All summer I’ve been aching for something good to read. A few days ago, when the “aching” began to cause actual physical pain, I caved and began browsing the web for a book I might like.
I decided that I wanted a collection of short stories. I decided this for a number of reasons. First, short stories are short. I have what probably counts as A.D.D., and it can be tough for me to sit through a old, dry book (I’m looking at you, Great Expectations).
The way I see it, reading a few short stories is like watching an episode of The Simpsons, a couple of Family Guy, and maybe some Arrested Development or something. A long novel is like watching Cassablanca.
Also, short stories allow authors to tackle subjects that can’t quite carry themselves through an entire book. In particular, authors often write short math- or science-related stories. One of my favorite stories, The Library of Babel, is one I read years ago. I wanted a collection of stories like that.
My googling eventually brought me to the book Einstein’s Dreams which, although not quite a “collection” of short stories, is pretty close to what I wanted. The only semi-competent bookstore near me is Borders, so I searched their website with my zip code. I was told this:

WTF?
“Likely in store”? What the hell does that mean? Shouldn’t the Borders cashiers be competent enough to scan each book that gets sold, and shouldn’t the computers be competent enough to update the store’s inventory?
I realized, as you probably have, that “likely in store” is their way of telling us that if we can’t find a book in the store then they aren’t responsible. Of course, that big, red button that says “reserve in store” indicates that they have it.
So I went to Borders. Just for la-la’s, I ran the same search on the in-store computer and it told me the same thing. OK, I’ll go find it. Hmm… Literature… Fiction… Fiction/Literature… Aha! Alan Lightman (the author)!
Guess what. No Einstein’s Dreams. I asked a “sales representative” to help me find the book. He heroically took me over to the Fiction/Literature section, failed to find the book, and informed me that the book was not there.
“But the computer says ‘likely in store’!” I protested.
“Yeah, but likely doesn’t mean definitely.“
It took all of my will power to keep myself from telling him to go fuck himself sideways. All the damn “likely in store” label does is give the Borders employees an excuse to not find a book that was either misplaced or somehow lost.
Then again, I guess this is why Amazon is so successful.
Posted by Jay
Posted by Jay 


Posted by Jay 
I’m not exactly a die-hard Orson Scott Card fan. I’ve read a few of his books, but none of them really made much of an impression on me except for Ender’s Game. Of course, sci-fi addict that I am, I always look forward to any excuse that allows me to spend a couple hours wrapped up in blankets and reading something about aliens. So I picked up Ender In Exile.
On Collisions: Math and Colloquial Speech
November 5, 2009So I was remembering this time in, say, fourth grade when the teacher posed the following question:
Of course, this problem is well within the skills of a fourth-grader. Simply subtract ten from twenty and you get ten. In fact, the only appreciable difficulty is in the interpretation of the question. Students, particularly children, struggle with these so-called “word-problems”: problems where the math is relatively simple, but the problem is phrased as a question. You know, using words and stuff.
Being who I am, I completely failed at understanding the question; I answered, “Eleven.”
So I got laughed at… But to this day I maintain that 11 is just as accurate as—indeed more accurate than—10. Why? It all lies in the interpretation of the word “between.” If “between 10 and 20″ means
Then yes, there are 10 such numbers:
. But who the hell uses “between” to mean “including the upper limit but excluding the lower limit”? In my opinion, there are only two reasonable ways to interpret “between ten and twenty”:
But then the correct answer is either
or
. I chose option (1) in fourth grade, but option (2) is perfectly reasonable.
The problem is that this becomes no longer strictly a subtraction problem. What the teacher wants is for the students to compute
. But this is wrong, so how do we reinterpret the question?
I propose the following: first consider the question, “what are the numbers between ten and twenty?” This question still has the ambiguity of the word “between,” but no person in his right mind would answer:
or
Then we can ask, after the set of numbers has been identified, “how many of them are there?” I think if the problem were posed this way, no one would ever arrive at an answer of eleven (unless they miscount).
Further Rambling
I’ve decided that word problems like the ones we’re given in grade school don’t really count as “math.” I think they’re physics. Consider the topics covered in college- and higher-level mathematics. They’re abstract and almost completely disconnected from the real world. A mathematician doesn’t care if we live in Euclidean space or a Minkowski space; if they can prove something about both, then that is interesting.
A physicist (or statistician maybe) concerns himself with questions like these word problems—problems dealing with possible real-world scenarios. When we answer such questions, we don’t really learn a lot about math; rather, we learn about the connection between math and the world we live in.
That’s not to say word problems aren’t good or helpful, but I think school teachers should be very careful both in posing questions and in receiving answers. What if my teacher had let me explain my logic? It would have been nice to shut up the kids who laughed at me for a “stupid” answer, and they might learn something at the same time.