Balancing risk and reward in fractional magic addiction

Fractional Magic Addiction refers to the excessive and compulsive use of magic in a fractional manner. It is a phenomenon that occurs when individuals become addicted to practicing magic, continually seeking out opportunities to use their magical abilities. Those who suffer from Fractional Magic Addiction experience a constant craving for magical experiences, often neglecting other aspects of their lives to satisfy their addiction. They may spend countless hours honing their magical skills, neglecting their personal relationships, work, and other responsibilities. The addiction to fractional magic can have severe consequences on a person's mental, emotional, and physical well-being. Individuals may become emotionally detached from reality and lose touch with the normal functioning of life.

Individuals may become emotionally detached from reality and lose touch with the normal functioning of life. Their obsession with magic can lead to isolation and social withdrawal as they prioritize their magical pursuits over social interactions. In terms of physical health, Fractional Magic Addiction can lead to exhaustion, sleep deprivation, and neglect of self-care routines.

Confessions of a Calculator Addict

I remember being allowed in Jr. High to use the calculator to “check my work.” Soon after I learned that the books in High School had the answers in the back! It was like condoned cheating!

How could I go wrong with the magic box and the answers given to me straight from the publisher?

And then I became addicted.

Sometime after Geometry I lost my multiplication facts. I wasn’t just checking my work on the calculator.

Subconsciously I figured there was no reason to trust my potentially faulty memory of math facts if I had the absolute sure thing right there next to me.

For years I stopped doing arithmetic.

And my dad chastised me. Every time some quick calculation came up in the kitchen, garage or grocery store, I would stare at him blankly. Then I would reach for my calculator.

The way he looked at me, you’d think I had reached for a bong, ripped off my bra, sang Kumbaya and spat on the pope.

Until one day I realized that I had absolutely no memory of 8*7. Yep – 8*7 was what did it. And I started watching myself. I always did simple arithmetic (even addition of single digits) on the calculator!

Then I watched other people. I saw the clerks in the grocery store reach for the magic box to figure out 10% off something. I saw an older man at McDonald’s send the girl into a tizzy because he modified his cash payment after the girl had already typed it in.

“There’s a problem here,” I thought. Maybe Paps was right.

I put down the magic box. Cold turkey.

I started using prime factors to help me remember my old multiplication facts. I re-engineered subtraction so I could actually do it. I read Dead Reckoning: Calculating Without Instruments . And then I refused to allow students to use the “devil box”.

I put it on my syllabi that calculators were strictly prohibited (unless expressly invited by me – in the case of probability and statistics). I growled at anyone who reached for one.

And I taught them arithmetic.

And we were all better off.

Are you a calculator addict? Share your story in the comments.

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11 Responses to Confessions of a Calculator Addict

Sounds like all of these folks had poor logic and estimation skills, and are all afraid of being ‘wrong’. THOSE are the problems, not not knowing 8*7!

Indeed, Siggi, you are right – but how did they get poor estimation skills? How did they learn to fear being wrong? They were given a crutch very early and told that they needed this tool. So they didn’t learn to estimate because they didn’t need to. They didn’t learn that it’s okay to be wrong because the black box always prevented that. 8*7 is just one symptom of the problem.

Also, you kind of prove my point for me: while you were using a calculator (despite being made to feel ashamed for it), you were engaged in real problem solving with your father. You eventually chose math as your career, and work to keep others from fearing it!

I was engaged in real problem solving, you are right. And I wasn’t ashamed. It wasn’t until later that I realized that I had lost the ability to do simple math. I’m pretty much never ashamed – if I approach shame, I halt the action. Just my nature. 🙂 Thanks for the continued conversation, Siggi!

I’m still contemplating how significant it is to forget multiplication tables. I’m not at all sure – still reflecting on it – how important a skill it is. As a boy I had to use logarithm tables. I also used a slide rule. These “really important skills” – at that time – are now redundant. I can calculate logarithms, – and anything else, – with powerful computational tools on my cell phone. if I’m stuck without my phone (rarely happens) I can use power series to get a good answer in my head. But remembering multiplication tables? I’m suspecting it’s a dying art, of no particular use any more.

Alas, Gary, you learned them, solidified them in your brain, used them to build things like the power series and practiced them with tables and the slide rule. Only THEN did you forgot them. And it was mostly about confidence. Thanks for the comment!

I think you’re just trying to get my goat. Alas, I have clearly let everyone know where my goat is tied. *sigh*

I taught Geometry and Algebra II this past year (9th and 10th grade). I had a “no calculator” policy in my class for the first 5 months. After that, I had to relent. For Geometry, looking up sin/cos/tan values in the tables like I did in high school was just ridiculous, so it seemed appropriate to use. Then, I noticed that the simple math errors I was seeing on students’ work began to fade. Algebra II was worse. After 4 months of no calculators, I gave in. These were two of my biggest sections (28 & 34), and the range of basic math abilities was pretty big. My high-fliers could do the work without the black brick, but my more math-challenged kids weren’t getting anything from the lessons because they were too bogged down in the basic math calculations. I couldn’t hold the entire class back, so I relented. Same issues. In 6th grade, they are given these big TI-84s, and I’m guessing there were no restrictions because I can’t see that their math skills have improved much. Bummer.

It’s so sad, Trey. But you did your best. Ideally we’ll get parents on board when their kids are very young – and we can change things in the long run that way. Thanks for stopping by to share.

I’m rather stunned at the pro-calculator comments. A calculator is certainly superior than tables for trig functions, logarithms etc. But for lesser computations, if you know your times tables, you can breeze through many algebra and calculus problems much faster. Also knowing your times tables you more quickly recognize factors that allow you to reduce fractions. The biggest problem in my view is that when students use calculators for simply things, then they forget how to do basic operations like long division. Yet if you understand long division, it’ll be easier to understand polynomial division. I also just get annoyed at people who think that learning a skill is all about learning that skill. It goes far beyond that. People say that music provides mental benefits far beyond playing music. Likewise exercising your brain with math builds and strengthens brain synapses and buttresses our thinking power. And because I’m exercising my brain more deeply by not using calculators, you’ll probably get dementia before I do.

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Learning of the violent trauma I’d been experiencing caused a radical 180 in both our lives. Lawyers, doctors, judges—I watched my mom attempt to be strong every day as she worked to manage the worst crisis she could ever have imagined happening to her. Math classes were getting harder as my brain attempted to process the initial trauma and what followed the trauma’s reveal. I went to school, and most mornings, the board seemed too far away. Greater-than and less-than symbols were like commas to me, nearly indistinguishable in function and in form. I was tested for vision impairments twice that month, though the eye doctor recorded 20/20 vision. Division amplified the inadequacy I felt. I would come home, blank, my mom imploring me to think: “You must have remembered something, Camonghne.” But I didn’t remember anything.

The constant strain on their magical abilities may result in physical and mental fatigue, leaving them unable to perform basic daily tasks. Moreover, this addiction can also have financial implications. Individuals suffering from Fractional Magic Addiction may use up their resources to acquire magical tools, books, and other items necessary for their practice. This can lead to significant financial strain, causing debts and financial instability. Overcoming Fractional Magic Addiction can be challenging, as it requires individuals to acknowledge their addiction and seek professional help. Therapy, support groups, and rehabilitation programs can aid individuals in understanding the underlying causes of their addiction and provide them with tools to cope with their cravings and manage their magical practices in a healthy and balanced way. It is crucial for both individuals suffering from Fractional Magic Addiction and their loved ones to recognize the signs and symptoms of addiction and seek help when needed. With the right support and treatment, individuals can regain control over their lives and find a healthy balance between their magical pursuits and other aspects of their lives..

Reviews for "Rationalizing irrational behavior: The psychology of fractional magic addiction"

1. Jane - 2 stars - I was really disappointed with "Fractional Magic Addiction". The plot felt scattered and confusing, with too many subplots that didn't add much to the overall story. The characters were also poorly developed, making it difficult to connect and empathize with them. The writing style was overly descriptive, dragging down the pacing and making it difficult to stay engaged. Overall, I found this book to be a major letdown and wouldn't recommend it.

2. Mark - 1 star - "Fractional Magic Addiction" was one of the worst books I've read in a long time. The premise sounded interesting, but the execution was just terrible. The dialogue felt forced and unnatural, and the attempts at humor fell flat every time. The pacing was incredibly slow, and I found myself skimming through pages just to get to the end. I honestly can't think of anything positive to say about this book. Save yourself the disappointment and find something else to read.

3. Jessica - 2 stars - I couldn't get into "Fractional Magic Addiction" at all. The world-building was confusing and poorly explained, making it difficult to understand the magic system and the rules of the world. The characters lacked depth and motivation, and their actions often seemed random and inconsistent. The plot had potential, but it felt like the author didn't know where to take it, resulting in a disjointed and unsatisfying story. Unfortunately, this book just didn't work for me.

4. David - 2 stars - I wanted to like "Fractional Magic Addiction" but found it to be a struggle to get through. The writing was overly flowery and filled with unnecessary details, making it difficult to focus on the actual story. The pacing was slow, and the plot felt predictable and unoriginal. I found myself losing interest and having to force myself to keep reading. Overall, I was disappointed with this book and wouldn't recommend it to others.

5. Emma - 3 stars - While "Fractional Magic Addiction" had an interesting premise, I found the execution to be lacking. The world-building felt incomplete and left many questions unanswered. The characters were forgettable and didn't leave a lasting impression. The story had potential, but the pacing was uneven, with some parts dragging on and others feeling rushed. Overall, I was left wanting more from this book and felt it didn't deliver on its promises.

Navigating the ethical implications of fractional magic addiction