The butterfly effect: this obscure mathematical concept has become an everyday idea, but do we have it all wrong?

Edward Lorenz’s mathematical weather model showed solutions with a butterfly-like shape. Wikimol

In 1972, the US meteorologist Edward Lorenz asked a now-famous question:

Does the flap of a butterfly’s wings in Brazil set off a tornado in Texas?

Over the next 50 years, the so-called “butterfly effect” captivated the public imagination. It has appeared in movies, books, motivational and inspirational speeches, and even casual conversation.

The image of the tiny flapping butterfly has come to stand for the outsized impact of small actions, or even the inherent unpredictability of life itself. But what was Lorenz – who is now remembered as the founder of the branch of mathematics called chaos theory – really getting at?

A simulation goes wrong

Our story begins in the 1960s, when Lorenz was trying to use early computers to predict the weather. He had built a basic weather simulation that used a simplified model, designed to calculate future weather patterns.

One day, while re-running a simulation, Lorenz decided to save time by restarting the calculations from partway through. He manually inputted the numbers from halfway through a previous printout.

But instead of inputting, let’s say, 0.506127, he entered 0.506 as the starting point of the calculations. He thought the small difference would be insignificant.

He was wrong. As he later told the story:

I started the computer again and went out for a cup of coffee. When I returned about an hour later, after the computer had generated about two months of data, I found that the new solution did not agree with the original one. […] I realized that if the real atmosphere behaved in the same manner as the model, long-range weather prediction would be impossible, since most real weather elements were certainly not measured accurately to three decimal places.

There was no randomness in Lorenz’s equations. The different outcome was caused by the tiny change in the input numbers.

Lorenz realised his weather model – and by extension, the real atmosphere – was extremely sensitive to initial conditions. Even the smallest difference at the start – even something as small as the flap of a butterfly’s wings – could amplify over time and make accurate long-term predictions impossible.

The ‘Lorenz Attractor’ found in models of a chaotic weather system has a characteristic butterfly shape. Milad Haghani, CC BY

Lorenz initially used “the flap of a seagull’s wings” to describe his findings, but switched to “butterfly” after noticing a remarkable feature of the solutions to his equations.

In his weather model, when he plotted the solutions, they formed a swirling, three-dimensional shape that never repeated itself. This shape — called the Lorenz attractor — looked strikingly like a butterfly with two looping wings.

Welcome to chaos

Lorenz’s efforts to understand weather led him to develop chaos theory, which deals with systems that follow fixed rules but behave in ways that seem unpredictable.

These systems are deterministic, which means the outcome is entirely governed by initial conditions. If you know the starting point and the rules of the system, you should be able to predict the future outcome.

There is no randomness involved. For example, a pendulum swinging back and forth is deterministic — it operates based on the laws of physics.

Systems governed by the laws of nature, where human actions don’t play a central role, are often deterministic. In contrast, systems involving humans, such as financial markets, are not typically considered deterministic due to the unpredictable nature of human behaviour.

A chaotic system is a system that is deterministic but nevertheless behaves unpredictably. The unpredictability happens because chaotic systems are extremely sensitive to initial conditions. Even the tiniest differences at the start can grow over time and lead to wildly different outcomes

Chaos is not the same as randomness. In a random system, outcomes have no definitive underlying order. In a chaotic system, however, there is order, but it’s so complex it appears disordered.

A misunderstood meme

Like many scientific ideas in popular culture, the butterfly effect has often been misunderstood and oversimplified.

One common misconception is that the butterfly effect implies every small action leads to massive consequences. In reality, not all systems are chaotic, and for systems that aren’t, small changes usually result in small effects.

Another is that the butterfly effect carries a sense of inevitability, as though every butterfly in the Amazon is triggering tornadoes in Texas with each flap of its wings.

This is not at all correct. It’s simply a metaphor pointing out that small changes in chaotic systems can amplify over time, making long-term outcomes impossible to predict with precision.

Taming butterflies

Systems that are very sensitive to initial conditions are very hard to predict. Weather systems are still tricky, for example

Forecasts have improved a lot since Lorenz’s early efforts, but they are still only reliable for a week or so. After that, small errors or imprecisions in the starting data grow larger and larger, eventually making the forecast inaccurate.

To deal with the butterfly effect, meteorologists use a method called ensemble forecasting. They run many simulations, each starting with slightly different initial conditions.

By comparing the results, they can estimate the range of possible outcomes and their likelihoods. For example, if most simulations predict rain but a few predict sunshine, forecasters can report a high probability of rain.

However, even this approach works only up to a point. As time goes on, the predictions from the models diverge rapidly. Eventually, the differences between the simulations become so large that even their average no longer provides useful information about what will happen on a given day at a given location.

A butterfly effect for the butterfly effect?

The journey of the butterfly effect from a rigorous scientific concept to a widely popular metaphor highlights how ideas can evolve as they move beyond their academic roots.

While this has helped bring attention to a complex scientific concept, it has also led to oversimplifications and misconceptions about what it really means.

Attaching a metaphor to a scientific phenomenon and releasing it into popular culture can lead to its gradual distortion.

Any tiny inaccuracies or imprecision in the initial description can be amplified over time, until the final outcome is a long way from reality. Sound familiar?

For more such insights, log into www.international-maths-challenge.com.

*Credit for article given to Milad Haghani*


English children lag behind in geometry – parents can help them learn through play

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Geometry is an important branch of mathematics, which we use to understand the properties of 2D and 3D space such as distance, shape, size and position. We use geometry every day: cutting paper to wrap a present, calculating the area of a room to tile a floor, and interpreting pie charts and bar graphs at work. Even noticing when a picture on the wall is askew draws on our geometrical understanding.

But although children in England excel in mathematics compared to many countries, their scores in geometry are significantly below their overall mathematics scores. This pattern has held consistently for children in both year five (ages nine and ten) and year nine (ages 13-14) since 2015.

The solution might lie in improving children’s spatial skills: something that could be done through activities as simple and fun as playing with jigsaws, toy cars or construction sets.

Spatial thinking is the ability to understand the spatial properties of objects, such as their size and location, and to visualise objects and problems. Try, for instance, to picture a cube in your mind. How many sides does it have? You’ve just used spatial visualisation skills to work it out.

Research consistently shows that children who are good at spatial thinking are good at maths, and that spatial training is effective for maths improvement.

Despite this, spatial thinking isn’t an area of focus in schools. Instead, the current mathematics curriculum has a strong focus on number.

For example, the current geometry curriculum doesn’t include visualisation. Visualisation is the ability to imagine and manipulate spatial information in the mind’s eye. It is an aspect of spatial thinking which is foundational to mathematics. The inclusion of more spatial thinking would have benefits across the teaching of maths. As well as being central to geometry, it helps with reading graphs, rearranging formulae and problem solving.

In the meantime, though, parents can help their children develop spatial skills at home. Here are some tips for pre-school and primary age children.

Spatial play

When doing a jigsaw, ask your child if they can turn the piece in their imagination, rather than trying different options with the real piece, to work out where it goes. This draws on visualisation.

Your child may well have received a craft kit, marble run or construction set for Christmas. Any toy like this with pictorial instructions – diagrams you have to follow to construct something – requires spatial skills.

Encourage your child to look at the instructions and then back at their creation. This engages visual memory: the ability to maintain an image in memory for a small amount of time. This is important for holding numbers in mind during mathematical problem solving.

If your child likes playing with dollhouses, toy cars or toy farms, ask them about differences in scale – whether, for instance, a doll’s hat would fit on their own head. You could ask them to draw a road for their toy cars, thinking about how big it will have to be to fit them.

Small-word play can help develop spatial skills. Kolpakova Daria/Shutterstock

This encourages the development of spatial scaling, a spatial skill that children can later employ when reasoning about proportions or working with fractions.

For pre-school children, simple activities like sorting teddies by size and labelling them “small,” “medium,” or “large,” can build an early foundation for spatial reasoning.

While playing with your children, try to use spatial language – words such as “left”, “right”, “between”, “in”, “above” – to discuss what you are doing. When parents use more spatial language, their children also use more spatial language – and children with stronger spatial language demonstrate stronger mathematics performance. So, using these words will be beneficial for your children’s mathematics development.

Some spatial words are more challenging than others. “Between” is hard for a four-year-old, and “increase” and “parallel” are better used with older children. To help your child understand these concepts, you can use your hands to demonstrate. Hand gestures provide a concrete representation of a spatial concept and help children visualise what a spatial word means.

Encouraging quality spatial play is an easy and enjoyable way for parents to enlighten children to the spatial aspects of the world. Not only will this strengthen their spatial and mathematical skills, but it will also give them a solid foundation for future success, at school and beyond.

For more such insights, log into www.international-maths-challenge.com.

*Credit for article given to Emily Farran*