Originally posted by: Zenmervolt
Originally posted by: Mr Pepper
For example, the use of infinity in the case of dividing 10 into 3 parts. We end up with 3.33-infinity.
No, we don't. We get 10/3, a fraction. We simply use 3.33 repeating as a more convenient decimal representation of the same number. If we know that the decimal is indeed repeating infinitely, then we know the fraction that it represents. This is 2nd or 3rd grade math.
Originally posted by: Mr Pepper
Even it we were allowed to use such a number (which doesn't exist) 3 parts of 3.33-infinity would still not equal 10.
It certainly
does exist, as shown above.
Originally posted by: Mr Pepper
I suppose we can just say it's "close enough", but maybe we are barking up the wrong tree all together.
It's not "close enough" it's
exactly right. The map is not the territory.
When you write the letter "t", does it look _exactly_ the same as when your father writes that letter? No, it doesn't, but both symbols represent the same letter. Likewise, 3.33 repeating and 10/3 represent the same number. They are equal. Again, this is 2nd or 3rd grade math.
Originally posted by: Mr Pepper
I do understand the concept though and I know that machine work "for example" only needs to be accurate within the constraints of the material/system that it's intended for.
Machine work is limited by the precision capabilities of the machining process, not by any limitations of the mathematical system. It's related to the matter of being physically able to match a specification within a set of tolerences and not to the matter of being able to measure the original specification. It's a completely different scenario.
Originally posted by: Mr Pepper
I am not saying that math is useless. I'm just asking the question, "is there a better way?"
The "better way" is to understand that math is not a prescriptive system. Rather, mathematics is a method of describing and communicating relationships and interdependencies. Mathematical formulae are discovered, not created. Mathematics is nothing more or less than the study of the underlying patterns that shape our world. As we learn more, we see more of these patterns and learn better how to describe them in the language of mathematics, but we (mankind) do NOT "invent" math. Math was, is, and forever will be.
ZV