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 So in short the real answer is 9, but if you're anywhere near half a century old and haven't kept up with new changes in math, then you would get 1. 
 @b541bfe5 For me, the significant detail there isn't the division sign, it's the implicit multiplication next to the brackets, which seems like a stronger grouping than an operator sign.
Like, if it was 6 ÷ 2 × (1+2), I could read that as three equal operands, which get grouped in order into (6/2) × (1+2) = 9. (Although it's still better to have explicit brackets if that's what you mean!)
But when it's written as 6 ÷ 2(1+2), I'd definitely read that as 6/(2*(1+2)) = 1. 
 @c444654e @b541bfe5    I was always taught to deal with the brackets first.  Every instance of the bracket. So do what’s inside first, then do what modifies the brackets (whether multiplication or exponents) until you have no more brackets.
Then start on the next step which in this case would be the division.   But then I’m old and set in my math ways. 
 @b345c2da @c444654e @b541bfe5 I thought BEDMAS was foundational. They can change the foundations of math? 
 @b345c2da @c444654e @b541bfe5 Damn now I'm super confused. I thought the whole thing with BEDMAS was that it didn't matter if the division or multiplication came first, but this makes it look like it does. I must be forgetting something. 
 @eb84c485 @b345c2da @c444654e 
Yes, and no! It is:
P (arentheses) (formerly B for Brackets)
E (xponents)
DM (division and multiplication)
AS (addition and subtraction)

Even though I was taught to read the equation wrong, I was taught PEDMAS/BEDMAS correct as is. However, we were inexplicitly taught that a ÷ could replace a / to indicate that everything to the right of it is a denominator. I don't think that was explicit, but rather habit gained from reading problems laid out like that. 
 @b541bfe5 @eb84c485 @b345c2da @c444654e 
I can’t buy that in-explicitly. 

If everything to the right of the divide (or slash) is to be done first then it needs brackets/parentheses. Yes it is clearer if presented as a numerator over a denominator but as noted previously a text presentation doesn’t allow for this. There may be an implicit understanding amongst some but for universal clarity parantheses are needed. 
 @b541bfe5 @eb84c485 @b345c2da @c444654e 

And the implicit multiplication of a value adjacent to an expression in parentheses doesn’t change the fundamental concept. 
 @f3268ec5 @eb84c485 @b345c2da @c444654e 

That was basically my thinking, too! That's why it always made sense to me to do it that way. 
 @b541bfe5 @eb84c485 @b345c2da @c444654e I wasn't even taught the older convention but still followed it.

Speaking as an engineer who frequently has to write out equations in proper form, and a programmer who has to implement them in a single line, there's no excuse for that equation to ever be written out in that form. You always add extra parentheses when writing in a single line to avoid exactly these confusions 😅