Professional Documents
Culture Documents
Metalanguage
In this section, the essential terms relevant to the study of the nature of
Mathematics and to demonstrate ULO-a will be operationally defined to establish a
common frame of reference as to how the texts work. You will encounter these terms
as we go through the study of the nature of mathematics. Please refer to these
definitions in case you will encounter difficulty in understanding some concepts.
2
2. Patterns in nature are visible regularities of form found in the natural world.
These patterns recur in different contexts and can sometimes be modeled
mathematically.
5. The Golden ratio (the symbol is the Greek letter "phi," Φ) is a special number
approximately equal to 1.618. It appears many times in geometry, art,
architecture, and other areas. We find the golden ratio when we divide a line
into two parts so that: the long part divided by the short part is also equal to
the whole length divided by the long part.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are
not limited to refer to these resources exclusively. Thus, you are expected to utilize
other books, research articles, and other resources that are available in the
university’s library e.g., ebrary, search.proquest.com, etc.
3
permit the learner to begin with simple and very easy conclusions, gradually
move over to more difficult and complex ones.
1.4 Mathematics is a tool subject
Mathematics has its integrity, its beauty, its structure, and many other
features that relate to Mathematics as an end in it. However, many conceive
Mathematics as a very useful means to other ends, a powerful and incisive tool
of wide applicability.
4
1.10 Mathematics is abstract science
Mathematical concepts are abstract in the sense that they cannot be
seen or felt in the physical world. Mathematical concepts cannot be learned
through experiences with concrete objects. Some concepts can be learned
only through their definitions, and they may not have concrete counterparts to
be abstracted from. The concept of prime numbers, the concept of probability,
the concept of a function, the concept of limits, concept of continuous functions,
to list few are all abstract in the sense that they can be learned only through
their definitions and it is not possible to provide concrete objects to correspond
to such concepts. Even when concretization is possible they are only
representation of the concepts and not physical object themselves.
2. Patterns in nature. The patterns found in nature have fascinated scientists for
many years. Humans have looked at the stars to find patterns – called
constellations. Each day we experience a sunset and a sunrise – patterns
caused by the Earth’s rotation around the Sun, which we call time. Patterns
help us organize information and make sense of the world around us.
A pattern exists when a set of numbers, colors, shapes, or sound are
repeated over and over again. Patterns can be found everywhere: including in
animals, plants, and even the solar system!
Some specific patterns are as follows:
2.1 A fractal is a detailed pattern that looks similar at any scale and repeats
itself over time. A fractal's pattern gets more complex as you observe it at larger
scales. Examples of fractals in nature are snowflakes, trees branching,
lightning, and ferns.
2.2 A spiral is a curved pattern that focuses on a center point and a series
of circular shapes that revolved around it.
Examples of spirals are pine cones, pineapples, and hurricanes. The
reason for why plants use a spiral form of the leaf is because they are
constantly trying to grow but stay secure. A spiral shape causes plants to
condense themselves and not take up as much space, causing it to be stronger
and more durable against the elements.
5
2.3 A Voronoi pattern provides clues to nature’s tendency to favor efficiency:
the nearest neighbor, shortest path, and tightest fit. Each cell in a Voronoi
pattern has a seed point. Everything inside a cell is closer to it than to any
other seed. The lines between cells are always halfway between neighboring
seeds. Other examples of Voronoi patterns are the skin of a giraffe, corn on
the cob, honeycombs, foam bubbles, the cells in a leaf, and a head of garlic.
https://www.youtube.com/watch?v=4Mfl2QbSMYY
6
3.4 Square Numbers. In a square number sequence, the terms are the
squares of their position in the sequence. A square sequence would begin
with “1, 4, 9, 16, 25…”
3.5 Cube Numbers. In a cube number sequence, the terms are the cubes
of their position in the sequence. Therefore, a cube sequence starts with “1,
8, 27, 64, 125…”
4. The Golden Ratio. The Golden Ratio is a common mathematical ratio found
in nature, which can be used to create pleasing, organic-looking compositions
in your design projects or artwork. It's also known as the Golden Mean, the
Golden Section, or the Greek letter phi (Φ). Whether you're a graphic designer,
illustrator or digital artist, the Golden Ratio can be used to bring harmony and
structure to your projects.
Closely related to the Fibonacci Sequence, the Golden Ratio describes
the perfectly symmetrical relationship between two proportions. Approximately
equal to a 1:1.61 ratio, the Golden Ratio can be illustrated using a Golden
Rectangle.
This is a rectangle where, if you cut off a square (side length equal to
the shortest side of the rectangle), the rectangle that's left will have the same
proportions as the original rectangle.
So if you remove the right-hand square from the rectangle above, you'll
be left with another, smaller Golden Rectangle. This could continue infinitely.
Similarly, adding a square equal to the length of the longest side of the
rectangle gets you increasingly closer to a Golden Rectangle and the Golden
Ratio.
7
Plotting the relationships in scale provides us with what's known as a
Golden Spiral. This occurs organically in the natural world.
If you're still a little confused, the video below gives a good overview of
the Golden Ratio in use. It also shows you how to construct a Golden Ratio in
Illustrator. This is used to create a Golden Spiral, followed by Golden Circles.
https://www.youtube.com/watch?time_continue=13&v=CSoHCHQ3zJw&featu
re=emb_logo
It is believed that the Golden Ratio has been in use for at least 4,000
years in human art and design. However, it may be even longer than that –
some people argue that the Ancient Egyptians used the principle to build the
pyramids.
In more contemporary times, the Golden Ratio can be observed in
music, art, and design all around you. By applying a similar working
methodology, you can bring the same design sensibilities to your own work.
Let's take a look at a couple of examples to inspire you.
Ancient Greek architecture used the Golden Ratio to determine pleasing
dimensional relationships between the width of a building and its height, the
size of the portico and even the position of the columns supporting the
structure. The final result is a building that feels entirely in proportion. The neo-
classical architecture movement reused these principles too.
Leonardo da Vinci, like many other artists throughout the ages, made
extensive use of the Golden Ratio to create pleasing compositions. In The Last
Supper, the figures are arranged in the lower two thirds (the larger of the two
parts of the Golden Ratio), and the position of Jesus is perfectly plotted by
arranging golden rectangles across the canvas.
8
There are also numerous examples of the Golden Ratio in nature – you
can observe it all around you. Flowers, sea shells, pineapples and even
honeycombs all exhibit the same principle ratio in their makeup.
Many features of the “ideal” human face are said to have ratios equal to
phi (Φ). For example, the dimension relationships between the eyes, ears,
mouth, and nose. The ratio of the height of the whole head to that of the head
above the nose is also said to be phi (Φ). Other examples supposedly include
the ratio between the total height of the body and the distance from the head
to the finger tips, and the distances from head to naval and naval to hill. Then
there is a proportion between the forearm and upper arm, and the one between
hand and forearm; all of these are said to follow the rule of golden ratio.
9
1) Ondaro et al. (2018). Mathematics in the modern world. Mutya Publishing House, Inc.
2) Smith, Karl (2017). The nature of mathematics 13th ed. Cengage Learning.
4) Kappraff, J. (2002). Beyond measure: A guided tour through nature, myth, and number.
Retrieved from https://ebookcentral.proquest.com
5) https://www.slideshare.net/AngelSophia2/nature-scopemeaning-and-definition-of-
mathematics-pdf-4
Activity 1. Now that you know the most essential concepts in the study of the
nature of Mathematics. Let us try to check your understanding of
these concepts. You are directed to answer the questions from
10
Activity 1. Based from the most essential concepts in the study of the nature of
Mathematics and the learning exercises that you have done, please
feel free to write your arguments or lessons learned below.
1.
2.
3.
11
Do you have any question for clarification?
1.
2.
3.
4.
5.
12
Big Picture in Focus
Translate English phrases to mathematical expressions using
ULO-b.
the language, symbols, and conventions of mathematics.
Metalanguage
2. Synonyms. This simple idea that numbers have lots of different names is
extremely important in Mathematics. English has the same concept:
synonyms are words that have the same (or nearly the same) meaning.
However, this `same object, different name' idea plays a much more
fundamental role in Mathematics than in English.
4. Notion of truth. Sentences can be true or false. The notion of truth (i.e., the
property of being true or false) is of fundamental importance in the
Mathematical language.
13
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are
not limited to refer to these resources exclusively. Thus, you are expected to utilize
other books, research articles, and other resources that are available in the
university’s library e.g., ebrary, search.proquest.com, etc.
1. Mathematical language. Mathematics has its own language, its own tools,
and mode of operations. The language for the communication of Mathematical
ideas is largely in terms of symbols and words.
For example. A number is a property of a set that tells how many
elements there are in the set. But a numeral is a name or symbol used to
represent a number. Essentially, to distinguish between a number and a
numeral is to distinguish between a thing and the name of a thing.
It is important that a student understands the distinction between a
number and numeral so that he may realize the difference between actually
operating with numbers and merely manipulating symbols representing those
numbers. This is only one item in regard to precision of language. There are
many others, such as distinguishing between the line and picture of a line, a
point and the dot used to represent the point, etc.
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).
14
+ plus sign addition
– minus sign subtraction
∗,x asterisk, times sign multiplication
⋅ center dot multiplication
÷ division sign/ obelus division
/ division slash division
mod modulo remainder calculation
% percent for every hundred, 1% = 1/100
∝ proportional to proportional to
∞ lemniscate infinity symbol
{ } braces set
∈ set membership an element of
R real numbers set R = { x | x = a/b, a,b ∈ Z}
ENGLISH MATHEMATICS
Noun Expression
(person, place, thing)
name given to an
Examples: Examples:
object of interest:
Carol, Davao, book 5, 2 + 3, 1/2
Sentence Sentence
Examples: Examples:
a complete thought: The car is blue. 3+4=7
Maria is cooking. 3+4=8
Since people frequently need to work with numbers, these are the most
common type of mathematical expression. And, numbers have lots of different
names.
15
the sum of the difference of the product of the quotient of
increased by decreased by multiplied by per
total fewer than of
more than less than
added to subtracted from
The useful thing about translation is that it can go both ways. Just like we
can translate words into mathematical expressions, we can translate mathematical
expressions back into words. Consider the following examples.
The sentence `1 + 2 = 3 ' is read as `one plus two equals three' or `one
plus two is equal to three'. A complete thought is being stated, which in this
case is true.
16
A question commonly encountered, when presenting the sentence
example `1 + 2 = 3 ', is the following: If `=' is the verb, then what is the `+'? Here
is the answer. The symbol `+' is a connective; a connective is used to `connect'
objects of a given type to get a `compound' object of the same type.
Here, the numbers 1 and 2 are `connected' to give the new number 1
+ 2. A familiar English connective for nouns is the word `and': `cat' is a noun,
`dog' is a noun, `cat and dog' is a `compound' noun.
1. 1/2 EXP
2. x–1=3 SEN, T/F
3. 1+2+x EXP
4. 12 ÷ 3 = 2 SEN, F
5. 1 + 2 + x = x + 1 + 2 SEN, T
17
1) Ondaro et al. (2018). Mathematics in the modern world. Mutya Publishing House,
Inc.
Activity 1. Now that you know the most essential concepts in the study of
mathematical language and symbols. Let us try to check your
understanding of these concepts. You are directed to answer
exercises from
18
Activity 1. Based from the most essential concepts in the study of mathematical
language and symbols and the learning exercises that you have
done, please feel free to write your arguments or lessons learned
below.
1.
2.
3.
19
Do you have any question for clarification?
1.
2.
3.
4.
5.
20
Big Picture in Focus
Use different types of reasoning to justify statements and
ULO-c.
arguments made about Mathematics.
Metalanguage
2. Deductive reasoning is a basic form of valid reasoning, which starts out with
a general statement, or hypothesis, and examines the possibilities to reach a
specific, logical conclusion.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are
not limited to refer to these resources exclusively. Thus, you are expected to utilize
other books, research articles, and other resources that are available in the
university’s library e.g., ebrary, search.proquest.com, etc.
21
The concept of deductive reasoning is often expressed visually using a
funnel that narrows a general idea into a specific conclusion.
In practice, the most basic form of deductive reasoning is the syllogism,
where two premises that share some idea support a conclusion. It may be
easier to think of syllogisms as the following theorem:
If A = B and C = A, then B = C.
Note that the above paragraph states that the premises prove the
conclusion, not justify it.
Deductive reasoning is meant to demonstrate that the conclusion is
absolutely true based on the logic of the premises.
Compare the following syllogisms:
The syllogism on the left contains two objectively true premises, but its
conclusion is false because it is possible for airplanes and instruments to be
totally separate entities while still having the same properties. The syllogism on
the right takes premises that overlap and uses them to prove that a statement
is definitely true.
Although deductive arguments rarely come in the exact form of a
syllogism, the same thought process can be used to evaluate their strength
and create counterarguments.
22
All forms of inductive reasoning, though, are based on finding a
conclusion that is most likely to fit the premises and is used when making
predictions, creating generalizations, and analyzing cause and effect.
Specific Observations
My neighbor’s cat hisses at me daily.
At the pet store, all the cats hiss at me.
Therefore, all cats probably hate me.
Broad Conclusion
The cost of college has been increasing The past five Marvel movies have been
over the past several decades. incredibly successful at the box office.
Therefore, higher taxes on the rich are Therefore, the next Marvel movie will
probably the best way to help middle probably be successful.
class America thrive.
Once again, the reasoning on the left is weak while the right is strong.
On the left, the two statements made are likely true on their own, but the first
premise does not predict the second to be true. Since there is no obvious
correlation between the two, the argument is weak. On the right, the premise
identifies a pattern, and the conclusion provides a logical continuation of this
pattern without exaggeration. Thus, the argument is strong.
23
is “Either true or false, but not both at the same time.” Therefore, the basic
entity required for mathematical reasoning is a statement. This is the
mathematical statement definition.
Inductive Reasoning
In the Inductive method of mathematical reasoning, the validity of the
statement is checked by a certain set of rules and then it is generalized. In
other words, in the inductive method of reasoning, the validity of the statement
is checked by certain set of rules and then it is generalized. The principle of
mathematical induction uses the concept of inductive reasoning.
As inductive reasoning is generalized, it is not considered in geometrical
proofs. Here, is an example which will help to understand the inductive
reasoning in Mathematics better.
Deductive Reasoning
The principal of deductive reasoning is actually the opposite of the
principle of induction. On the contrary to inductive reasoning, in deductive
reasoning, we apply the rules of a general case to a given statement and make
it true for particular statements. The principle of mathematical induction uses
the concept of deductive reasoning (contrary to its name). The below-given
example will help to understand the concept of deductive reasoning in
mathematics better.
24
3. Types of Reasoning Statements
There are three main types of reasoning statements:
• Simple Statements
• Compound Statements
• If-Then Statements
Simple Statements
Simple statements are those which are direct and do not include any
modifier. These statements are easiest to solve and does not require much
reasoning.
An example of a simple statement is
Compound Statement
With the help of certain connectives, we can club different statements.
Such statements made up of two or more statements are known as compound
statements. These connectives can be “and”, “or”, etc. With the help of such
statements, the concept of mathematical deduction can be implemented very
easily. For a better understanding consider the following example:
Let us now find the statements out of the given compound statement:
Compound Statement: A triangle has three sides and the sum of interior angles
of a triangle is 180°.
If-Then Statements
According to mathematical reasoning, if we encounter an if-then
statement i.e. ‘if a then b’, then by proving that a is true b can be proved to be
true or if we prove that b is false then a is also false.
25
If we encounter a statement which says a if and only if b then we can
reason such a statement by showing that a is true and then b is also true and
if b is true then a is definitely true.
Example.
a. 8 is multiple of 64
b. 8 is a factor of 64
Here, by using “not”, we denied the given statement and now the following can
be inferred from the negation of the statement:
There exist two numbers, whose squares do not add up to give a positive number.
Contradiction Method
In this method, we assume that the given statement is false and then try
to prove the assumption wrong.
Example.
Statement: The derivative of y = 9x2 + sin x with respect to x is 18x + cos x.
26
For proving the validity of this statement,
Counter Statements
Another method for proving validity is to use a counter statement i.e.
giving a statement or an example where the given statement is not valid.
Example.
Statement: If x is a prime number then x is always odd.
To show that the given statement is false we will try to find a counter
statement for this. We know that 2 is a prime number i.e. it is divisible by only
itself and 1. Also, 2 is the smallest even number. Therefore, we can say that 2
is a prime number which is even. Hence, we can say that the statement is not
true for all prime numbers, therefore, the given statement is not valid.
Question 1:
Consider the following set of statements and mention which of these are
mathematically accepted statements:
1) The Sun rises in the east.
2) New Delhi is a country.
3) Red rose is more beautiful than a yellow rose.
Solution:
When we read the first statement, we can straightaway say that the first
statement is true, and the second one is false. As far as the third statement is
considered it may depend upon perceptions of different people. Hence, it can
be true for some people and at the same time false for others. But such
ambiguous statements are not acceptable for reasoning in mathematics.
Thus, a sentence is only acceptable mathematically when it is either true
or false but not both at the same time. So, statement 1 and 2 are
mathematically accepted statements while statement 3 is not accepted
mathematically.
Question 2:
The sum of three positive numbers x, y and z is always negative.
Solution:
This statement is acceptable. It can never be true because all positive
numbers are greater than zero and therefore the sum of positive numbers can
never be negative.
27
Question 3:
The product of three real numbers x, y and z is always zero.
Solution:
In this given statement we cannot figure out if the statement is true or
false. Such a sentence is not mathematically acceptable for reasoning.
Question 4:
Statement (a): A circle with infinite radius is a line
Statement (b): A circle with zero radii is a point
Solution:
Since (a) is true and (b) is also true then both statements (a) and (b) are
also true. For two given statements (a) or (b) to be true, show that either (a) is
true or prove that (b) is true i.e. if any one of the statements is true then (a) or
(b) is also true.
28
1) Ondaro et al. (2018). Mathematics in the modern world. Mutya Publishing House,
Inc.
3) O'Leary, M. L. (2015). A first course in mathematical logic and set theory. Retrieved
from https://ebookcentral.proquest.com
4) https://byjus.com/maths/statements-in-mathematical-reasoning/
Activity 1. Now that you know the most essential concepts in problem solving,
let us try to check your understanding of these concepts. You are
directed to answer exercises from
29
Activity 1. Based from the most essential concepts in problem solving and the
learning exercises that you have done, please feel free to write your
arguments or lessons learned below.
1.
2.
3.
30
Do you have any question for clarification?
1.
2.
3.
4.
5.
31
Big Picture in Focus
ULO-d. Apply Polya’s four steps in solving problems.
Metalanguage
In this section, the essential terms relevant to the study of problem solving
and to demonstrate ULO-d will be operationally defined to establish a common
frame of reference as to how the texts work. You will encounter these terms as we
go through the study of the nature of mathematics. Please refer to these definitions
in case you will encounter difficulty in understanding some concepts.
32
is at least able to understand and appreciate a recreational problem and its
solution. Recreational puzzles can also increase people's appreciation of
mathematics as a whole.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are
not limited to refer to these resources exclusively. Thus, you are expected to utilize
other books, research articles, and other resources that are available in the
university’s library e.g., ebrary, search.proquest.com, etc.
George Polya, known as the father of modern problem solving, did extensive
studies and wrote numerous mathematical papers and three books about
problem solving. He created his famous four-step process for problem
solving, which is used all over to aid people in problem solving:
When you devise a plan (translate), you come up with a way to solve
the problem. Setting up an equation, drawing a diagram, and making a chart
are all ways that you can go about solving your problem.
33
The next step, carry out the plan (solve), is big. This is where you solve the
equation you came up with in your 'devise a plan' step.
Example 2.
One number is 3 less than another number. If the sum of the two numbers is
177, find each number.
Make sure that you read the question carefully several times. We are looking
for two numbers, and since we can write the one number in terms of another
number, we will let
x = another number; and
one number is 3 less than another number is
x – 3 = one number
34
The sum of two numbers is 177
x + (x – 3) = 177
x + (x – 3) = 177
2x – 3 = 177 - Remove ( ) using distribution property
2x – 3 + 3 = 177 + 3 - Get all constant terms on right side
2x = 180 - Divide the equation by 2
x = 90
35
1) Ondaro et al. (2018). Mathematics in the modern world. Mutya Publishing House,
Inc.
3) Karp, A., & Wasserman, N. (2014). Mathematics in middle and secondary school: A
problem solving approach. Retrieved from https://ebookcentral.proquest.com
4) https://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/int_alg_tut8_p
robsol.htm
Activity 1. Now that you know the most essential concepts in Polya’s Four-Step
in problem solving, let us try to check your understanding of these
concepts. You are directed to answer exercises from
36
Activity 1. Based from the most essential concepts in problem solving and the
learning exercises that you have done, please feel free to write your
arguments or lessons learned below.
1.
2.
3.
37
Do you have any question for clarification?
1.
2.
3.
4.
5.
38