## Reading the Comics, February 3, 2017: Counting Edition

And now I can close out last week’s mathematically-themed comic strips. Two of them are even about counting, which is enough for me to make that the name of this set.

John Allen’s **Nest Heads** for the 2nd mentions a probability and statistics class and something it’s supposed to be good for. I would agree that probability and statistics are probably (I can’t find a better way to write this) the most practically useful mathematics one can learn. At least once you’re past arithmetic. They’re practical by birth; humans began studying them because they offer guidance in uncertain situations. And one can use many of their tools without needing more *than* arithmetic.

I’m not so staunchly anti-lottery as many mathematics people are. I’ll admit I play it myself, when the jackpot is large enough. When the expectation value of the prize gets to be positive, it’s harder to rationalize not playing. This happens only once or twice a year, but it’s fun to watch and see when it happens. I grant it’s a foolish way to use two dollars (two tickets are my limit), but you know? My budget is not so tight I can’t spend four dollars foolishly a year. Besides, I don’t insist on winning one of those half-billion-dollar prizes. I imagine I’d be satisfied if I brought in a mere $10,000.

Rick Detorie’s **One Big Happy** for the 3rd continues my previous essay’s bit of incompetence at basic mathematics, here, counting. But working out that her age is between 22 an a gazillion may be worth doing. It’s a common mathematical challenge to find a correct number starting from little information about it. Usually we find it by locating bounds: the number must be larger than this and smaller than that. And then get the bounds closer together. Stop when they’re close enough for our needs, if we’re numerical mathematicians. Stop when the bounds are equal to each other, if we’re analytic mathematicians. That can take a lot of work. Many problems in number theory amount to “improve our estimate of the lowest (or highest) number for which this is true”. We have to start somewhere.

Samson’s **Dark Side of the Horse** for the 3rd is a counting-sheep joke and I was amused that the counting went so awry here. On looking over the strip again for this essay, though, I realize I read it wrong. It’s the fences that are getting counted, not the sheep. Well, it’s a cute little sheep having the same problems counting that Horace has. We don’t tend to do well counting more than around seven things at a glance. We can get a bit farther if we can group things together and spot that, say, we have four groups of four fences each. That works and it’s legitimate; we’re counting and we get the right count out of it. But it does feel like we’re doing something different from how we count, say, three things at a glance.

Mick Mastroianni and Mason Mastroianni**Dogs of C Kennel** for the 3rd is about the world’s favorite piece of statistical mechanics, entropy. There’s room for quibbling about what exactly we mean by thermodynamics saying all matter is slowly breaking down. But the gist is fair enough. It’s still mysterious, though. To say that the disorder of things is always increasing forces us to think about what we mean by disorder. It’s easy to think we have an idea what we mean by it. It’s hard to make that a completely satisfying definition. In this way it’s much like randomness, which is another idea often treated as the same as disorder.

Bill Amend’s **FoxTrot Classics** for the 3rd reprinted the comic from the 10th of February, 2006. Mathematics teachers always want to see how you get your answers. Why? … Well, there are different categories of mistakes someone can make. One can set out trying to solve the wrong problem. One can set out trying to solve the right problem in a wrong way. One can set out solving the right problem in the right way and get lost somewhere in the process. Or one can be doing just fine and somewhere along the line change an addition to a subtraction and get what looks like the wrong answer. Each of these is a different kind of mistake. Knowing what kinds of mistakes people make is key to helping them not make these mistakes. They can get on to making more exciting mistakes.

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