Reading the Comics, November 11, 2017: Pictured Comics Edition


And now the other half of last week’s comic strips. It was unusually rich in comics that come from Comics Kingdom or Creators.com, which have limited windows of access and therefore make me feel confident I should include the strips so my comments make any sense.

Rick Kirkman and Jerry Scott’s Baby Blues for the 9th mentions mathematics homework as a resolutely rage-inducing topic. It’s mathematics homework, obviously, or else it wouldn’t be mentioned around here. And even more specifically it’s Common Core mathematics homework. So it always is with attempts to teach subjects better. Especially mathematics, given how little confidence people have in their own mastery. I can’t blame parents for supposing any change to be just malice.

Boxing instructor: 'Now focus, Wanda! Think of something that makes you really angry, and take it out on the [punching] bag!' Wanda: 'HARD WATER SPOTS ON THE GLASSWARE!' She punches the bag hard enough to rip it apart. Instructor: 'Okay then ... ' Wanda: 'If I had pictured Common Core math homework, I could've put that sucker through the wall.'
Rick Kirkman and Jerry Scott’s Baby Blues for the 9th of November, 2017. Again I maybe am showing off my lack of domesticity here, but, really, hard water spots? But I admit I’d like to get the tannin stain out of my clear plastic teapot, so I guess we all have our things. I just don’t feel strongly enough to punch about it. I just want something that I can scrub with.

Bill Amend’s FoxTrot Classics for the 9th is about random numbers. As Jason says, it is hard to generate random numbers. Random numbers are a resource. Having a good source of them makes a lot of computation work. But they’re hard to make. It seems to be a contradiction to create random numbers by an algorithm. There’s reasons we accept pseudorandom numbers, or find quasirandom numbers. This strip originally ran the 16th of November, 2006.

A night scene. Lots of stars. Crazy Eddie: 'The number of stars is beyond my comprehension!' Hagar: 'Mine, too! What comes after five?'
Chris Browne’s Hagar the Horrible for the 10th of November, 2017. Before you go getting all smug about Hagar no grasping numbers beyond ‘five’, consider what a dog’s breakfast English has managed historically to make of ‘hundred’. Thank you.

Chris Browne’s Hagar the Horrible for the 10th is about the numerous. There’s different kinds of limits. There’s the greatest number of things we can count in an instant. There’s a limit to how long a string of digits or symbols we can remember. There’s the biggest number of things we can visualize. And “visualize” is a slippery concept. I think I have a pretty good idea what we mean when we say “a thousand” of something. I could calculate how long it took me to do something a thousand times, or to write a thousand of something. I know that it was at about a thousand words that, last A To Z sequence, I got to feeling I should wrap up any particular essay. But did I see any particular difference between word 999 and word 1,000? No; what I really knew was “about enough paragraphs” and maybe “fills just over two screens in my text editor”. So do I know what a thousand is? Anyway, we all have our limits, acknowledge them or not.

Archie: 'Moose, your math answers are all wrong!' Moose: 'I'll try again'. So ... Moose: 'Better?' Archie: 'Sorry, Moose! They're still wrong! And writing 'More or Less' after after each answer doesn't help!'
Henry Scarpelli and Craig Boldman’s Archie rerun for the 17th of November, 2017. It really reminds you how dumb Moose is given that he’s asking Archie for help with his mathematics. C’mon, you know Dilton Doiley. And this strip is surely a rerun from before Dilton would be too busy with his oyPhone or his drones or any other distraction; what’s he have to do except help Moose out?

Henry Scarpelli and Craig Boldman’s Archie rerun for the 17th is about Moose’s struggle with mathematics. Just writing “more or less” doesn’t fix an erroneous answer, true. But error margins, and estimates of where an answer should be, can be good mathematics. (Part of the Common Core that many parents struggle with is making the estimate of an answer the first step, and a refined answer later. Based on what I see crossing social media, this really offends former engineering majors who miss the value in having an expected approximate answer.) It’s part of how we define limits, and derivatives, and integrals, and all of calculus. But it’s in a more precise way than Moose tries to do.

Teacher: 'Quincy, if you put your hand in your pocket and pulled out 65 cents ... and put your hand in the other pocket and pulled out 35 cents ... what would you have?' Quincy: 'Somebody else's pants!'
Ted Shearer’s Quincy for the 18th of September, 1978 and rerun the 11th of November, 2017. I feel like anytime I mention Quincy here I end up doing a caption about Ted Shearer’s art. But, I mean, look at the mathematics teacher in the second panel there. There’s voice in that face.

Ted Shearer’s Quincy for the 18th of September, 1978 is a story-problem joke. Some of these aren’t complicated strips.

Reading the Comics, October 25, 2014: No Images Again Edition


I had assumed it was a freak event last time that there weren’t any Comics Kingdom strips with mathematical topics to discuss, and which comics I include as pictures here because I don’t know that the links made to them will work for everyone arbitrarily far in the future. Apparently they’re just not in a very mathematical mood this month, though. Such happens; I’m sure they’ll reappear soon enough.

John Zakour and Scott Roberts’ Working Daze (October 22, a “best of” rerun) brings up one of my very many peeves-regarding-pedantry, the notion that you “can’t give more than 100 percent”. It depends on what 100 percent means. The metaphor of “giving 110 percent” is based on the one-would-think-obvious point that there is a standard quantity of effort, which is the 100 percent, and to give 110 percent is to give measurably more than the standard effort. The English language has enough illogical phrases in it; we don’t need to attack ones that are only senseless if you go out to pick a fight with them.

Mark Anderson’s Andertoons (October 23) shows a student attacking a problem with appreciable persistence. As the teacher says, though, there’s no way the student’s attempts at making 2 plus 2 equal 5 is ever not going to be wrong, at least unless we have different ideas about what is meant by 2, plus, equals, and 5. It’s easy to get from this point to some pretty heady territory: since it’s true that two plus two can’t equal five (using the ordinary definitions of these words), then this statement is true not just everywhere in this universe but in all possible universes. This — indeed, all — arithmetic would even be true if there were no universe. But if something can be true regardless of what the universe is like, or even if there is no universe, then how can it tell us anything about the specific universe that actually exists? And yet it seems to do so, quite well.

Tim Lachowski’s Get A Life (October 23) is really an accounting joke, or really more a “taxes they so mean” joke, but I thought it worth mentioning that, really, the majority of the mathematics the world has done have got to have been for the purposes of bookkeeping and accounting. I’m sorry that I’m not better-informed about this so as to better appreciate what is, in some ways, the dark matter of mathematical history.

Keith Tutt and Daniel Saunders’s chipper Lard’s World Peace Tips (October 23) recommends “be a genius” as one of the ways to bring about world peace, and uses mathematics as the comic shorthand for “genius activity”, not to mention sudoku as the comic shorthand for “mathematics”. People have tried to gripe that sudoku isn’t really mathematics; while it’s not arithmetic, though — you could replace the numerals with letters or with arbitrary symbols not to be repeated in one line, column, or subsquare and not change the problem at all — it’s certainly logic.

John Graziano’s Ripley’s Believe It or Not (October 23) besides giving me a spot of dizziness with that attribution line makes the claim that “elephants have been found to be better at some numerical tasks than chimps or even humans”. I can believe that, more or less, though I notice it doesn’t say exactly what tasks elephants are so good (or chimps and humans so bad) at. Counting and addition or subtraction seem most likely, though, because those are processes it seems possible to create tests for. At some stages in human and animal development the animals have a clear edge in speed or accuracy. I don’t remember reading evidence of elephant skills before but I can accept that they surely have some.

Zach Weinersmith’s Saturday Morning Breakfast Cereal (October 24) applies the tools of infinite series — adding up infinitely many of a sequence of terms, often to a finite total — to parenting and the problem of one kid hitting another. This is held up as Real Analysis — – the field in which you learn why Calculus works — and it is, yeah, although this is the part of Real Analysis you can do in high school.

John Zakour and Scott Roberts’s Maria’s Day (October 25) picks up on the Math Wiz Monster in Maria’s closet mentioned last time I did one of these roundups. And it includes an attack on the “Common Core” standards, understandably: it’s unreasonable to today’s generation of parents that mathematics should be taught any differently from how it was taught to them, when they didn’t understand the mathematics they were being taught. Innovation in teaching never has a chance.

Dave Whamond’s Reality Check (October 25) reminds us that just because stock framing can be used to turn a subtraction problem into a word problem doesn’t mean that it can’t jump all the way out of mathematics into another field.

I haven’t included any comics from today — the 26th of October — in my reading yet but really, what are the odds there’s like a half-dozen comics of obvious relevance with nice, juicy topics to discuss?