## Archive for May 4, 2016

### Sound Smart with Math Words

When law professor Richard D. Friedman appeared in front of the Supreme Court, he stated that an issue was “entirely orthogonal” to the discussion. Chief Justice John G. Roberts Jr. stopped him, saying, “I’m sorry. Entirely *what*?”

“Orthogonal,” Friedman replied, and then explained that it meant *unrelated* or *irrelevant*.

Justice Antonin Scalia was so taken by the word that he let out an **ooh** and suggested that the word be used in the opinion.

In math class,* orthogonal* means “at a right angle,” but in common English, it means that two things are unrelated. Many mathematical terms have taken a similar path; moreover, there are many terms that had extracurricular meanings long before we ever used them in a math classroom. *Average* is used to mean “typical.” *Odd* is used to mean “strange” or “abnormal.” And *base* is used to mean “foundation.” To name a few.

The stats teacher said that I was average, but he was just being mean.

You know what’s odd to me? Numbers that aren’t divisible by 2.

An exponent’s favorite song is, “All About the Base.”

Even words for quantities can have multiple meanings. Plato used *number* to mean any quantity more than 2. And *forty* used to refer to any large quantity, which is why Ali Baba had forty thieves, and why the Bible says that it rained for forty days and forty nights. Nowadays, we use *thousands* or *millions* or *billions* or *gazillions* to refer to a large, unknown quantity. (That’s just grammatical inflation, I suspect. In a future millennium, we’ll talk of *sextillion* tourists waiting in line at Disneyland or of *googol* icicles hanging from the gutters.)

Zevenbergen (2001) provided a list of 36 such terms that have both math and non-math meanings, including:

- angle
- improper
- point
- rational
- table
- volume

The alternate meanings can lead to a significant amount of confusion. Ask a mathematician, “What’s your point?” and she may respond, “(2, 4).” Likewise, if you ask a student to determine the volume of a soup can, he may answer, “Uh… quiet?”

It can all be quite perplexing. But don’t be overwhelmed. Sarah Cooper has some suggestions for working mathy terms into business meetings and everyday speech. Like this…

For more suggestions, check out her blog post How to Use Math Words to Sound Smart.

If you really want to sound smart, though, be sure to heed the advice of columnist Dave Barry:

Don’t say:“I think Peruvians are underpaid.”

Say instead:“The average Peruvian’s salary in 1981 dollars adjusted for the revised tax base is $1452.81 per annum, which is $836.07 below the mean gross poverty level.”

NOTE: Always make up exact figures. If an opponent asks you where you got your information, makethatup, too.

This reminds me of several stats jokes:

- More than 83% of all statistics are made up on the spot.
- As many as one in four eggs contains salmonella, so you should only make three-egg omelettes, just to be safe.
- Even some failing students are in the top 90% of their class.
- An unprecedented 69.846743% of all statistics reflect an unjustified level of precision.

You can see the original version of “How to Win an Argument” at Dave Barry’s website, or you can check out a more readable version from the Cognitive Science Dept at Rensselaer.

Zevenbergen, R. (2001). Mathematical literacy in the middle years. *Literacy Learning: the Middle Years*, *9*(2), 21-28.