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## #1 2012-05-21 05:30:31

anonimnystefy
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### To simplify or not to simplify,that is the question...

Leading the discussion from the post #520 of this thread,we will here discuss in which cases a simplification of the answer should be carried out.Ladies and gentlemen,present your arguments.

The limit operator is just an excuse for doing something you know you can't.
“It's the subject that nobody knows anything about that we can all talk about!” ― Richard Feynman
“Taking a new step, uttering a new word, is what people fear most.” ― Fyodor Dostoyevsky, Crime and Punishment

## #2 2012-05-21 05:40:28

bobbym
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### Re: To simplify or not to simplify,that is the question...

Well,I usually cancel,but a person marking my paper should be an expert on the subject capable on recognizing different forms of an answer.

I have to disagree with that. Many teachers used to take points off for not simplifying a fraction. Mathematics is supposed to be as clear and concise as you can make it.

Simplifying fractions is often required when your answer is not in the form required by the assignment. As a matter of fact, most math instructor will demand that you always simplify results.

http://www.helpwithfractions.com/simpli … tions.html

In mathematics, you don't understand things. You just get used to them.
I have the result, but I do not yet know how to get it.
All physicists, and a good many quite respectable mathematicians are contemptuous about proof.

## #3 2012-05-21 05:46:26

anonimnystefy
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### Re: To simplify or not to simplify,that is the question...

We are not talking just about fractions.E.g. there are some problems from trig equations that may gain two different forms of answers depending on how they are done.The student may not recognize the simpler form.What then?Should the points be taken from him?Of course not! The student is capable of solving the equation,which means he possesses the capabilities required on the test.

The limit operator is just an excuse for doing something you know you can't.
“It's the subject that nobody knows anything about that we can all talk about!” ― Richard Feynman
“Taking a new step, uttering a new word, is what people fear most.” ― Fyodor Dostoyevsky, Crime and Punishment

## #4 2012-05-21 05:51:10

bobbym
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### Re: To simplify or not to simplify,that is the question...

Hi;

You have changed the rules of the discussion from the other thread in midstream. Of course in complicated expressions determining which is simpler may not even be possible. But when dealing with radicals and fractions you should make every attempt to simplify the answer.

The student may not recognize the simpler form.

That could be a problem. The simpler answer usually gets the nod. If I come up with

and leave it like that and another person gets 2. Should we both get the same mark?

Henry David Thorough said,"simplify, simplify, simplify."

In mathematics, you don't understand things. You just get used to them.
I have the result, but I do not yet know how to get it.
All physicists, and a good many quite respectable mathematicians are contemptuous about proof.

## #5 2012-05-22 01:11:29

anonimnystefy
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### Re: To simplify or not to simplify,that is the question...

You should get the same mark,unless your task was to simplify it to lowest possible terms.

The limit operator is just an excuse for doing something you know you can't.
“It's the subject that nobody knows anything about that we can all talk about!” ― Richard Feynman
“Taking a new step, uttering a new word, is what people fear most.” ― Fyodor Dostoyevsky, Crime and Punishment

## #6 2012-05-22 05:41:20

bobbym
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### Re: To simplify or not to simplify,that is the question...

Ever heard the story of Miss Z.

In mathematics, you don't understand things. You just get used to them.
I have the result, but I do not yet know how to get it.
All physicists, and a good many quite respectable mathematicians are contemptuous about proof.

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