I think the image is discussing the two ways most people interpret the (deliberately slightly obtuse) equation 6 / 2(1+2)
Following BEDMAS BOMDAS PEMDAS or however you call it in your area as written, the correct interpretation is interpretation #2, which resolves to 9,
However many people also interpret the implitic multiplication in 2(1+2) to have higher priority, or makes the 2 and () into one unit, as if put into Parentheses, which leads to interpretation #1, which resolves to 1.
The real answer is to make the original question less obtuse, but any parsing algorithm correctly given the rules of mathematical notation would resolve it to 9
The rest of my response is just for extra clarification
If we assume the second equation is true, then the first would have to be represented as (6 * (1 + 2)) / 2, which is (6 * 3) / 2, which is 18 / 2, which is 9. This means the mistake was made by multiplying the fraction with (1 + 2) by incorrectly placing it in the denominator instead of the numerator. I think the image is supposed to be a tongue-in-cheek troll as the two equations are non-preserving transformations of each other. It’s a common mistake that is made in arithmetic.
Unfortunately the step by step solutions are now locked behind a subscription.
Following BEDMAS BOMDAS PEMDAS or however you call it in your area as written, the correct interpretation is interpretation #2, which resolves to 9
Both problems are valid on their own. There’s no correct interpretation. If we want to assume they were supposed to be equal to each other, this means one was incorrectly transformed from the other due to common mistakes that occur with two-dimensional fractions. The horizontal line between a fraction is not equal to / without implicit parentheses applied, otherwise the horizontal line would only apply to the first number, which is not the point of a two-dimensional fraction.
My bad on typing 6 as the final number, typo.
I think the image is discussing the two ways most people interpret the (deliberately slightly obtuse) equation 6 / 2(1+2) Following BEDMAS BOMDAS PEMDAS or however you call it in your area as written, the correct interpretation is interpretation #2, which resolves to 9,
However many people also interpret the implitic multiplication in 2(1+2) to have higher priority, or makes the 2 and () into one unit, as if put into Parentheses, which leads to interpretation #1, which resolves to 1.
The real answer is to make the original question less obtuse, but any parsing algorithm correctly given the rules of mathematical notation would resolve it to 9
I just realized where the confusion is coming from:
A fraction written in the formation as shown in the image has implicit parentheses over the numerator and the denominator (as well as the entire fraction) that need to be explicitly written when converted to single-line form.
The rest of my response is just for extra clarification
If we assume the second equation is true, then the first would have to be represented as (6 * (1 + 2)) / 2, which is (6 * 3) / 2, which is 18 / 2, which is 9. This means the mistake was made by multiplying the fraction with (1 + 2) by incorrectly placing it in the denominator instead of the numerator. I think the image is supposed to be a tongue-in-cheek troll as the two equations are non-preserving transformations of each other. It’s a common mistake that is made in arithmetic.
Here are the equations in WolframAlpha:
https://www.wolframalpha.com/input?i2d=true&i=Divide[6%2C2\(40)1%2B2\(41)]
https://www.wolframalpha.com/input?i2d=true&i=Divide[6%2C2]\(40)1%2B2\(41)
Unfortunately the step by step solutions are now locked behind a subscription.
Both problems are valid on their own. There’s no correct interpretation. If we want to assume they were supposed to be equal to each other, this means one was incorrectly transformed from the other due to common mistakes that occur with two-dimensional fractions. The horizontal line between a fraction is not equal to / without implicit parentheses applied, otherwise the horizontal line would only apply to the first number, which is not the point of a two-dimensional fraction.