Section 2.

Mathematics Language and Symbols

▪ Core Idea: Like any language, mathematics has its own symbols,
syntax and rules
▪ Characteristics of mathematical language
▪ Expression vs. sentences
▪ Conventions in the mathematical language
▪ Four basic concepts: set, functions, relations, binary operations
▪ Elementary logic: connectives, quantifiers, negations, variables
▪ 1. Mathematics is a language in itself. Hence, it is
useful in communicating important ideas.
▪ 2. Mathematics as a language is clear and objective.
▪ 3. Language conventions are necessary in
mathematics for it to be understood by all.
▪People sometimes have trouble understanding
mathematical ideas: not necessarily because the
ideas are difficult, but because they are being
presented in a foreign language—the language of
mathematics.
▪The language of mathematics makes it easy to
express the kinds of thoughts that mathematicians
like to express.
It is:
▪ precise (able to make very fine distinctions)
▪ concise (able to say things briefly)
▪ powerful (able to express complex thoughts with relative
ease)
▪ Every language has its vocabulary (the words) and its
rules for combining these words into complete thoughts
(the sentences).
Mathematics is no exception.
▪ As a first step in studying the mathematical language, we
will make a very broad classification between the ‘nouns’
of mathematics (used to name mathematical objects of
interest)
and the ‘sentences’ of mathematics (which state complete
mathematical thoughts).
▪Uses:
1. Imagined as one that has one or more values
2. Wanted to be equally true for all elements in a
given set
▪“It” is replaces by a variable. Say “x” then:
▪2𝑥 + 3 = 𝑥 2
▪“the unknown” will be replaced by “n”
▪No matter what number “n” might be chosen,
if “n” is greater than 2, then “𝑛2 " is greater
than 4
 ▪ Use variables to rewrite the following sentences more formally.

A. Are there numbers with the property that the sum of

their squares equals the square of their sum?
Are there numbers a and b with the property that 𝒂𝟐 + 𝒃𝟐 = ሺ𝒂
+ 𝒃ሻ𝟐 ?
Or: Are there numbers a and b such that 𝑎2 + 𝑏 2 = 𝑎 + 𝑏 2 ?
Or: Do there exist any numbers a and b such that 𝒂𝟐 + 𝒃𝟐 = ሺ𝒂
+ 𝒃ሻ𝟐 ?
▪ Use variables to rewrite the following sentences more formally.

▪ B. Given any real number, its square is nonnegative.

Given any real number r, 𝒓𝟐 is nonnegative.

Or: For any real number r, 𝑟 2 ≥ 0.
Or: For all real numbers r, 𝒓𝟐 ≥ 𝟎.
▪ An expression is the mathematical analogue of an English
noun; it is a correct arrangement of mathematical symbols
used to represent a mathematical object of interest.

▪ A mathematical sentence is the analogue of an English

sentence; it is a correct arrangement of mathematical
symbols that states a complete thought.
 EXAMPLES:
2 is an expression
1+1 is an expression
x+1 is an expression
1+1=2 is a (true) sentence
1+1=3 is a (false) sentence
is a (sometimes true/sometimes
X +1=3
false) sentence

So, x is to mathematics as cat is to English: hence the title of the book,

One Mathematical Cat, Please!
▪ 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 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 many of symbols.
▪Ten digits (0, 1,2,3..9)
▪Symbols for operations ( +, -, X , ÷)
▪Symbols that represent values (x, y, z,
etc.)
▪Many special symbols ( = , <, >, ≥, π, etc.)
Universal Statements
Conditional Statements
Existential Statement
▪A certain property is true for all elements in a
set. (“for all”)
▪Ex. All positive numbers are greater than zero.
2. Conditional Statements
• If one thing is true then some other thing also has to
be true.
• Ex. If 378 is divisible by 18, then 378 is divisible by 6.
Universal conditional statement - A statement that is both
universal and conditional. (“if – then”)
Ex. For all animals a, if a is a dog, then a is a mammal.

Can be rewritten in ways that make them appear to be purely

universal or purely conditional.
Ex. Conditional: If a is a dog, then a is a mammal.
or: If an animal is a dog, then the animal is a mammal.
Universal: For all dogs a, a is a mammal.
or: All dogs are mammals
▪ Fill in the blanks to rewrite the following statement:
For all real numbers x, if x is nonzero then 𝑥 2 positive.

a. If a real number is nonzero, then its square ___.

b. For all nonzero real numbers x, ___.
c. If x ___, then ___.
d. The square of any nonzero real number is ___.
e. All nonzero real numbers have ___.
Solution:
a. Is positive
b. 𝑥 2 is positive
c. Is a nonzero real number; 𝑥 2 is positive
d. Positive
e. Positive squares ( or: squares that are positive
▪ There is at least one thing for which the property is true.
▪ Ex. There is a prime number that is even.

Universal Existential Statements – universal because its first

part says that a certain property is true for all objects of a given
type, and it is existential because its second part asserts the
existence of something.
Ex. Every real number has an additive inverse.
All real numbers have additive inverses.
Or: For all real numbers r, there is an additive
inverse for r.
Or: For all real numbers r, there is a real
number s such that s is an additive inverse
▪ Fill in the blanks to rewrite the following statement:

Every pot has a lid.

▪ a. All pots ___.
▪ b. For all pots P, there is ___.
▪ c. For all pots P, there is a lid L such that ___.

Solution:
a.Have lids
b.A lid for P
c.L is a lid for P
▪ Fill in the blanks to rewrite the following statement:
All bottles have cap.

a. Every bottle ___.

b. For all bottles B, there ___.
c. For all bottles B, there is a cap C such that ___.
▪– its first part asserts that a certain object
exists and is universal because its second
parts says that the objects satisfies a
certain property for all things of a certain
kind.
▪ Ex. There is a positive integer that is less than or equal to
every positive integer.

▪ Some positive integer is less than or equal to every positive

integer.
▪ Or: There is a positive integer m that is less than or
equal to every positive integer.
▪ Or: There is a positive integer m such that every positive
integer is greater than or equal to m.
▪ Or: There is a positive integer m with the property that
for all positive integers n, m ≤n.
▪ Fill in the blanks to rewrite the following statement in three different ways:
▪ There is a person in my class who is at least as old as
every person in my class.

a. Some ___ is at least as old as ___.

b. There is a person p in my class such that p is ___.
c. There is a person p in my class with the property that
for every person q in my class, p is ___.

Solution:
a. Person in my class; every person in my class
b. At least as old as every person in my class
c. At least as old as q
▪ Fill in the blanks to rewrite the following statement in three different ways:
There is a bird in this flock that is at least as heavy as every bird in the flock.
a. Some ___ is at least as heavy as ___.
b. There is a bird b in this flock such that b is ___.
c. There is a bird b in this flock with the property that for every bird b in the flock,
b is ___.