Main site: www.misterwootube.com Second channel (for teachers): / misterwootube2 Connect with me on Twitter ( / misterwootube ) or Facebook ( misterwootube)
Yep, this and the fact a lot of information we are taught is useless is a strong reason I stand by the fact the teaching system needs a serious improvement or rework.
(6D21) Yuyang Rao not if they could teach and give a good explanation, after all they are teachers so they should give good explanations and make people understand.
omeganik also check out the video Of The Animated Knowledge Channel search "The Animated Knowledge Divide by Zero". I loved that video and hope you will also!
I'm a 60 yr old retired software engineer and I watch Eddie for fun and insight. I had forgotten what e was until I watched his video, and ya, I wish I had him when I was a student, calculus would have actually made sense in class instead of having to teach it to myself from the textbook. Only one problem - those kids are going to feel a little nostalgic when they get to college and wonder where all the Eddies are.
I was fortunate to have one of my maths classes be thought by him for just one lesson, and you could feel the passion of this teacher right in your face. His smile and energy was enough to be make that class interesting.
It actually also works out with the multiple subtraction of 0 from 1; You can subtract 0 from 1 as many times as you want but you will never make it zero. So even after subtracting 0 from 1 infinity times, you still are left with 1. You could say 1 devided by zero is infinity with a remainder of 1. But you could also replace infinity with any other number because subtracting any number of zeros from 1 still doesn't get you any closer to zero.
@@trumtrum5136 15-5-5-5=0 so 15/5=3 since there are 3 5s. 1-0-0-0-0-0-0-0-0-0-0.... will never equal 0, so you cannot do 1/0. His idea of using an infinite amount of 0s doesn't work
Explore the general case. x minus 0, y times gives us the equation x-y*0=0. Solving for the variables will tell us how to evaluate x/0=y. x-y*0=0 x-0=0 x=0 Without needing to know what y is, x is determined to be 0. **It's possible to compute x/0.** Let x =1. 1-y*0=0 1-0=0 1=0 Clearly 1 is not a viable possibility for x. **It is not possible to compute x/0, for x=1.** x/0=y implies x=0, and y remains undefined. 1/0=y implies 1=0, which is a contradiction.
Everyone knows multiplication is repeating adding but they don't really think it. I was taught that in 2nd grade but I never think of it when I multiply.
I wish this guy was my math teacher in school. the passion and energy he brings without making it feel forced is so amazing, I hope those kids realize how lucky they are to have such a good educator teaching them
@@imacsgaming7900 Maybe so. But to a lot of people, they seem like a completely foreign entity, and for 1 reason: they don't actually have someone to teach it to them properly, and they don't have the right resources to teach themselves. Which is a shame, really. Calc is such a fun topic to learn, once you get a handle on limits.
Oh. Well I am not supposed to study this but I am still visiting this channel coz Mr. Woo makes it feel like fun. The energy he carries within him while teaching doesn't just draw my attention but makes me focus to his lectures so calmly that I cannot quit the video even in between
@@morrari690 Yes he does have 1 million followers all which he deserves. So you are just going to ignore everything else just to feed your ego. He probable gave it as an example to show that 0 is undefinable but in the case of 10/1 and 100/1 we know that they are not equal.
@@morrari690 I’m so confused by you. What you say doesn’t make ANY sense... First off, he deserves all his followers and subscribers because he is an amazing and engaging teacher. Second, if you think zero is “definable” then find it out yourself. I’ll be waiting to see what u come up with.
@@morrari690 Wtf you saying? He said 1/0 and 2/0 is equal to infinity, it also means that 1=2 which is not true. On the other hand, your explanation is completely absurd because 10/1 and 100/1 does not have the same results.
That's one reason. Because by that logic infinity x 0 can equal anything so therefore infinity is undefined and since 1/0 = infinity then 1/0 is undefined.
You remind me of my physics teacher 30 years ago. He was as enthusiastic and entertaining. Made all the difference. We learned so much and had fun along the way. Alothough I took the advanced course with a mor difficult exam at the end, I ended up with a zero mistakes and a perfect score. Thanks Mr Meutner. ...and thanks Eddie for taking care of our future generations!
i would say that its more like of an "ooooooh, yeah i didnt think of it that way" because it was a very basic term they forgot after years of schoo, or atleast that's what i hope
I come back to this video often because it explained to me a thing I never understood for decades. These children are so blessed with this teacher and I hope Mr. Woo will have a place in their hearts forever.
Yet I think that perhaps some complex numbers can be ordered. For example, 1+i < 2+i. If all non-real components are equivalent, can then the comparison be valid? Do we really need all non-real components to be zeroed out? This is because this "alternate number line" is parallel to the real number line, so its ordering then could be extended. But without this requirement, then the real-based concept of if a < b and b < c then a < c would not hold and we wouldn't know in which direction to order the alternate number line.
@XLRX "But why can't I divide by zero?" Tries it to see if smoke will start rising from the gears. So how does one reset a frozen "dividing by zero" mechanical calculator? Since 0 • a = 0, it is impossible to solve for a. The solution is 0/0 which could be anything. Such a multiplication is un-doable, hence division by 0 can not be defined. Imagine the 2-point slope formula when the coordinates of only a single point are entered, serving for both points. The result simplifies to 0/0. More info is needed. There are an infinite number of lines that pass through a given point. The slope could be anything. Yet in calculus, we find that the slope can be determined at a given point, as "approaching zero" (between the 2 points) isn't always the same as 0. y=2x. The slope is 2x^(1-1)=2 everywhere on the line. y=x^2. Slope is the derivative 2x^(2-1)=2x. Now it depends upon the x value of your point, as the graph is a curve or more specifically a parabola. Maybe we should have never invented 0? So then 1 - 1 = ? BTW, you can still have 10 without there being a "zero" on the real number line. You would simply have a hole at the origin. BTW, how do you write 0 in Roman numerals? But "X" still exists. 1 • 10 + 0 • 1 = 10, so that is valid. =0 not so much. But I like 0, because when programming, I may actually want to have an empty list or an empty folder. Contains 0 items. Well gee, give me some time to actually put something into my new (empty) folder? When I first tried out Linux, I could not play videos. 0 videos available. What a bummer. No photos nor music either. Much like an empty shell until I started learning what I could do with it.
You’re a superb teacher Mr Woo! One of my maths teachers was also extremely good at proving mathematical theory and I’ve never forgotten him, thank you Mr O’Neil!
Dude used layman's terms to define a limit function in a lesson that any pre-algebra student could understand to explain why n/0 is "undefined." Bravo.
This is awesome. If my math teacher was like this teacher or perhaps this teacher, I would have been far more excited about it. He is not lecturing he is explaining and people are participating. It is very entertaining and engaging. Well done.
this is mostly because maths teachers before you get to calculus don't have degrees in maths, so they can teach it by learning the content by rote, but don't know any of the mechanics behind it or have the deep level of understanding and intuition of someone who's studied maths at a much much higher level. This is also why teachers in general when you get older tend to be more enthusiastic about their given subject, because they were actually interested enough in it to pursue a degree in it or something related to it.
To be fair, this guy is good, but there's one thing he's not making me do here. Solve advanced, complicated math problems! Even with the most charismatic math teacher/professor, there's no avoiding the fact that I need to prove myself, and do the actual work.
Wish I had one tenth of the passion this guy has for teachings and Math. Not exactly for the same subjects, I just wanna find something I'm passionate about like he is about what he's doing.
Woah! I never thought about what *good* morning meant. It was always just a phrase that happend. I never thought that it actually had something to do with mornings
I really like the illustration and how he demonstrates this mathematical conundrum. This is how math should be taught. It baffles the mind on how a simple division problem can cause so many questions and confusion.
I love MATHS the way he teaches it! It makes it so so so damn interesting! The smallest things we use, he even explains that by creating a chaos and then cleaning it all up within such a short span of time! Just love you sir ❤️ Love from INDIA 💫
@Comment King 1th they "can" be. My point is more to why the person's teacher isn't. It gets old. It stops being appreciated. I very much doubt teachers who teach repetitive subjects will carry enthusiasm as the years go on. Its like a factory job. Sure, it starts amazing but eventually it becomes work. And yes, enthusiasm can exist, but not for repetitive subjects. Philosophy or psychology, enthusiasm for days because people are different, numbers are not. Point is, here, there is a camera. Bring a camera with you and say you will upload it, they will give you a show. Celebs fake who they are all the time and you people buy it. Wake up. Just being real. And say what you want, but you will wake up one day and my truth will be heard. Just here and now its annoying. Later, it will become devastating. Your call. Just know, we all wake up to the truth eventually. Look up Jordan Peterson. Do you want a worm of a problem? Or do you want a dragon of a problem? You will need to face one, known as the truths, at one point. I suggest you get on it now.
@Comment King 1th i am talking about education. In psychology and philosophy, many types of people in the world with their own ups and downs so the class is unique or can be. In math, you got numbers and they will be the dame lessons for every single class.
@Comment King 1th Man, do I gotta spell every detail out? Might want to branch away from math once in awhile. Lool outside the box a bit. We were talking about teachers. If you are a 7th grade teacher, every year is the same lessons. In psychology or philosophy, every student has their own life and experience to relate to or place where the teacher can pull examples from to base examples on. No where in our convo did we speak about being students. It was based on "i wish my teacher was enthusiastic." Capeesh?
Thanos Becomes Darkseid my ex teacher didn’t answer any questions, she just said “because you shouldn’t” or “because it is not possible” I hated her so munch
this is the difference between a passionate teacher vs a teacher that is just doing their job. the ladder will just say "you shouldnt" without any context or real meaning. then professors like this and others will show you why you shouldn't. this is especially important in math and science where having a good teacher really can make a huge impact on your learning. most people havent had good teachers and struggle in math because of it
The fact that he's able to explain limits in a down-to-earth manner is just awesome! When I was in my middle school my teacher didn't even attempt to explain it, she just said "you wouldn't understand....just remember it" XD
I know this video is 8 years old but you are brilliant. These kids have NO IDEA they are being set up to understand limits as they journey into calculus. Keep doing what you're doing! I love your videos even as an old salt.
I learned more about calculus from one of these videos than I did in two years of memorizing rules. I need to understand the WHY, and I can’t imagine how much better my report card would’ve been in high school if I could’ve just come home and watched this instead of having to rely on the teacher.
There are a lot of comments on this video mentioning things like, "I wish my teachers did this" or "If only there were more people like this one in the classroom." The very first semester that I taught math at a college level, I used examples somewhat like this to help students understand "why" certain rules existed in math. My thinking was that if a student can understand the *why* at the basic level, the same *why* can be understood when we hit more complex things later in the class (or future math classes). Most students loved this approach and praised having a professor who gave them a little extra; however, there were a couple students who were far less amused. I remember going over those with reviews my supervisor and seeing things like, "There was too much unnecessary detail" and "We're being taught things that we don't need to know." I was mildly conflicted and wondered if I shouldn't be so engaging with the course material; thankfully, that doubt didn't impact my entire approach, but that was enough to show me early on that the student group easily can dictate how the professor performs. I say that to say this: there are definitely professors out there who "just don't care" about what they're teaching, and there are others who have been taught to "do less" because of the population they've taught. Encourage your kids - or yourself - to open a discussion with your professors about what you like in their teaching styles and what you might like to see more often. Hearing that praise makes the difference.
I 100% agree. Students may never realize that they enjoy math, simply because they didn’t receive or understand the “why” part of it that you described. Very well said comment.
I appreciate your working.... And seems like you are a great professor.... But you know one time i did asked my teacher bout a problem and pleaded him to make me understand things with a little more explanation.... All he did was fireback at me.... And say that I don't pay attention... I have too much ego to understand anything...... And he dominated me so much that eventually i started hating maths.... It's not true that every teacher is interested in teaching..... There are some great and dedicated teachers like you as well as some egoistic teacher like mine who don't give a damn bout the students
@@ginny6885 - I can appreciate and understand that reply. As with all things life: there are those who make the best use of a skill, and there are those who waste or abuse it. I try really hard to use the something I call the "Mechanic Metaphor" when it comes to things like this. Everyone who has ever driven a car has a story about going to a mechanic and feeling ripped off by them. The person took forever; they were overcharged; the car issue still wasn't really fixed; so on... even though folks have had this, they STILL went to a new mechanic because they NEEDED one. People will try and try until they find a mechanic that feels like a good fit. Once they find a trustworthy fit, they stick with that mechanic as long as they can. This also applies to math tutors/professors. One professor/tutor can ruin the experience, but there is another professor/tutor out there who will pull everything together along as someone is willing to still look. 💗
@@foxbear60 Yes you are absolutely right....I too found out a far more and most generous sir after that egoist teacher....but I still didn't gained back the love I had for maths....bcz once it was ruined to pieces there were still marks left after fixing it. So yeah I wish I had a teacher like you or the like the video one.
I don't know why RU-vid recommended this to me, but I watched it, because I like math videos, you're a great teacher my dude, this is the kind of thing that speaks to kids and helps them develop their ability. Appreciate the video!
So here we have this passionate Eddie that absolutely loves his students and what he teaches, explaining the concepts of mathematics. This world needs more teachers like Eddie.
the world can have eddie, covid has made this a known fact. we could have 1 teacher, or maybe a few for each language. and tell it to classes on zoom, or on youtube, there doesn't need to be this many teachers if we swap from physical schooling to online
@@mysticflow467 no. His class is very interactive with him and Eddie's motivation may change if it went to merely online. The world needs both because some do better in classes while others do fine online.
@@bryanbowen4193 no what? no to the world can have eddie? he's already on youtube. people from countries around the world are watching him. I don't even know what you're saying no to. make it more clear. yeah sure, having 1 teacher alone for each language is not great, some speak in diff accents, faster/slower, some don't use visuals, some don't use audio. but as far as no to recording and posting it on youtube, eddie is already doing that. I think a main reason people need classes in person is because the lessons are boring asf, so if you're at home you don't have to pay attention, you can go on your phone or open up a different site. but if the content engages the person they'll watch it and learn it.
The very first semester that I taught math at a college level, I used examples somewhat like this to help students understand "why" certain rules existed in math. My thinking was that if a student can understand the *why* at the basic level, the same *why* can be understood when we hit more complex things later in the class (or future math classes). Most students loved this approach and praised having a professor who gave them a little extra; however, there were a couple students who were far less amused. I remember going over those with reviews my supervisor and seeing things like, "There was too much unnecessary detail" and "We're being taught things that we don't need to know." I was mildly conflicted and wondered if I shouldn't be so engaging with the course material; thankfully, that doubt didn't impact my entire approach, but that was enough to show me early on that the student group easily can dictate how the professor performs. I say that to say this: there are definitely professors out there who "just don't care" about what they're teaching, and there are others who have been taught to "do less" because of the population they've taught. Encourage your kids - or yourself - to open a discussion with your professors about what you like in their teaching styles and what you might like to see more often. Hearing that praise makes the difference.
I wish my math teacher was as good as him. This guy gets everyone hooked. Like I got hooked over something that will not be useful under any circumstances yet I learned something. This guy is good.
No mate, the subject gets you hooked. The teacher just introduces it the right way If someone sells you snake oil, they might be a good salesman but you soon realise what you have is worthless. Maths is interesting, that's why you are interested!
I used to think maths was never going to help me in the 'real world'. Big mistake!! Maths is everywhere and is especially helpful for writing code. Wish I'd learnt more while I was younger!
Absolutely. I've never been a fan of math. I was afraid of it. Somehow I stumbled on one of his video. Now I feel so bad cuz I didn't opt for math in high school and it's too late now.. but again if I opted math.... My teacher's wouldn't be nowhere near good as him so thats a big ass relief.
@@morrari690 i think you missed the point -_- you are clearly getting different answers here (10/1=10) and (100/1=100) so of course 10 is not equal to 100 because even though the denominator is the same, the answers are different. When Eddie explains at 5:45, the denominator is the same AND the derived answer (infinity) is the same. if the denominator and the answer remain the same then the numerator has to be equal. in this case, 1=2 but that is fundamentally wrong. hence infinity is not the answer. that's what he is trying to get at. another way to look at it is from his initial explanation of repeated subtraction. even if I take away infinite 0s from a number, I still won't reach nothing. Hence, again, infinity cannot be the answer.
@@morrari690 lol you are right, I have no idea what you are talking about because you make no sense. maybe English is not your first language? improve your articulation and comprehension first because clearly you have missed my point and your sentences don't make sense. cheers :)
I wish more teachers made math fun. It's such a beautiful explanation of our world and universe, but so many people run away because they've been exposed to it in the wrong way.
This guy made me want to become a mathematician, he made me giggle over math, he made me get excited like a little child who just got a new toy for MATH, in a matter of couple minutes. Bless this guy.
This isn’t the forum for bullying. That is an unnecessary and pointless comment. We are all here to learn. If you bully children in Eddie’s class, they will be less likely to participate, will not have their misunderstandings corrected, and will be less likely to learn. Please remove your comment Alper Aydeniz.
Kate Ryder what are you talking about. He’s teaching an honors math class and he asked his kids what 1 divided by .1 was and a kid said 9000. The teacher then didn’t even reprimand the student for being an obvious troll or didn’t even stop to see if anyone has an idea what is happening.
Let a=b 1. a = b multiply both sides by a 2. a^2=ab subtract b^2 on both sides 3. a^2-b^2 = ab-b^2 factorize both sides 4. (a+b)(a-b) = b(a-b) cancel (a-b) 5. a+b = b since a=b we can write 6. b+b = b 7. 2b = b cancel b on both sides 8. 2=1?? How? In step 5, we canceled (a-b) on both sides, but since a=b, a-b = 0, so canceling (a-b) is the same as dividing by zero. Dividing by zero let us prove 1=2, we cannot divide by zero.
@@not4coforyou375 you definitely do tho. If you have a teacher constantly screaming at you for making small mistakes, you won't find math fun at all, because for you math will be connected to that teacher
Be me. Have computer science degree. Have high level graduate math courses under my belt. Be me. Learn high school math again because Eddie Woo makes it fun to learn.
@@EsDoncoryep. i have no need to watch these basic math lessons (in fact, i think i'm wasting my time when i could be getting on with the maths i do know), but this guy makes lessons so fun... but i never had a fun maths teacher, only shitty ones.
I once did something similar though with simple trig, I turned 25/5 into 25-5x=0 which has the same output as division, replace 25 and 5 with 0 and I figured out you can divide zero by zero which was very interesting, but you have to have some value with x to divide by or else you can't solve it. My family did not like how much of a fuse I made over it.
his avatar pic is from a video game called Epic Battle Fantasy 3. actually hes the creator of the game i think. I like the wizard girl shes such a cute red head
He taught limits in such a manner that a person who don't know anything about limits can understand. You can only teach effectively when you are more excited about your subject than the students. His passion for maths is admirable.🙏🏽
@VPN Rocks I know. But what I am trying to say that when they teach maths in HS ; they only tell procedures. I was pretty good in calculus but I couldn't understand how they work and why we do that until I was in UG.
the opposite of empty is full and the number line is infinite in length so the reciprocal of zero is infinity but since infinity is not well defined like a number is, division by zero is considered undefined.
I'm an electrical engineer with years of experience. I took tons of math classes as an undergraduate and not one professor explained this as well as Mr. Woo. Good job sir!
but unfortunately he was horribly wrong. You can not buy a calculator that will display infinity nor with a infinite option. second he said 1/0 can not equal 2/0. wrong. he compared that to 1/1 can not equal 2/1. anything divided by 0 is equal to infinite and infinite is what cant not be defined. he made a complete a$$ of himself. hes not a good teacher at all im afraid.
@@hvacwiz7877 No. Any NUMBER divided by 0 is undefined, it's not infinity. Infinity is NOT a number, and this is not a limit. There you can use the infinity word, here you can't. By the way, stop saying the same answer at any youtube comment, mostly when you have no IDEA what are you talking about, because it will take for you more time to remove all the comments, Jesus...
@@hvacwiz7877 there is no point arguing with you, which obviously knows nothing but thinks know everything. You don't even know the difference between an operation and a limit. Keep thinking whatever you want, bye.
It also breaks down at the 1/0 = (negative infinity) = 2/0 part, because then any division multiplied by the divisor should get the divident back. But both 1/0 and 2/0 (and, by extension, of course, any number) multiplied by 0 is 0. So in this case, (1/0)x0 =0, but then 1 = 0, which is just not the case.
What the hell? How could he not answer such a simple question lmao. You could just say for a multivariable function the partial derivative checks to see how the output changes for sensitive changes to one variable. This can be interpreted as a tangent slope or many different ways. Very strange.
@@mihawk9981 Oh my God, I know it was a lame joke, but what the hell did it do to you? Don't take it that hard, I didn't slap anyone for God's sake -.-
Remainders. No remainder with multiplication. You can't always divide one integer (say) into another without something left over. But you knew that. So division isn't always repeated subtraction, not with remainders?
@@2highbruh you know about division by fractions? Wait no that's just repeated subtraction. 1 ÷ 0.1, 1 -0.1 -0.1 -0.1 -0.1 -0.1 -0.1 -0.1 -0.1 -0.1 -0.1 = 0 So 1 ÷ 0.1 = 10 You know about division by negatives? Wait no that also just repeated subtraction with extra steps +15 ÷ -5 = (+15) -(-5) -(-5) -(-5) Turn the symbol negative by making the other symbols positive. +(+15) +(-5) +(-5) +(-5) = 0 15 -5 -5 -5 =0 So 15 ÷ -5 = -3 Idk anymore
@@squidwardsquad - inverse of + × inverse of ÷ √ inverse of ² Antiderivatives inverse of derivatives That's one of the thing I like aboht math. Finding the inverses of everything
Great teaching. I find the repeated subtraction model more convincing for younger students as it avoids the asymptotic behaviour and undefinable reality
I wish my high school math teachers actually bothered explaining this to me when I was younger. I hated math because it was a lot of memorization. When I got older and learned WHY things are the way they are, all of a sudden, I was intrigued by math and started to love it.
