MATHEMATICS IN THE MODERN WORLD

1 PATTERNS IN NATURE

INTRODUCTION
A mathematical pattern is an object or group of objects that possesses regularity or
repetition (which could be visual, arithmetic, etc.)

SETS
Sets in mathematics, are simply a collection of distinct objects forming a group.
In most sets, some numbers are included while some others are excluded.
A set can have any group of items, be it a collection of numbers, days of a week,
types of vehicles, and so on.

FRACTALS
A fractal is a never-ending pattern. Fractals are infinitely
complex patterns that are self-similar across different scales.
They are created by repeating a simple process over and over
in an ongoing feedback loop. Driven by recursion, fractals are
images of dynamic systems - the pictures of Chaos.
Geometrically, they exist in between our familiar dimensions.
Fractal patterns are extremely familiar, since nature is full of
fractals. For instance: trees, rivers, coastlines, mountains,
clouds, seashells, hurricanes, etc. Abstract fractals such as the
Mandelbrot Set - can be generated by a computer calculating Ex. Fractal

a simple equation over and over.

MANDELBROT SET
The Mandelbrot Set.

Benoit Mandelbrot (Sounds like ben-waa man-duhl-

braat) > (20 November 1924 - 14 October 2010) was a
Polish-born French American mathematician and
polymath.
The term fractal, derived from the Latin word fractus
("fragmented," or "broken").
The set of all numbers C for which the sequence Zn
remains small according to this formula:
Zn+1 = Zn² + C
The Mandelbrot Set also include the "complex" and "imaginary" number.
 MATHEMATICS IN THE MODERN WORLD
1 PATTERNS IN NATURE

STRIPES

Ex. Stripes
A long narrow band or strip, typically of the same width
throughout its length, differing in color or texture from the
surface on either side of it.

SPIRALS
A spiral is a curved pattern that focuses on a center point

Ex. Spiral
and a series of circular shapes that revolve around it.

GOLDEN RATIO
The Golden Ratio is a mathematical
ratio. It is commonly found in nature,
and when used in a design, it fosters
organic and natural-looking
compositions that are aesthetically
pleasing to the eye.

FIBONACCI SEQUENCE
is a set of numbers such that each number in the sequence is the sum of the two
numbers that immediately precede it.
Leonardo of Pisa nickname Fibonacci – hypothesized group of rabbits bred and
reproduced.
MATHEMATICS IN THE MODERN WORLD
1 PATTERNS IN NATURE
 MATHEMATICS IN THE MODERN WORLD
1 PATTERNS IN NATURE

PISANO PERIOD
Pisano periods are named after Leonardo Bigollo Pisano (or Leonardo Bonacci, or
Leonardo of Pisa), better known as Fibonacci.
modulo operation: finds the remainder

EXAMPLE:
13 ÷ 7 = 1 remainder 6 18 modulo 5 = 3 17 modulo 4 = 1 18modulo 9 = 0
13 modulo 7 = 6
modulus

SYMMETRY
The images which can be divided
into identical halves
Any line splitting a shape into two
parts such that the two parts are
the same is called a line of
symmetry.
The Vitruvian Man was created by Leonardo da Vinci around the year 1487.
“Proportions of Man”

TESSELLATIONS
A tessellation or tiling of a flat surface is
the covering of a plane using one or more
geometric shapes, called tiles, with no
overlaps and no gaps.

REGULAR TESSELLATIONS
A regular tessellation is a pattern made by
repeating a regular polygon.
For a regular tessellation, the pattern is
identical at each vertex (corner point).
There are only 3 regular tessellations:

SEMI-REGULAR TESSELLATIONS
It is made of two or more regular
polygons. The pattern at each vertex must
be the same.
There are only 8 semi-regular tessellations:
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2 LOGIC

INTRODUCTION
Logic is the study of the techniques and principles used to differentiate accurate
reasoning from inaccurate reasoning. It is a tool for evaluating the reasoning of an
argument and is considered fundamental to every field of education.

PROPOSITION (OR SENTENCE)

A proposition (or sentence) is a declarative sentence which is either true or false, but
not both. The truth value of the propositions is the truth and falsity of the proportion.

SIMPLE SENTENCES
Simple sentences in Propositional Logic are often called proposition constants or,
sometimes, logical constants. In what follows, we write proposition constants as strings
of letters, digits, and underscores ("_"), where the first character is a lower case letter.
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2 LOGIC

COMPOUND PROPOSITION
It is a proposition composed of simpler
propositions using propositional connectives.
A propositional connective is an operation
that combines two propositions p and q to
yield a new proposition whose truth value
depends only on the truth values of the two
original propositions.

1. CONJUNCTION
Let p be a proposition and q be another proposition. The operation "and" is denoted by
the symbol "^" for Conjunction.
In order for the proposition p ^ q to be true, both p ^ q must be true.

TRUTH TABLE FOR CONJUNCTION

2. DISJUNCTION
Let p be a proposition and q be another proposition. The operation "or" is denoted by
the symbol "V" for Disjunction.
In order for the proposition p V q to be true, either p or a must be true, not necessarily
both.
TRUTH TABLE FOR DISJUNCTION
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2 LOGIC

3. NEGATION
Let p be a proposition. The "negation" of p is written as ~p. Observe that p and ~p
cannot both have the same truth value.
TRUTH TABLE FOR NEGATION Example: The following
are propositions for p,
find the corresponding
~p.

4. CONDITIONAL
LOGICAL IMPLICATION, symbolized by "→" is another relation between two
propositions. It makes use of the "If-then" statement. Then the implication "p implies
q" is denoted by "p → q"

TRUTH TABLE FOR CONDITIONAL

5. BICONDITIONAL
It is possible for p → q and q → p to be both true. If this is so, we use the symbol "↔"
(double-sided arrow) to mean "p if and only if q". When this condition is true, we say
that p and q are logically equivalent

TRUTH TABLE FOR BICONDITIONAL

MATHEMATICS IN THE MODERN WORLD
2 LOGIC
 MATHEMATICS IN THE MODERN WORLD
2 LOGIC

EXAMPLE 2:
Construct the truth table for each of the following propositions.
a. ¬p V ¬q b. ¬(q V q) → ¬(¬p) c. (p V p) ↔ ¬(q Ʌ q) d. (p → q) V (q Ʌ ¬r)
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2 LOGIC

FORMS OF CONDITIONAL PROPOSITIONS

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2 LOGIC

CLASSES OF COMPOUND STATEMENTS

1. TAUTOLOGIES is a compound statement that is true for all possible combinations of
the truth values of the propositional variables also called as logically true.
2. CONTRADICTION is a compound statement that is false for all possible combinations
of the truth value of the propositional variables also called as logically false or absurdity
or fallacy.
3. CONTINGENCY is a compound statement that can either be true or false, depending
on the truth values of the propositional variables are neither a tautology nor a
contradiction.
Write the truth table for each of the following compound statements and determine
whether the compound statement is a tautology, contradiction or contingency.
1. p V ¬(p Ʌ q) 2. (p → q) Ʌ (p → ¬q) 3. (p Ʌ q) Ʌ ¬(p V q)
 MATHEMATICS IN THE MODERN WORLD
3 PROBLEM SOLVING

INTRODUCTION
Problem Solving teaches discernment, develops grit, a trait that successful students
routinely display, students learn how to ask determining questions, have a deeper
understanding of cause and effect, and boost reflective, critical thinking.

INDUCTIVE REASONING
It is the process of reaching a general conclusion by examining specific examples.

INDUCTIVE GENERALIZATION
In this type of inductive reasoning, a situation is presented, you look at evidence from
past similar situations and draw a conclusion based on the information available.
Example:
For the past three years, the company has beat its revenue goal in Q3. Based on
this information, the company will likely beat its revenue goal in Q3 this year.

STATISTICAL INDUCTION
This type of inductive reasoning utilizes statistical data to draw conclusions.
Example:
90 percent of the sales team met their quota last month. Jeff is on the sales team.
Jeff likely met his sales quota last month.

INDUCTION BY CONFIRMATION
Induction by confirmation allows you to reach a possible conclusion, but you must
include specific assumptions for the outcome to be accepted.
Example:
Cardo broke into a building.
Anybody who breaks into a building will have opportunity, motive and means.
Cardo was in the area and had lock picks in his bag.
Cardo likely broke into the building.

INDUCTION REASONING TO MAKE A CONJECTURE

Example:
Pick a number.
Multiply the number by
8, add 6 to the product,
divide the sum by 2, and
subtract 3.
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3 PROBLEM SOLVING

INDUCTIVE REASONING TO SOLVE AN APPLICATION

INDUCTIVE REASONING
there is always room for error.
there is still a chance that new facts or evidence will be uncovered and prove your
theory wrong.

COUNTEREXAMPLES
A statement is a true statement provided that it is true in all cases. If you can find one
case for which a statement is not true, called a counterexample, then the statement is
false statement.
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DEDUCTIVE REASONING
It is the process of reaching a conclusion by applying general assumptions, procedures, or
principles.

DEDUCTIVE REASONING TO MAKE A CONJECTURE

INDUCTIVE REASONING VS DEDUCTIVE REASONING

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3 PROBLEM SOLVING

INTUITION
In his book, The Power of Intuition, Gary Klein suggests that 90 percent of critical
decisions are made using our intuition.
When talking about intuition we are describing something that is known, perceived,
understood or believed by instinct, feelings or nature without actual evidence, rather
than by use of conscious thought, reason, or rational processes.

CAN INTUITIVE DECISION MAKING BE LEARNED?

Experts at MIT (Matzler, Ballom, and Mooradlan, 2007) and the Marine Corps (Krulak,
1999). The Recognition Primed Decision Model, developed by Gary Klein and others,
suggests that recognition of patterns or cues is an important element of intuitive
decision making, along with an ability to perform a rapid mental simulation of how an
option would perform against other previously successful outcomes.
Use a structured process when time allows
Listen better PROBLEMS WITH
Reflect on a decision before implementing
Examine beliefs INTUITION:
Consult others Flawed information
Communicate Short term emotional
Increase experiences bias
Learn through repetition in different environments Insufficient
Learn to recognize and interpret your emotions consideration of
Create the right learning environment alternatives
Use decision making games Prejudices
Situational assessment and case studies Lack of openness
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3 PROBLEM SOLVING

PROOF AND ITS METHODS CERTAINTY

Direct Proof RATIONAL CERTAINTY
Proof by Contraposition Justified
Proof by Contradiction Reason
Proof of Equivalences Evidence
Proof by Cases IRRATIONAL CERTAINTY
Existence Proofs Intuition
Counterexamples Faith
RECREATIONAL PROBLEMS USING MATHEMATICS
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3 PROBLEM SOLVING

PROBLEM SOLVING WITH PATTERNS

PROBLEM SOLVING WITH FIBONACCI NUMBERS

POLYA'S PROBLEM SOLVING TECHNIQUES

George Pólya was a great champion in the field of teaching effective problem solving
skills.
He was born in Hungary in 1887, received his Ph.D. at the University of Budapest, and
was a professor at Stanford University (among other universities).
In 1945 George Polya published the book "How To Solve It”

POLYA’S FOUR-STEP PROBLEM SOLVING

1. Understand the problem.
2. Devise a plan.
3. Carry out the plan.
4. Review the solution.
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POLYA’S FOUR-STEP PROBLEM SOLVING

1. Understand the problem.
First. You have to understand the problem.
What is the unknown? What are the data? What is the condition?
Is it possible to satisfy the condition? Is the condition sufficient to determine the
unknown? Or is it insufficient? Or redundant? Or contradictory?
Draw a figure. Introduce suitable notation.
Separate the various parts of the condition. Can you write them down?

2. Devise a plan.
Second. Find the connection between the data and the unknown. You may be obliged
to consider auxiliary problems if an immediate connection cannot be found. You
should obtain eventually a plan of the solution.
Have you seen it before? Or have you seen the same problem in a slightly different
form?
Do you know a related problem? Do you know a theorem that could be useful?
Look at the unknown! Try to think of a familiar problem having the same or a similar
unknown.
Here is a problem related to yours and solved before. Could you use it? Could you use
its result? Could you use its method? Should you introduce some auxiliary element in
order to make its use possible?
Could you restate the problem? Could you restate it still differently? Go back to
definitions.
If you cannot solve the proposed problem, try to solve first some related problem.
Could you imagine a more accessible related problem? A more general problem? A
more special problem? An analogous problem? Could you solve a part of the
problem?
Did you use all the data? Did you use the whole condition? Have you taken into
account all essential notions involved in the problem?

3. Carry out the plan.

Third. Carry out your plan.
Carrying out your plan of the solution, check each step.
Can you see clearly that the step is correct?
Can you prove that it is correct?

4. Review the solution.

Fourth. Examine the solution obtained.
Can you check the result? Can you check the argument?
Can you derive the solution differently? Can you see it at a glance?
Can you use the result, or the method, for some other problem?
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