MATHEMATICS IN THE MODERN WORLD

MODULE 1: THE NATURE OF MATHEMATICS

Suggested Timeframe: 9 hours

Overview
Mathematics is useful for solving problems that occur in the real world, so many people
besides mathematicians study and use mathematics. Today, some mathematics is needed in many
jobs. People working in business, science, engineering, and construction need some knowledge of
mathematics.
This module introduces the nature of mathematics as an exploration of patterns in nature and
the environment and as application of inductive and deductive reasonings. By exploring these
topics, students are encouraged to go beyond the typical understanding of mathematics as merely
a set of formulas but as a source of aesthetics in patterns of nature, for example, and a rich language
in itself (and science) governed by logic and reasoning.

Goals and Objectives

The goals and specific learning objectives for this module is identified carefully. The general
goals for this learning support module are:
- Identify patterns in nature and regularities in the world,
- Articulate the importance of mathematics in one’s life,
- Argue about the nature of mathematics, what it is, how it is expressed, represented, and
used,
- Understand the structure of language and describe language and languages with
mathematical methods,
- Express appreciation for mathematics as a human endeavor

The specific learning objectives for this module are:

- practice pattern-based thinking meaning break complex problems into simpler ones, look
for a pattern and use that pattern to solve the problem,
- generalize major principles in algebra and geometry as patterns in number and shape and
express those generalizations in mathematical terms,
- use truth tables and logical operators to solve problems.

Magic with Fractals | Mathematics is everywhere. One has only look carefully and see it. You
are continuously keeping in touch with it although you do not know about it. In every road, bridge,
house, snow-flag… there is a piece of mathematics
But seeing the world via mathematical eyes is not a disease, it is only another way of looking.
Looking in a way, where everything makes sense and where you can see the beauty of mathematics
by every step of your life. We are able to find mathematics in flowers, trees, rivers, mountains,…
and see the deep beauty of fractals there. The great value of fractals for education is that they

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make abstract math visual. When people see the intricate and beautiful patterns produced by
equations, they lose their fear and become curious instead. Exploring fractals is fun, and we can
play with the equations to see what happens. Our aim is to show where we can get in touch with
fractals. We present their basic characterization. Our special focus is to show their applications in
art, fashion, design and architecture. What are fractals anyway?
A fractal is a never-ending pattern that repeats itself at different scales. This property is called
“Self-Similarity.” Fractals are extremely complex, sometimes infinitely complex - meaning you
can zoom in and find the same shapes forever. Amazingly, fractals are extremely simple to make.
A fractal is made by repeating a simple process again and again.

Where do we find fractals?

Fractals are found all over nature, spanning a huge range of scales. We find the same patterns
again and again, from the tiny branching of our blood vessels and neurons to the branching of
trees, lightning bolts, and river networks. Regardless of scale, these patterns are all formed by
repeating a simple branching process.
A fractal is a picture that tells the story of the process that created it.

Fractals are where Math, Nature, and Art meet as shown at the images below.

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The spiral is another extremely common fractal in nature, found over a huge range of scales.
Biological spirals are found in the plant and animal kingdoms, and non-living spirals are found in
the turbulent swirling of fluids and in the pattern of star formation in galaxies.
All fractals are formed by simple repetition, and combining expansion and rotation is enough
to generate the ubiquitous spiral. You will see below images of branching and spiral fractals.
Watching these patterns in nature will help you further develop your pattern recognition skills
so you can recognize and understand the fractal patterns all around you.
There’s something very mathematical about our universe, and the more carefully we look, the
more math we seem to find. So, what do we make of all these hints of mathematics in our physical
world? Does it mean that nature is for some reason described by mathematics, that everything in
the universe is made of math – including you. Galileo once said, “Mathematics is the language
with which God has written the universe.” What do you think?

What is Mathematics? | Wikipedia defines mathematics as the study that includes such topics
as quantity (number theory), structure (algebra), space (geometry), and change (mathematical
analysis). It continues by stating that “it has no generally accepted definition. Mathematicians
seek and use patterns to formulate new conjectures; they resolve the truth or falsity of such
by mathematical proof. When mathematical structures are good models of real phenomena,
mathematical reasoning can be used to provide insight or predictions about nature. Through the
use of abstraction and logic, mathematics developed from counting, calculation, measurement,
and the systematic study of the shapes and motions of physical objects. Practical mathematics has
been a human activity from as far back as written records exist. The research required to solve

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mathematical problems can take years or even centuries of sustained inquiry.” The words and
phrases italicized here gives already the impression of the topics you will encounter within this
module.

Mathematics is the Study of Patterns | A pattern is an arrangement which helps observers

anticipate what they may see or what happens next. A pattern also shows what might have come
before. A pattern organizes information so that it becomes more useful.
Most of us understand pattern as regular, repeated or recurring forms or designs. We see patterns
everyday – from the layout of the floor tiles, designs of skyscrapers, to the way we tie our shoelaces
Studying patterns help students in identifying relationships and finding logical connections to form
generalizations and make predictions. In mathematics in the modern world, we study and use
patterns to solve mathematics problems by identifying patterns in real world data and extending
those patterns to answer questions about different scenarios. Pattern recognition is a key
determinant of logical, verbal, numerical, and spatial abilities. Let us look at some of the most
commonly use patterns of today and see how we can apply them to analyze and solve problems.

Logic Patterns | Logic pattern deals with the characteristics and order of various objects. Some
patterns appear in sequence while some possess similar attributes. These types of patterns are
common in aptitude tests. To construct or solve a pattern, find the rule for the pattern, understand
the nature of the sequence, and analyze the difference between successive terms.
Below are a few examples of logical reasoning tests. The only way to tackle these types of tests
and become good at them is to practice, so use the explanations to help you improve your
performance. The explanation and answer are shown at the right side of each question.

Question 1. Which of the given shapes would complete the sequence?

The only shape that is important
to note in this example is the
orange triangle. It is positioned
within its square according to the
square’s position in the image.
The triangles in the left hand
column are positioned to the left,
the triangles in the middle
column are centered in their
corresponding squares and the
same for the right hand side.

Correct Answer: B

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Questions 2 | Which of the given shapes would complete the sequence?

The lines are getting

progressively thicker, to the
point where the lines would
take over the whole square.

Correct Answer: A

Question 3 | Identify a quality that the two shapes have in common. Select which of the three
suggested answers also possesses the quality.
Explanation: The features in
common are an odd number of
triangles, the majority of which
are shaded

Correct Answer: C

Question 4 | Identify which of the suggested answers should be placed in the empty space?

Explanation: The outer small

circle is moving in a clockwise
direction around the outside of the
large circle.

Correct Answer: C

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Question 5 | Identify the shape that correctly completes the series.

Explanation: The shape is rotating

anticlockwise, but the shaded
area remains at the top and the
shaded segment of the center of
the shape is alternating.

Correct Answer: C
.

Your Turn | Practice Exercise 1

Now it is your turn to practice. Try your skills on the exercises below. Note that you need to
submit to submit your answer on every practice exercise for evaluation.
Q1. Which of the given shape would complete the sequence?

C-B
Q2. Identify the shape that correctly completes the series.

C-A

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Q3. Identify the correct code for a new shape from the codes given in the examples.

AE – AE

Q4. Which of the images A to E is next in the sequence?

C-A

Q5. Which of the images A to E is next in the sequence?

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D-D
Number Patterns | Number pattern is a pattern or sequence in a series of numbers.
This pattern generally establishes a common relationship between all numbers. For example: 0, 5,
10, 15, 20, 25, ... ... In a numerical sequence test it is necessary to identify a pattern that is occurring
in the sequence. The numbers in the sequence may be progressing, or they may be decreasing. In
some cases they may be both progressing and decreasing within the sequence, and in some cases
two separate sequences may be interwoven. It is up to you to determine which of these is occurring
and to continue the sequence by providing the missing number(s) indicated by the question mark(s)
in each question. The use of a calculator is not permitted in this test.

Look at the following examples.

Example 1 | What is the next number in the sequence 11, 13, 17, 19, 23, ?_.
Notice that the numbers are consecutive primes, so the next number is 29.

Example 2 | What is the next number in the pattern: 5, 7, 10, 15, 22, ?_. 2357
The differences between each pair of consecutive terms in the sequence are the prime numbers 2,
3, 5, 7. The difference between the last two consecutive numbers 15 and 22 is 11, so 22+ 11 = 33,
which is the last number in the sequence.

Example 3 | Find the next two numbers in the sequence 5, 6, 10, 19, 35, ? , ? .
The difference between 5 and 6 is 1. The difference between 6 and 10 is 4, between 10 and 19 is
9, and btween19 and 35 is 16. These differences are square of 1, 2, 3, and 4. So the difference
between 35 and the next number should be the square of 25 hence the next missing number is 60.
The last number is 36 + 60 = 96.

Example 4 | Find the next two numbers in the number sequence: 7, 20, 47, 94, 167, ?_.
If you get the differences, you will get 13, 27, 47, and 73, which do not tell you anything. They
are not the squares nor cubes of small numbers. Now, let us look at the cubes of 1, 2, 3, 4 and 5.
13 = 1, 23 = 8, 33 = 9, 43 = 16, 53 = 125. If you subtract the given numbers and the pattern and
the cubes, you get
7 20 47 94 167

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1 8 27 64 125
--- --- --- --- ----
6 12 20 30 42

These differences are simply the product of (2 x 3 = 6, 3 x 4 = 12, 4 x 5 = 20, 5 x 6 = 30, and
6 x 7 = 42). Adding thse products to the cubes: 13 + (2 x 3) = 7; 23 + (3 x 4) = 20; 33 +
(4 x 5) = 47; 43 + (5 x 6) = 94; 53 + (6 x 7) = 167. So, the next numberin the pattern must
be 63 + (7 x 8) = 216 + 56 = 272.

Example 5 | Find the next number in sequence: 1, 4, 2, 8, 6, 24, 22, ?_ .

Noting the difference between two consecutive numbersin the sequence, you will get 3, -2, 6, -2,
18, and -2. There is a common differenceof -2. If you multiply the first, third, fifth and seventh
numbers by 4, you will get the next number: 1 x 4 = 4, 2 x 4 = 8, 6 x 4 =24. Hence, the next
number must be 22 x 4 = 88.

Your Turn | Practice Exercise 2

Find the next number in the following number sequence:
a. 7 20 47 94 ____
b. ½ ¼ 1/8 1/16 1/32 ____
c. 1 4 11 29 76 199 ____
d. 2 8 20 44 92 ____
e. 4 11 30 67 128 219 ____

Word Patterns | Pattern can also be found in language. The metrical patterns of poems and
syntactic patterns of how nouns are made plural or how verbs are changed to past tense are both
word patterns. Language is the way to communicate in inductive mathematics. The focus here is
patterns in form and in syntax, which lead directly to the study of language in general and digital
communication in particular.
knife : knives life : lives wife : ?_

Geometric Patterns | A geometric pattern is a motif or design that depicts abstract shapes like
lines, polygons, and circles, and typically repeats like a wallpaper. Visual patterns are observed in
nature and art. In art, patterns appear in painting, drawings, tapestries, wallpapers, tilings, and
carpets. Nature provides many example of patterns, including symmetries, spirals, tilings, stripes,
and fractional dimensions.

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Patterns in Nature | Millions of pattern can be found in the environment. Patterns in nature are
visible regularities of form found in the natural world. These patterns recur in different contexts
and can sometimes be modelled mathematically. Natural patterns include symmetries, trees,
spirals, meanders, waves, foams, tessellations, cracks and stripes. Symmetry means that one shape
becomes exactly like another shape when you move it in some way: turn, flip, or slide. For two
objects to be symmetrical, they must be of the same size and shape, with one object having
different orientation from the first.
Trees in mathematics, and more specifically graph theory, are undirected graph in which the
two vertices are connected by exactly one path.
Tessellation of tiling is a pattern of shapes that fit perfectly together, that is, a pattern or shapes
that has no overlaps or gaps.

Mathematical Language and Symbols | Mathematics is written in a symbolic language that is

designed to express mathematical thoughts. English language is a source of knowledge, but it is
not designed for doing mathematics. This topic will describe how mathematical thoughts, methods,
and facts are expressed in symbolism. That is, it emphasizes how to read and write mathematics.
Mathematical language as with any language has the following components:
• vocabulary of symbols or words,
• a grammar consisting of rules of how these symbols may be used
• a syntax or propositional structure, which places the symbols in linear structures
• a discourse or narrative' consisting of strings of syntactic propositions
• a community of people who use and understand these symbols
• a range of meaning that can be communicated with these symbol
Mathematics is a system of communication about objects like numbers, variables, sets,
operations, functions, and equations. Mathematics is a universal language, the only one shared by
human beings regardless of culture, religion, or gender.
Elements of Mathematical Language. Like other languages, mathematics has nouns, pronouns,
verbs, and sentences. It has its own vocabulary, grammar, syntax, synonyms, negations, sentence
structure, paragraph structure, conventions, and abbreviations. It is designed in such a way that

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one can write about numbers, sets, functions, etc. as well as the processes undergone by these
elements (like adding, multiplying, grouping, and evaluating).
Mathematics uses symbols instead of words:
• There are the 10 digits: 0, 1, 2, ... 9
• There are symbols for operations: +, −, ×, /, ...
• And symbols that "stand in" for values: x, y, ...
• And many special symbols: π, =, <, ≤, ...

Letter often (but not always) have special uses as follows:

Start of the alphabet a, b, c For constants (fixed values)
From i to n i, j, k, n Positive integers (for counting)
End of the alphabet x, y, z For variables (unknowns)
Lowercase is commonly used for variables (like x or y) or counting values (like m or n)
Uppercase is commonly used for sets (like A or B) and special constants
Example: A = {1, 2, 3} Using uppercase A makes it easy to tell it is a set A
We don’t use the words “noun”, “verb”, or “pronoun” in mathematics, but we can imagine
these similarities to English.
Nouns could be fixed things such as numbers, or expression with numbers
15 2(3-1/2) 42
The verb could be equals sign “=”, or an inequality like < or >
Pronouns (things like it, he, you, etc.) could be variables like x or y
5x – 7 xy2 -3/x
An adjective could be a subscript like the “n” in xn
And they could be put together into a sentence like this:
3x + 7 =22
(And we actually do use the word sentence in mathematics)

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