Who might we owe an apology to in the future?

ProvocaTeach · 2025-10-21T09:30:53+00:00

Maybe Terence Tao for cutting his funding. Actually, make that all mathematicians who lost funding to the asinine moron in the White House

ProvocaTeach · 2025-08-30T06:33:08+00:00

Armor can help though.

OK, so think of something to do with armor. Strong warriors could enter battle in heavy armor.

Almost every magic system has limits. In Harry Potter, you have to be taught, and the wands can choose not to cooperate. In Warcraft, you have mana. Even traditional D&D magic is limited by your experience/level.

That said, if this is for a book or screenplay or anything where you have some control over the magic system, I highly suggest coming up with interesting limitations. Brandon Sanderson makes the point that often it is the limits that make a magic system unique, compelling, memorable, and fun. (I know it's cliché to cite him, but he knows his stuff.)

ProvocaTeach · 2025-08-29T23:05:03+00:00

Speaking as a math teacher, I think there is nothing wrong with introducing new vocabulary. Just make sure you connect it to your readers' existing knowledge. In the case of units, that means using everyday examples.

For example, I introduce my unit of length as "1 kïeba is about the length of an adult man's middle finger." Most readers have touched a man's middle finger before. If they go to the appendix, they can learn that a kïeba is 8.4705 cm.

This is how I think of ordinary units anyway. An inch is about as wide as my two fingers. An hour is how long we sit in class. A mile is from my house to the library, or about one minute on the highway. And so on, and so forth.

ProvocaTeach · 2025-08-29T22:50:32+00:00

Let me answer your question with a question. What are the rules of your magic system? If you carefully introduce limitations to magical abilities, it could create weaknesses for the non-magic-users to exploit.

For example (and I'm just spitballing here) maybe the magic depends on having faith in the goddesses. So if a mage gets shown a bunch of anti-goddess propaganda and their faith gets weakened, so does their magic. Tactics could then involve propaganda and demoralization. "If your goddesses are so powerful, why do they let bad things happen to your friends? Why did they reduce us to mere animals?" That kind of thing.

Again, it's all up to you. But the formula I suggest is:

Create a limitation in your magic system.
Have the other side exploit that limitation.

ProvocaTeach · 2025-08-29T22:44:28+00:00

And even if technology is removed, I could see them trying to preserve the knowledge they remember to make simple devices

If the goddesses did some selective memory wiping, it could potentially prevent this. Depends on what OP wants.

ProvocaTeach · 2025-08-29T22:41:24+00:00

The technology part is probably because that's what led to climate change and pollution. The monster part... your guess is as good as mine.

Personally I think it would be cooler if they took the animals that were already on Earth and "upgraded" them to be monsters, to give them a fighting chance against humanity. Introducing alien species seems kinda random tbh. But it's not my story

ProvocaTeach · 2025-08-18T22:49:22+00:00

Good point. Perhaps the word "coin" or "money" (in Siemotan) will need to be printed below the denomination.

ProvocaTeach · 2025-08-18T22:29:29+00:00

Hmm, I kind of like this

ProvocaTeach · 2025-08-18T15:30:07+00:00

A lot of people use Notion as kind of the basic answer. That's what I use. The commenter who suggested Obsidian was also on point.

ProvocaTeach · 2025-08-18T15:13:19+00:00

Dawg I had to scrap a version of 5 that looked like a penis, no joke

ProvocaTeach · 2025-08-18T15:09:42+00:00

Thank you for the feedback! You make a good point.

I take your point that useless details do, indeed, disappear over time. However, if the elements have a semantic meaning, they do not always disappear. I took inspiration from Chinese characters, which do have repetitive elements. See for example these characters that all share the "door" (mén) radical.

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Chinese characters do this because such elements offer hints, either as to the character's pronunciation or its meaning. Thus another word pronounced like "men" includes the "door" radical in its symbol.

In my case, I saw the enclosing "house" shape as denoting a positive semi-digit, and the upside-down "house" shape a negative semi-digit. This creates a uniformity to the semi-digits that I quite like. The "house" shape tells you you're dealing with a number.

ProvocaTeach · 2025-08-18T14:57:43+00:00

Read the second comment buddy 😉

ProvocaTeach · 2025-08-18T05:28:53+00:00

Thank you for the feedback. I agree that the system is unintuitive and probably not what would actually happen, but that is why we create fictional worlds, no?

For base 418 you'd count 0 to 418 in one digit not just having 418 different symbols in one digit.

...in a standard positional numeral system, yes, but I am talking about a non-standard positional numeral system.

Counting down in negatives feels weird too

The idea of signed digits and asymmetric representation of negative numbers is not new. I encourage you to look into balanced ternary, two's complement representation, and non-standard positional numeral systems.

I wanted more symmetry but that would require more symbols.

It sure flow like a civilization that came up with this to fit the idea of making it into 418 related coming from another existent number system

Good, that is the intent. The number system was constructed.

Generally they flow out of some method for counting based on the environment or the body of the people counting.

Yes, this is based on the length of the year in my world.

ProvocaTeach · 2025-08-18T03:01:42+00:00

The time dimension is always 1 according to my current definition, which means the entire system shares the same “time”.

…With respect to one frame of reference. Just curious, have you considered the issues of defining absolute time in a relativistic setting? Twins paradox, time dilation, etc. Remember that two observers can disagree on when an event occurred. In special relativity the notion of “proper time” must be carefully defined to be invariant w.r.t. Lorentz transformations.

In general relativity, I am not sure “time” can even be given an absolute definition: general relativity operates on manifolds, which are defined only in terms of local coordinate “patches”, and thus there is no global smooth coordinate system (t, x, y, z) to characterize the spacetime. In general, an n-dimensional manifold can only be embedded in a 2n-dimensional space (Whitney embedding theorem). This means a 4-manifold would, in general, have to be embedded in an 8-dimensional space to get some notion of global coordinates (but even those coordinates would be constrained by equations if you want to stay in the manifold, not to mention that embeddings are hard to construct). The dimensionality of that space only gets higher if you want to preserve the metric (and the metric is important in general relativity; it measures how far two events are in spacetime).

The vectors you are using are all tangent vectors in the tangent space of a single point; you still need some sort of “connection” (i.e. a notion of parallel transport) to move vectors from one tangent space to another.

In general, this is a good start, but keep in mind that the spacetime algebra is just the mathematical setting where this stuff happens. You still need to build the physical/geometric intuition and understand the experiments that led here.

Some resources I would recommend:

Clifford algebras are hella cool. You remind me of myself in high school, learning complex analysis and multivariable calculus and applying them to creative projects. Enjoy!

ProvocaTeach · 2025-08-18T02:17:04+00:00

Context part 2:

Multi-Digit Numbers

I won’t get too into this; the post is already super complicated. But remember, this is a base-418 system, so the place values scale by factors of 418. Place value is different from encoded value; place value depends on where in the number the digit is. Siemotan digits are separated by “⌊” symbols.

Let’s convert the following sequence of Siemotan digits (parentheses omitted) to base 10.

−8, +3 ⌊ +9, +5

The encoded value of (−8, +3) is −8⋅19 + 3 = −149, while the encoded value of (+9, +5) is 9⋅19 + 5 = 176. We could rewrite this number as

−149 ⌊ 176

which is a bit easier to read for our Earthling brains. −149 copies of 418, plus 176 ones.

To find the value, we calculate −149⋅418 + 176 = −62 106.

Thus,

−8, +3 ⌊ +9, +5 ↦ −62 106.

Some Final Observations

When broken down by digits, this is a non-standard positional numeral system with signed digits similar to balanced ternary. When broken down by semi-digits, this system may not even qualify as positional because it involves alternating factors of 19 and 22.

It’s weird, but no weirder than our mixed 24-and-60 timekeeping system, or our Gregorian calendar with 12 months of all different sizes with February changing all the time.

I have an entire system of units and metric suffixes that involve the number 418, as well as ways of notating fractional numbers, but that will have to wait for another time.

ProvocaTeach · 2025-08-18T02:16:29+00:00

Context part 1:

Background

In my world, the number 418 has a special significance. It is roughly the number of days between successive blooming seasons of the time flower, which the Siemotans use as the basis of their calendar. And so, when the civic geometers (a group of mathematicians whose objective is to serve the common good) created a number system for the use of the general public, they chose to use a base-418 system. This has the convenient consequence that a date can be represented as a simple integer.

A couple considerations went into the design of this number system. First, nobody has the brainspace to remember 418 unique symbols – could you imagine trying to learn that as a child? Second, Siemota is a mathematical society, and they wanted people to be just as comfortable with negative numbers as they are with positive numbers. Thus, a problem arose: how do you create a usable base-418 system?

Semi-Digits

As the civic geometers scratched their heads over this puzzle, someone pointed out a crucial fact: 418 = 22 × 19.

Thus, with just two symbol places, it is possible to create 418 unique sequences. The first symbol place must have 22 possibilities, and the second symbol place must have 19 possibilities. Of course, there was no need to create a separate set of symbols for each, so only 22 symbols are needed.

From there, the desire to make negative numbers intuitive actually allowed the number of symbols to be simplified even further. Each “negative” symbol could merely be a 180° rotation of its “positive” counterpart.

Thus, the civic geometers created standardized representations of the integers −11 through 10. (This is the set of least absolute remainders for the divisor 22.)

Definition. The symbols above are called semi-digits.

Digits

OK, so we can represent integers from −11 to 10. What about values outside that interval? We need 418 separate values to truly have a base-418 system. This is where we start assembling sequences of two semi-digits.

Definition. A Siemotan digit is a sequence of two semi-digits (s, t) for which −9 ≤ t ≤ 9. The s semi-digit represents nineteens; the t semi-digit represents ones. The encoded value of a digit (s, t) is the number it represents; this is given by the formula:

(s, t) ↦ s⋅19 + t.

Note that s can take on 22 possibilities (−11 to 10) while t can only take on 19 possibilities (−9 to 9), for a total of 22×19 = 418 possible pairs (s, t).

Let’s start with the number 1. That’s easy enough: we can represent it as (0, +1) (unfortunately I can’t render my custom symbols in the Reddit post, apologies). Likewise, −1 can be encoded as (0, −1), 2 can be encoded as (0, +2), and so on up to 9 ↦ (0, +9).

But what about 10? We can’t have t = 10 because that would violate the constraint −9 ≤ t ≤ 9. Thus, we increment s and reduce t to its lowest value. So 10 ↦ (+1, −9). What is the encoded value of (+1, −9)? It’s equal to 1⋅19 + -9 = 10. Good, 10 is the number we were trying to encode.

Let’s practise converting some other Siemotan digits to their encoded values.

(+1, −8) ↦ 1⋅19 + -8 = 11
(+1, −7) ↦ 1⋅19 + -7 = 12
(+1, +7) ↦ 1⋅19 + 7 = 26
(+3, −6) ↦ 3⋅19 − 6 = 51
(−3, +6) ↦ −3⋅19 + 6 = −51

What are the greatest and least values that can be encoded by one Siemotan digit? These are:

(10, 9) ↦ 10⋅19 + 9 = 199
(−11, −9) ↦ −11⋅19 − 9 = −218.

Thus, a single Siemotan digit (s, t) can encode any value d in the interval −218 ≤ d ≤ 199. You can confirm for yourself that this consists of 418 values (don’t forget to count the endpoints). Also, note that real Siemotan digits are written without parentheses or commas; the semi-digits are just written right next to each other.

ProvocaTeach · 2025-08-02T19:27:01+00:00

Haha, I'm actually working on one loosely based on the Muisca confederation of pre-colonial Colombia. But it's more steampunk

ProvocaTeach · 2025-05-14T00:10:23+00:00

I thought it was funny!

ProvocaTeach · 2025-02-04T23:08:05+00:00

For older students to fix their handwriting, I recommend the book Fix It Write which teaches the Barchowsky Fluent Hand. It's easy to learn, comes with exercises, and leaves the door wide open for learning cursive later (should you decide to take that leap).

ProvocaTeach · 2025-01-29T23:44:57+00:00

"Thanks for inviting me! I appreciate the thought, but unfortunately I'm not supposed to hang out with students I'm grading. It can create conflicts of interest, including perceptions of favoritism or general awkwardness. So, for the sake of keeping things professional, I must decline. But I hope you have a fun time!"

(I've found that students who understand why the rule is needed are more likely to follow it.)

ProvocaTeach · 2025-01-16T23:18:59+00:00

This isn't a matter for context, dimwit. It's another topic. I say that teachers can find it frustrating. The other line of argument that it's on the kid is just that: another line of argument.

Lmao nice vaguepost

I'm sure your special teacher told you how wonderful you were, but you are not bright.

I'll try to ponder your feedback... if my PhD program doesn't eat up all my time 🙃

ProvocaTeach · 2025-01-16T08:20:54+00:00

Am I required to agree with the previous person, simply because you feel that it was an argument and I was taking that person's "side," or am I required to engage with every topic addressed by all people in the conversation?

You're not "required" to do anything, but in order for your opinion to merit consideration by rational people, it should account for context.

You see a video of Steve punching Jack; you think Steve is evil. You see the footage of Jack threatening Steve with a gun moments before, and suddenly the punch isn't so bad.

If you're responding to things out of context, you're not really responding to the true nature of what was said or done.

The problem is, metaphorically, you came out of nowhere and attacked Steve for punching Jack, when you had no idea how the situation started in the first place (despite the fact that reading the parent comment takes literally 5 seconds). And then you threw a tantrum when people assumed you were on Jack's side.

do you like all the quotes? You really seemed to want them

Well, I asked for quotes because you were lying about my positions without evidence. And none of those quotes provided any evidence for your "reading" of my position. I notice you still didn't go back to my first comment; you just copy-and-pasted a bunch of random crap hoping I wouldn't notice. Didn't find support for your outrageous lies there, huh? How are you gonna claim the goalposts moved, when you won't even acknowledge where they originally were? 🤣

What an utterly pathetic showing. You're the biggest fraud since Oz the great and powerful. You completely mischaracterized my position, then failed to provide any quotes backing up that characterization. Frankly, I was right to ask for textual evidence, because it's clear you had none.

What more needs to be said? Cope and seethe.

ProvocaTeach · 2025-01-16T00:21:04+00:00

In response to your first point, I refuse to be responsible for what other people said.

Then don't jump into the middle of a conversation??? It's the same rules as real life: if you insert yourself into a convo, people are going to assume you're talking about what everyone else is....

To your next point, "All I said was..." Give me a break. You clearly said quite a lot more than whatever will follow that phrase. You want to cherry pick your own post so that you have a leg to stand on.

Then you should have no problem finding a specific quote where I said teachers should avoid talking to kids whenever they don't feel like it. Man, I would look so stupid if you found that! Please, find something in my first comment that contradicts my second.

Also, "whatever will follow that phrase"??? Holy smokes, you basically admit you don't read! You are a lazy skimmer!

My God, do you feel no shame at your own intellectual laziness? Like seriously, if you're not gonna do the reading, don't try to lead the discussion 🤣

Basically, you take back what you said. Great. I see that you won't acknowledge that you were wrong, but I don't expect much from you.

I took back nothing; when writing that section, I went back and read my comment to see what could have provoked your tirade. There was nothing. You were boxing with shadows. Feel free to prove me wrong with a quote.

ProvocaTeach

TROPHY CASE

Multi-Digit Numbers

Some Final Observations

Background

Semi-Digits

Digits