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What is the Collatz Conjecture?

What is the Collatz Conjecture?

Mathematical conjectures are riddles that challenge the human mind: seemingly simple problems that, despite having been verified in millions of cases, still lack a proof. They are seemingly intuitive questions that hide unexpected complexity. 

The fascinating thing about conjectures is that, in many cases, they can be empirically verified i.e., verified by an enormous number of numerical examples. However, this verification does not satisfy mathematicians, who seek a theoretical proof, a solid proof that validates the statement in its entirety. Without such a proof, the conjectures remain open challenges. 

The Collatz conjecture is a perfect example of this type of mathematical mystery. It was proposed in 1937 by Lothar Collatz and its statement is as follows: 

Choosing any positive integer we will apply the following steps: 

➔ If the number is even, we will divide it by 2. 

➔ If the number is odd, multiply it by 3 and then add 1. 

➔ Repeat the process with the new number obtained. 

The conjecture says that, no matter what number you start with, you will always get to number 1. Once you get to 1, the process repeats indefinitely: 1 →4 →2 →1

Formally, this can be written as the function f=N →N defined as

Two illustrative examples of the Collatz Conjecture

Let’s look at a couple of simple examples.

Let’s take the number n=6 and apply the steps of the Collatz conjecture:

  1. 6 is even so we divide by 2: 6/2=3
  2. 3 is odd so we multiply by 3 and add 1: 3·3+1=10
  3. 10 is even so we divide by 2: 10/2=5
  4. 5 is odd so we multiply by 3 and add 1: 3·5+1=16
  5. 16 is even so we divide by 2: 16/2=8
  6. 8 is even so we divide by 2: 8/2=4
  7. 4 is even so we divide by 2: 4/2=2
  8. 2 is even so we divide by 2: 2/2=1

Once we reach 1, the process is repeated: 1 →4 →2 →1.

So we observe that starting with n=6 the conjecture is satisfied.

Let us now take the number n=21 and apply the steps of the Collatz conjecture:

  1. 21 is odd so we multiply by 3 and add 1: 21·3+1=64
  2. 64 is even so we divide by 2: 64/2=32
  3. 32 is even so we divide by 2: 32/2=16
  4. 16 is even so we divide by 2: 16/2=8
  5. 8 is even so we divide by 2: 8/2=4
  6. 4 is even so we divide by 2: 4/2=2
  7. 2 is even so we divide by 2: 2/2=1

Again, we arrive at number 1.

Both examples have reached the number 1, but in a different number of steps. In fact, although 21 is a larger number, it reached 1 in fewer steps than 6. This conjecture has been tested for an incredible number of numbers, up to more than 2ˆ60 = 1.152.921.504.606.846.976 cases, without finding any counterexample. However, it still remains a mystery whether there is a number that does not satisfy the conjecture.

Graphical representations of the Collatz conjecture

The directed graph of orbits is a visual representation that facilitates the understanding of the behavior of numbers under the rules of the Collatz conjecture. In this graph, each number is represented as a node, and the connections between them show the steps followed by the conjecture process. When following the sequence of a number, the nodes are connected by arrows that indicate how the number is transformed at each step. Although even numbers are generally omitted from the representation for simplicity, the graph illustrates how the numbers “orbit” around certain cycles, such as 1 →4 →2 →1.

In the image above, we can see an example of the directed graph of orbits, where we have highlighted in black the numbers 3 and 21. The number 3 refers to the sequence of 6, since in this graph the even numbers are omitted to simplify the visualization.

We note that 21 quickly reaches 1, since it only passes through even numbers on its way, as we saw in the previous example. On the other hand, the number 6 first becomes 3, then pass through the number 5, which will finally take it to 1 after several passes through even numbers. 

It is also interesting to note that the number 9, although relatively small, follows a longer sequence: it goes through the numbers 7, 11, 17, 17, 13 and 5, and finally reaches 1, after a total of 19 steps. 

Below is a graph in which the X-axis shows the different initial integer values, while the Y-axis represents the number of iterations required for each number to reach the value 1.

In summary, the Collatz conjecture is an apparently simple problem that, to this day, still has no formal proof. Although it may seem a statement of little relevance or practical utility, this conjecture has applications in various fields, such as number theory, cryptography, algorithm analysis and artificial intelligence. In these fields, the study of complex sequences and their behavior under specific rules can offer valuable insights for solving larger problems and understanding mathematical patterns.

Have you been fascinated by the simplicity and mystery of the Collatz conjecture? Now it’s your turn: take the number 27 and start the sequence. How many steps will you need to get to 1?

If this challenge got you, don’t keep it to yourself! Share it with others who are curious about mathematical riddles and find out together who can solve the challenge the fastest.

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MathType Math Equation Writer Joins the Skolon Educational App Store

A New Chapter for MathType: Now on Skolon

Wiris is thrilled to announce that MathType, our renowned math equation writer for creating and editing math equations, is now available on Skolon’s educational App Store. This partnership marks a significant milestone in our mission to simplify mathematical education for students and teachers worldwide. With features that enhance math content formatting, MathType improves how math expressions are presented and understood in digital learning environments.

What Does This Mean for Educators and Students?

Through Skolon’s platform, educators can seamlessly integrate MathType’s equation editor into their teaching resources. With its intuitive interface and powerful features, MathType makes it easier than ever to create professional-quality math equations and notations. For students, this tool provides an accessible way to engage with complex mathematics, fostering a deeper understanding of the subject. Additionally, its formatting tools ensure that mathematical expressions remain clear and well-structured in different digital contexts.

Why Choose MathType Math Equation Writer on Skolon?

By joining forces with Skolon, we ensure that educators and students gain easy access to MathType’s math equation writer’s capabilities. Skolon’s platform simplifies the process of discovering, purchasing, and deploying educational tools, making it an ideal partner for delivering MathType’s benefits to a wider audience. Now, schools can quickly adopt MathType as part of their digital learning ecosystem, streamlining both teaching and learning experiences. With enhanced formatting and compatibility features, MathType further improves the clarity of mathematical content across multiple formats.

About Skolon’s Educational App Store

Skolon is a trusted name in the education technology space in Northern Europe, offering a comprehensive App Store that caters to the diverse needs of schools and educators. Their platform enables users to access and manage a wide range of digital tools in one convenient location, and we’re proud to see MathType’s math equation writer among their trusted offerings. The ability to generate clear and structured mathematical expressions ensures that digital math content remains visually precise and easily shareable.

Get Started with MathType Today

We invite you to explore MathType on Skolon and experience firsthand how its math equation writer can enhance your educational efforts. Whether you’re a teacher aiming to enrich your curriculum or a student looking for a better way to approach mathematics, MathType on Skolon is here to support you. With advanced formatting options, MathType ensures mathematical clarity across digital platforms.

Discover MathType on Skolon Now

Looking Ahead

At Wiris, we’re committed to empowering the education sector through innovative tools like MathType. Partnering with Skolon brings us closer to our goal of making math accessible, engaging, and enjoyable for everyone. By leveraging MathType’s math equation writer and its enhanced presentation features, we continue to enhance digital learning worldwide.

Stay tuned for more updates as we continue to expand our reach and improve learning experiences globally.

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How to solve an equation of degree 16

Step-by-step solution of an Oxford access exam problem

Every year, thousands of students face the challenge of the admission exams to enter the prestigious University of Oxford, a process that tests not only their knowledge, but also their ability to solve under pressure. In particular, the math exam is known for its complexity, posing problems of all kinds, from solving equations to questions of logic, advanced algebra, calculus and number theory. In this article, we will explore one of the problems presented in October 2023. 

The problem poses the following question: how many real solutions does the following equation have?

Do you dare to solve the equation before reading the complete solution in the blog? 

At first glance, the statement seems simple: an equation with a single variable, where all the numbers involved are integers between 1 and 4. However, the real difficulty lies in correctly undoing the squared parentheses, making sure to consider all possible cases. 

A key detail in this type of equations is that, when squaring a number, the same result is obtained for both its positive and negative values. For example: 

This occurs because squaring a number eliminates the negative sign. Therefore, when solving a quadratic equation we must take into account the two possible options: the positive and the negative number that can generate that result. 

One last observation: if we were to fully develop the parentheses, we would obtain an equation of the form xˆ16+…, which indicates that the equation is of degree 16 and, at most, could have 16 real solutions for x. Therefore, we cannot rule out any of the options presented to us as possible answers.

Since for equations of degree 16 there is no systematic formula like Ruffini’s method for polynomials of degree 3, we will solve this equation by working the parentheses progressively, from the outermost to the innermost.

 

Specific example of how to solve an equation of degree 16

Let’s get on it! 

Let’s start with the outermost parenthesis. If we define t as ((x²-1)²-2)²-3 , then we get t²=4. This gives us two possible values for t: t=2 or t=-2. 

Substituting t by its original value in each case, we obtain the following results: 

1. If t=2 then: ((x²-1)²-2)²-3 =2 ⇒ ((x²-1)²-2)²=5 and again, substituting r= (x²-1)²-2 we obtain that r²=5 . Let’s look at the two new cases that arise:

1.1 r=√5: substituting r for its original value we obtain (x²-1)²-2 =√5 ⇒ (x²-1)²=2+√5 and again, one last time, we substitute s=x²-1, we obtain that s²=2+√5 and observe the two results again:

When trying to calculate the square root to obtain the value of x, we would be taking the root of a negative number. As a result, the two values obtained will be imaginary numbers.

1.2 r=-√5 substituting r for its original value we obtain (x²-1)²-2=-√5 ⇒ (x²-1)²=2-√5 . Following the same reasoning as in the previous section, given that √4=2, it follows that √5>2 . This implies that 2-√5<0, and when trying to calculate its square root, we would obtain an imaginary number. Therefore, when we continue developing to obtain the value of x, this would also be an imaginary number.

2. If t=-2 then: ((x²-1)²-2)²-3 =-2 ⇒ ((x²-1)²-2)²=1 and again, substituting r= (x²-1)²-2 we obtain that r²=1 . Let’s look at the two cases:

2.1 r=1: substituting r for its original value we obtain (x²-1)²-2 =1 ⇒ (x²-1)²=3 and again, one last time, we substitute s=x²-1, we obtain that s²=3 and observe the two results again:

2.1.1 s=√3 and substituting s for its value, we finally obtain: x²-1=√3 ⇒ x²=1+√3 and therefore

2.1.2 s=-√3 substituting s for its original value we obtain x²-1=-√3 ⇒ x²=1-√3 . This subtraction is negative, since √2≈1,41 and therefore, √3>1,41 with which we deduce that 1-√3<0 , and when trying to calculate its square root, we would obtain an imaginary number.

2.2 r=-1 substituting r for its original value we obtain (x²-1)²-2 = -1 ⇒ (x²-1)² = 1 and again, one last time, we substitute s=x²-1 and we obtain that s²=1 and observe the two results again:

2.2.1 s=1 and substituting s for its value, we finally obtain: x²-1 = 1 ⇒ x²=2 and therefore

2.2.1.1 x=√2 which is a real solution.

2.2.1.2 x=-√2 which is a real solution.

2.2.2 s=-1 and substituting s for its value, we finally obtain: x²-1 = -1 ⇒ x²=0 and therefore the only possible solution is x=0 .

Let’s review all the possible real values we have obtained:

 

This gives us a total of 7 real solutions for x, so the correct answer is option (c).

Did you get your answer right?

Drawing this equation with our graphing tool is a simple and effective way to check the number of real solutions. Looking at the graph, you can clearly see how the curve interacts with the x-axis, confirming the previous result. Below, we show you the graph to see for yourself:

Done with the WirisQuizzes Assessment tool

 

Will you dare to take on more challenges in the future?

If you found this content useful or inspiring, please share it with your friends and fellow number lovers!

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Instant Feedback in Open-Ended Math Questions: Key Takeaways from BETT 2025

Recently, we had the exciting opportunity to showcase our approach at BETT 2025: Enhancing Open-Ended Math Questions with Instant Feedback to teachers, publishers and educators alike at the conference in London. Feedback plays a crucial role in guiding learning, and at the event, we focused on how instant feedback in open-ended math questions can dramatically enhance students’ mathematical understanding, all the while assisting teachers and making their day to day more efficient.

Unlike traditional multiple-choice problems, open-ended mathematics questions require deeper thinking as they are questions that a student can freely answer without a predefined format, making personalized feedback more vital. In this article, we will explore the significance of instant feedback in open-ended math questions and discuss how different types of feedback—corrective feedback, confirmatory feedback, and suggestive feedback—can help students improve.

 

 

Why Instant Feedback Matters in Open-Ended Math Questions

The Power of Feedback in the Learning Process

Feedback is integral to the learning process, helping students refine their thinking and improve their understanding. This is especially true for open-ended mathematics questions, where there is often no one right answer. In such cases, instant feedback in open-ended math questions can make a significant difference in guiding students toward the correct solution.

During BETT 2025, we discussed how instant feedback in math questions not only helps students correct mistakes quickly and builds their confidence but how it also assists teachers in the class environment making the teaching and learning process much more efficient.

 

Types of Feedback for Open-Ended Math Questions

Different types of feedback are required depending on the student’s needs and the nature of the question. The three main types of feedback we focused on at BETT 2025 are suggestive feedback, confirmatory feedback, and corrective feedback.

Suggestive Feedback in Math Questions

Suggestive feedback in math questions guides students to discover the solution themselves. Instead of providing the correct answer outright, suggestive feedback encourages independent problem-solving. For example, if a student suggests “2 and 8” as the two numbers whose sum is 10 and product is maximum, suggestive feedback might be: “What happens if you try numbers closer together?”

 

Confirmatory Feedback in Math Questions

Confirmatory feedback in math questions is designed to reinforce correct answers. When students solve problems correctly, feedback like “That’s correct, well done!” helps to affirm their understanding and boosts their confidence.

In the case of open-ended math questions, confirmatory feedback is invaluable for ensuring students stay motivated, especially when they are tackling complex problems.

This type of feedback fosters critical thinking and encourages exploration, making it an essential tool for developing problem-solving skills in open-ended math questions.

 

Corrective Feedback in Math Questions

Corrective feedback in math questions identifies mistakes and provides the correct answer. For example, if a student incorrectly solves x^2=4 as x=4, the corrective feedback would be “The correct solution is x= +-2”.

While effective for addressing misunderstandings, corrective feedback should be used in moderation, as over-reliance on it can hinder the development of problem-solving skills.

 

 

The Teaching Cycle: A Framework for Feedback Application

At BETT 2025, Mrs. Brook, a fictional high school math teacher, shared her teaching cycle, which integrates corrective, suggestive, and confirmatory feedback seamlessly. Her cycle is designed to maximize learning outcomes by aligning feedback strategies with the different stages of teaching.

The Four Stages of Mrs. Brook’s Teaching Cycle

  • Delivering the Content

Mrs. Brook begins her teaching by introducing and explaining the content to her students. This step ensures all students have a baseline understanding of the topic.

  • End-of-Class Knowledge Validation

Following the lesson, Mrs. Brook conducts an end-of-class knowledge check. This is where corrective feedback plays a crucial role. For example, if a student misunderstands a concept or calculation, Mrs. Brook provides immediate corrective feedback to clarify misconceptions.

 

  • Recommending Practice at Home

Mrs. Brook encourages her students to practice independently. At this stage, she often employs suggestive feedback to guide students without directly giving them answers, helping them to think critically and explore solutions. Additionally, confirmatory feedback is used to reinforce correct solutions and build student confidence. When students solve problems accurately, Mrs. Brook provides positive reinforcement such as “Great job!” to motivate them and affirm their understanding.

 

  • Assessing Students’ Knowledge Levels

After students have had the opportunity to practice, Mrs. Brook assesses their progress to identify areas of improvement. During this phase, she focuses on encouraging students to reflect on their learning journey and strive for continued growth. She fosters a positive environment by recognizing their efforts and offering motivation to help them stay engaged and confident in their abilities.

This cyclical model of teaching and feedback showcases how structured feedback enhances learning and ensures students’ needs are addressed at every stage​Tech.

 

 

Wrapping up: Embracing the Future of Math Education with Wiris

At WIRIS, we’re committed to supporting educators with the tools they need to provide effective feedback. Our Learning Lemur and WirisQuizzes products ensure that instant feedback in open-ended math questions is accessible and customizable, helping students succeed in their math learning journey.

As technology continues to evolve, the integration of instant feedback into open-ended math questions will only become more critical. We look forward to the continued evolution of math education, driven by personalized learning and real-time feedback.

Unlock Instant Feedback Today

 

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Celebrating International Day of Education: Empowering Minds

Education is the foundation of progress, fostering knowledge, understanding, and innovation across the globe. The International Day of Education, celebrated annually on January 24th, underscores the importance of education as a fundamental human right and a key driver for sustainable development, serving as a reminder that quality education is crucial for achieving global goals, including reducing inequality and cultivating growth.

As we celebrate the International Day of Education, it is an opportune time to reflect on the transformative power of learning tools that enhance educational experiences. Among these tools, MathType and WirisQuizzes stand out in the realm of mathematics’ education, making a significant impact on the way we teach and learn.

Empowering Mathematics Education

Mathematics is a universal language that transcends borders and plays a crucial role in developing critical thinking and problem-solving skills. However, teaching and learning mathematics can often be challenging, requiring innovative approaches and tools to engage students effectively.

MathType is a powerful equation editor that allows educators and students to create mathematical expressions and equations digitally with ease. The intuitive interface of MathType empowers users to focus on mathematical concepts rather than struggling with the complexities of formatting.

WirisQuizzes, on the other hand, provides an assessment tool for STEM subjects, withinteractive and personalized quizzes. This tool goes beyond conventional assessments, offering a diverse range of question types and adaptive feedback to enhance the learning experience.

On this International Day of Education, let’s celebrate the strides made in advancing educational technologies that empower both educators and students. These tools contribute to fostering a more inclusive, interactive, and effective approach to mathematics education. Together, we can pave the way for a future where education is not just accessible but also a source of inspiration and empowerment for generations to come.

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Wiris’ New Partnership with Moodle

MathType, the New Moodle’s Certified Integration Partner

Wiris is pleased to announce our new strategic partnership with Moodle. Wiris has earned the title of Moodle’s Certified Integration Partner by offering MathType, a powerful and reliable add-on that elevates the quality of the online learning experience. This integration meets exacting technical standards and security requirements, addressing real-world educational needs.

With MathType, Moodle users can easily create and edit mathematical equations and formulas directly within the platform. It allows the inclusion of math expressions and formulas into assignments, questions, or communications between users. Whether users prefer the intuitive toolbar or the touch screen capabilities with handwriting recognition, MathType offers versatile methods for expressing mathematical concepts within the Moodle environment.

This partnership will benefit both companies, streamlining the process of selecting and integrating the necessary tools to extend Moodle’s functionality. It provides the assurance of tools that have demonstrated compliance with rigorous technical standards and security requisites, ultimately enhancing the learning experience for our users with user-tested, endorsed integrations. 

“Our solutions have been integrated with Moodle for over 15 years. As we continue to collaborate closely with Moodle, we’re inspired by the positive impact our joint efforts will have on students and educators worldwide,” says Ramon Eixarch, CEO and Co-Founder of Wiris.

At Wiris, we are excited about this new chapter, enthusiastic to further enhance our services, and deeply appreciative of the confidence placed in us.

Sources:

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Overcoming Math anxiety

 

How many times have we heard people say ‘I am not a numbers person’ or ‘Math gives me the jitters’? Many times, it would seem. Math anxiety is, at the very basic level, a fear of using numbers in any form, be it calculating or understanding concepts through numbers and data, large or small. 

The Mathematical Association of America has said that according to some estimates, 93% of American adults experience some form of Math anxiety. Math anxiety has been studied by psychologists and scientists for years, the first such identification of ‘number anxiety’ going way back to 1957. 

An initial understanding of Math anxiety tried to separate it from general anxiety and performance. If we are confident in Math, we perform better at it. The Program for International Student Assessment conducted a massive global study of 15-year-old students across 64 countries in 2012. The study found that Math anxiety was negatively related to Math performance. Students with high levels of Math anxiety performed poorly in the subject compared to those who displayed lower levels of anxiety. The Math anxiety lights up a fear centre in the brain, and it shuts down the problem-solving ability of the student, even though he/she is very capable. 

Math anxiety’s negative impact 

Math anxiety is very real, and could prevent a student from reaching his/her optimum career potential. The lack of confidence in Math, and the early years of negative beliefs about one’s innate ability with numbers is known to lead to a persistent anxiety that is prevalent throughout one’s student years and even later. As a result, many students hesitate to choose STEM, instead opting for subjects that do not involve Math. Even though they may have a great ability to grasp complicated concepts, and the intellect to solve problems, students evade STEM subjects so as not to deal with numbers on a daily basis. 

Gender inequality

Several studies show that math anxiety seems to be higher in females than in males, although gender-related differences regarding math performance are small or non-existent. This illustrates that math anxiety has a gender bias due to the impact of gender stereotypes. These stereotypes generate subconscious self-barriers among girls, who regard themselves as less capable of performing well in math and STEM.

Math at work

As the future of work demands more use of Big Data, analytics and quantifying human experiences, the need for talent in numbers is only set to increase. The US Bureau of Labor Statistics has estimated that between 2016 and 2026, there will be a 28% increase in occupations that use math heavily. This means that students who are comfortable with Math can lean into these professions and have better job prospects. But what about those dealing with Math anxiety? It will be a choice of facing the anxiety and overcoming it, or finding other occupations that do not need Math. 

Overcoming Math anxiety

The love (or the hate) for Math has seeds sown in childhood. Parents and teachers have a crucial role to play in making math fun for children. They can do this by ensuring that their own anxiety, if any, is not transferred to the child. 

It is also important to break stereotypes and imaginaries concerning math: We need to overturn the perception that maths is a difficult, boring and men-concerning subject.
Parents can be conscious of introducing Math concepts of problem-solving in everyday life situations. Math should be positioned as a fun subject through games, puzzles and fun activities that take the fear out of using numbers and calculation. Also, schools and institutions must perform a task to draw attention to women role models in STEM. 

Technology can help make Math fun in the larger context of game-playing, problem-solving and fun-based learning activities. Apps and websites with an interactive experience can appeal to students’ achievement goals, therefore reducing the fear of numbers. 

Dealing with Math anxiety demands a holistic societal approach with increased awareness at all points of interaction in a student’s upbringing – home, school, education system and peer group. The good news is that Math anxiety is increasingly being recognised as a psychological problem. The solutions are forthcoming, too, if we are willing to pay attention. 

Sources:

  • npr.org: Math anxiety is real. Here’s how to help your child avoid it.
  • girlsschool.org: The math-anxiety performance link. A global phenomenon.
  • Frontiers in psychology: Gender differences regarding the impact of math anxiety on arithmetic performance in second and fourth graders
  • Harvard business Review: Americans need to get over their fear of math.

 

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Creating accessible STEM content

Wiris pushes against the lack of accessible STEM content. 

Our platform uses the MathML standard to be accessible for everybody.

One of the biggest obstacles for the educational community is the lack of accessible STEM content as well as the absence of adequate tools to create said materials. STEM is the acronym of Science, Technology, Engineering and Mathematics, an area of education specialized in interdisciplinarity and application of science and mathematics.

STEM content accessible for people with vision impairments are not common. Although nowadays there are many tools to generate accessible materials, the problem lies in the few options available  for the creation of accessible and adequate resources for STEM classes. This creates many obstacles for disabled Stem professionals to make their content available for everyone.

Luckily there are successful initiatives that mitigate this problem. Wiris has built MathType in a way that is totally navigable with the keyboard and fully compatible with the majority of the screen-readers in the market, which allow people with visual impairments to be guided by an off-voice. Thus, Wiris makes sure its products are accessible to everybody.

These accessibility options work for both the process of creating STEM content, and of using and working with it. Besides, WirisQuizzes is also built so that the students can answer exam questions in a fully accessible and autonomous way.

 

Available for your computer and on-line.

MathType works both for the desktop framework(text editors), and for on-line services(Google services and most LMS platforms), thus making it the most advanced mathematical authoring tool in the market. MathType can achieve this goal by automatically adding alternative text to the created equations, adding it in the HTML code when you are working in a web platform, or to the images when you work with the desktop app.

In addition, all Wiris products are based on the MathML standard, a coding language that incorporates both the structure and the content of the mathematical expression. Many screen-readers are equipped with MathML format reading capability, which makes Wiris accessible in the majority of devices. Moreover, the MathML language has many features that make it very useful for people with disabilities. 

For its ease of navigation with the keyboard and its use of the MathML language, MathType has created a new accessibility standard in mathematical tools both for students and professionals.

Sources:

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Wiris stands with Ukraine

From Wiris, we would like to express our deep concern about the situation in Ukraine, and join so many voices from around the world in calling for peace. We stand with all the people who are suffering at this moment and condemn the use of any military action. 

 

Wiris joins the firm condemnation against the war in Ukraine made by the ACUP (Catalan Association of Public Universities).

 

For this, we have made the decision to provide all Ukraine accounts with free MathType licenses until the 20th of September 2022.

 

Please contact support@wiris.com if you have been affected by this conflict and wish to receive a free license.

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5 reasons to switch to online software

In the last few years, digital tools are gaining popularity. As in many other aspects of life, digitalization is finding its place in the laboratory environment. It is not a surprise. The list of advantages that the switch to online software has in day-to-day work is long.

On the other hand, the jump from paper to digital can be a bit overwhelming at times. To help you in your decision, here is a list of 5 reasons why you should consider making the move, if you haven’t done it yet. 

1. FLEXIBILITY: 

Coronavirus showed us how important it is to be able to access your data and your work when you are far away from your laboratory or workplace. Now that we are leaving the pandemic behind, there’s still plenty of situations where we need to work remotely: when you work from home as a way to improve work-life balance (specially important to solve gender gap 1, 2); when you are abroad for a conference or visiting another lab; or even when you move forward in your career and start a new position. In all these cases, the flexibility of online software can be a great advantage: You can access it anytime, anywhere and from any device. The possibilities are virtually endless. 

2. REPRODUCIBILITY: 

One of the biggest concerns in science is reproducibility. According to a Nature’s survey3 of 1,576 researchers, 52% of them think that there is a significant “crisis” of reproducibility. Under the same line, an online poll of members of the American Society for Cell Biologist4, more than 70% of those surveyed afirm to have tried and failed to reproduce an external experiment, and even more surprisingly, 50% of them have failed to reproduce their own experiments. 

The reasons behind this are many: from poor analysis or experimental design, to human error or lack of complete methods’ information. The list goes on, but in many of these cases, using online software could help increase reproducibility. They are designed to be consistent, follow industry standards and facilitate automated experiments and data collection.   

3. SHAREABLE:

Online tools are also designed to share your files and results easily with colleagues and collaborators. Aside from facilitating record-keeping and making your life easier, sharing is more important than ever. In the past years more publishers and funders are encouraging, even demanding, depositing raw datas and protocols in a repository. In this scenario, using online tools can become a huge advantage. 

Also, improving the way you share your raw data, results and protocols positively impacts the reproducibility of your experiments. A study published in Plos One5 indicates that sharing detailed research data is associated with increased citation rate. Sharing not only improves your work but also the quality and robustness of science in general. 

5 reasons to switch to online software: flexibility, reproducibility, shareable, save time, increase productivity.

4. SAVE TIME: 

Online tools help you to simplify your workflow and save time. Although in many cases you can do the same work with pen and paper, the online versions make it quicker. They are designed to free you from normally boring and time-consuming tasks and to improve one, or several, key steps of an experiment (creation, execution, data collection, data processing and calculations). 

Moreover, using a toll helps to compare results across multiple runs and, even more exciting, when you deal with large amounts of data and samples, it can help you see the results in a global way and find connections. 

5. INCREASE PRODUCTIVITY: 

And last but not least, using online tools improves productivity and efficiency. Besides saving time, using online software avoids the mistakes and typical human errors that can ruin an experiment: misscopy data, transcription errors, data loss, haphazard record storage… They also help to optimize workflow and automate processes. In summary, using online tools is a great way to  boost your productivity in the lab.

As you can see, everyone can benefit from changing to online software. From small labs to big biotech companies. There are plenty of options out there. If you are thinking of making the transition, we recommend to start small first and try different solutions to find the one that suits you and improves your workflow. 

At Bufferfish, we do our best to create chemistry software and result analysis tools to make your life easier so you can really focus on your research. 

Making people’s STEM work more meaningful