at least if we are using ‘6’ to mean the same thing. This is the sort of thing that transcends ordinary knowledge and that’s so wonderful about mathematics.

Fi describes ‘x’ and ‘y’ as “shifty little goobers”, which is a bit unfair. ‘x’ and ‘y’ are names we give to numbers when we don’t yet know what values they have, or when we don’t care what they have. We’ve settled on those names mostly in imitation of Réné Descartes. Trying to do without names is a mess. You *can* do it, but it’s rather like novels in which none of the characters has a name. The most skilled writers can carry that off. The rest of us make a horrid mess. So we give placeholder names. Before ‘x’ and ‘y’ mathematicians would use names like ‘the thing’ (well, ‘re’) or ‘the heap’. Anything that the quantity we talk about might measure. It’s done better that way.

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