deepbass909 schreef op donderdag 30 november 2006 @ 12:53:
Ik heb altijd geleerd dat de limiet 0,99999... 1 benadert, maar het nooit wordt.
Als ik de wikipedia pagina lees, zie ik 1 enorme wiskundige fout. 0,99999 = 1, maar wat niet klopt is 0,99999=1,00000 . Het verschil is afronding.
Je kan mij niet wijsmaken dat 0,99999... (met oneindig aantal 9's) gelijk is 1,00000... (met een gelijk aantal 0-en).
Dat is jammer.
Ik kan net zo goed 1/1, 3-2, of 1,00000000 schrijven; het blijft hetzelfde getal: "een".
Als het een ander getal is, dan moet er een getal bestaan dat tussen 0,999.. repetent en 1 in zit.
Welke is dat, wat is het verschil?
En waar rond ik af?
Je rond alleen af als je stopt met decimalen tellen.

Nergens rond ik 0,999.. repetent af.
0,999... repetent is gewoon een getal, het gaat nergens heen (het komt niet dichter en dichter bij 1; het is gelijk aan 1, of niet, een andere mogelijkheid is er niet).
Ik dacht dat een reeks maar één limiet kon hebben.
Het limiet van:
0,9
0,99
0,999
0,9999
0,99999
...
is
0,9999...
Dus deze reeks komt oneindig dicht bij 0,9999... repetent.
Maar het komt ook oneindig dicht bij 1,0000, dus dat is ook het limiet van die reeks.
Daarom zijn ze exact hetzelfde!
Mensen begrijpen het begrip "oneindig" volgens mij niet echt.
There is no distinction between saying the sum of the series equals one on the one hand, but merely converges to one on the other. When talking about infinite sums, convergence is the only game in town. Saying the sum equals one and saying the series converges to one are two different ways of saying the same thing (with the second formulation a bit more precise).
The commenter asks if n actually reaches infinity or if it merely approaches infinity. The answer is that infinity is not a final destination for wandering variables. The entire phrase “as n approaches infinity” has a precise definition. You should not think of this phrase as indicating that n is the sort of thing that goes places, infinity is a place for it to go, and the word “approaches” means the same thing here as it means in every day speech.
Going back to the problem that started it all, I would express things as follows: The expression .9999... repeating is a short-hand way of writing the number obtained when the infinite series
(9/10) + (9/100) + (9/1000) + ...
is evaluated. It is a consequence of the way the sum of an infinite series is defined that the series above converges to one. Therefore, it is meaningful to say that the expression .99999... repeating is another way of writing the number one.
The final point is that there is no philosophical question here. That .9999... repeating is a logical consequence of the way various terms are defined, and that is all.
Denk er eens over na, wat is 1 - 0,999.. ?
1 - 0,9 = 0,1
1 - 0,99 = 0,01
1 - 0,999 = 0,001
1 - 0,999... = ????
Dus volgens jou logica moet dat zijn: 1 - 0,999... = 0,0000 ... 1?
Oneindig veel nullen, dat nooit stopt, met een 1 er achter.
Als je aanneemt dat het getal (gewoon een getal, niets meer niets minder) 0,999... bestaat, dan moet je ook aannemen dat het gelijk is aan 1.
Veel mensen geloven niet dat 0,999... gelijk is aan 1, maar geloven wel gewoon dat 0,999... een getal is.
Meer valse tegenargumenten:
"0.9999... and 1 are obviously different numbers."
Not good enough. Intuition counts for nothing. In mathematics, proof is everything, and "obvious" means "a proof springs immediately to mind". Please PROVE that 0.9999... and 1 are not equal. Without proof, no hunch, feeling, or intuition is worth anything.
"1 and 0.9999... are written differently, therefore they are different numbers."
There are many ways of writing ANY number. You could write 1/1, or 2/2, or 9/9, or 2-1, or 1.0, or 1.00, or 1.0000... or any number of other expressions, and all of them ultimately have the same meaning, "one".
"0.9999... is a concept, not a number."
All numbers are concepts. Some numbers, like 1, have stronger links to reality than others, but we are looking at mathematics here, not the real world. If you're going to throw away numbers which can't concretely exist, then you're throwing away pi, e, i, zero, and, frankly, almost all of mathematics.
"There is a rounding error. 0.9999... and 1 are approximately equal."
Do you see any rounding or approximation going on around here? That only happens when you stop counting after a certain number of decimal digits. But I have kept and counted every single one of the infinitely many decimal digits in my proofs. No rounding, no error.
"0.9999... gets closer and closer to 1, but never reaches it."
Closer and closer? How can it be getting closer and closer? It's one number!
"0.9999... is a decimal representation of infinity, not a number."
Well, how come it's DEFINITELY bigger than 0.5 and smaller than 2? FACT: Just because something has infinitely many pieces doesn't mean it's infinite. Zeno figured this out 2500 years ago.
"My mate/my dad/my mathematics teacher/Professor Stephen Hawking told me that 0.9999... and 1 were different numbers."
They were wrong. In science, credentials are as worthless as intuition (above). Proof is everything.
"I still don't believe it, and I'm entitled to my own opinion."
Mathematics is unlike regular science in that we can actually prove things, permanently, for real, instead of just finding increasing amounts of evidence supporting our hypotheses. That's why we have what we call "theorems" instead of theories. That point nine recurring equals one is just such a theorem (although it's so easy that it's barely worth the name). You aren't in a position to argue or debate about it. It's a fact. Your opinion is wrong.
You are entitled to be wrong, I suppose, but if you do intend to refuse to listen to clear, patient, accurate reasoning then I must request that you please distance yourself from any future discussions that you may encounter on this topic, for the benefit of everybody who is actually interested in the subject.
Jij komt wel overeen met wat er in de wikipedia link hierboven staat:
• Students are often "mentally committed to the notion that a number can be represented in one and only one way by a decimal." Seeing two manifestly different decimals representing the same number appears to be a paradox, which is amplified by the appearance of the seemingly well-understood number 1.
• Some students interpret "0.999…" (or similar notation) as a large but finite string of 9s, possibly with a variable, unspecified length. If they accept an infinite string of nines, they may still expect a last 9 "at infinity".
• Intuition and ambiguous teaching lead students to think of the limit of a sequence as a kind of infinite process rather than a fixed value, since a sequence need not reach its limit. Where students accept the difference between a sequence of numbers and its limit, they might read "0.999…" as meaning the sequence rather than its limit.
• Some students regard 0.999... as having a fixed value which is less than 1 but by an infinitely small amount.
• Some students believe that the value of a convergent series is an approximation, not the actual value.