INTUITION, PROOF

AND CERTAINTY
INTUITION? PROOF? CERTAINTY? HOW WOULD A HUMANIST APPROACH SUCH KNOTTY PROBLEMS OF MATHEMATICAL
PHILOSOPHY AS MATHEMATICAL INTUITION, MATHEMATICAL PROOF, AND MATHEMATICAL CERTAINTY? IT IS CLEAR THAT
ONE MAY LOOK, GO TO MATHEMATICAL LIFE, AND SEE HOW PROOF, INTUITION, AND CERTAINTY ARE PERCEIVED OR NOT
SEEN. WHAT EXACTLY IS PROOF? WHAT SHOULD IT BE CALLED? THESE ARE OLD AND CHALLENGING QUESTIONS.

TO THE HUMANIST, MATHEMATICS IS OURS—OUR TOOL, OUR PLAYTHING. PROOF IS COMPLETE EXPLANATION. GIVE IT
WHEN COMPLETE EXPLANATION IS APPROPRIATE, RATHER THAN INCOMPLETE EXPLANATION OR NO EXPLANATION. THE
HUMANIST MATH TEACHER LOOKS FOR ENLIGHTENING PROOFS, NOT NECESSARILY THE MOST GENERAL OR THE SHORTEST.
SOME PROOFS DON'T EXPLAIN MUCH. THEY'RE CALLED "TRICKY," "PULLING A RABBIT OUT OF A HAT." GIVE THAT KIND OF
PROOF WHEN YOU WANT YOUR STUDENTS TO SEE A RABBIT PULLED OUT OF A HAT. BUT IN GENERAL, GIVE PROOFS THAT
EXPLAIN. AND IF THE ONLY PROOF YOU CAN FIND IS UNMOTIVATED AND TRICKY, IF YOUR STUDENTS WON'T LEARN MUCH
FROM IT, MUST YOU DO IT "TO STAY HONEST"? THAT "HONESTY" IS A FIGMENT, A SELF-IMPOSED BURDEN. BETTER TRY TO BE
CLEAR, WELL-MOTIVATED, EVEN INSPIRING.

THEN THERE'S INTUITION. INTUITION IS NOT A DIRECT VIEW OF SOMETHING OUTSIDE OF ONESELF. IT'S THE
MENTAL/BRAIN FUNCTION OF MANIPULATING TANGIBLE OBJECTS— AT A LATER STAGE, MAKING MARKINGS ON PAPER, AND
YET LATER, MANIPULATING MENTAL PICTURES. THIS ENCOUNTER LEAVES A MARK, AN IMPRESSION, ON THE MIND/BRAIN.
YOUR REPRESENTATION OF NATURAL NUMBERS IS THAT REMNANT OF MANIPULATING EXPERIENCE. YOUR
REPRESENTATION IS IDENTICAL TO MINE IN THE SENSE THAT WE BOTH ANSWER THE SAME QUESTIONS. IF WE GET
DIFFERENT RESPONSES, WE COMPARE NOTES TO SEE WHO IS CORRECT. WE CAN ACCOMPLISH THIS BECAUSE OUR MENTAL
MODELS MATCH, NOT BECAUSE WE WERE FORMALLY TAUGHT A SET OF ALGEBRAIC RULES.

FINALLY, THERE IS CERTAINTY. EVEN NOTHING MORE THAN "THE WONDERFUL FACT
THOUGH IT IS ASSUMED THAT THE NEED THAT THERE ARE THREE FEET IN A YARD,"
FOR CERTAINTY STEMS FROM THE WHICH MATHEMATICIANS SEE AS RIDICULOUS
ANCIENT PAST AND IS RELIGIOUSLY AND WITHOUT MERIT. SO, IS THE FORMULA IN
DRIVEN, ITS VALIDITY IS INDEPENDENT DOUBT? HOW CERTAIN AM I THAT THE PROOF
OF ITS HISTORY AND MOTIVE. THE ISSUE IS RIGHT BEFORE I CARE ABOUT
REMAINS: CAN MATHEMATICAL DOUBTABILITY? IT APPEARS TO BE RIGHT TO
KNOWLEDGE BE PROVEN? FOR ME. COULD I BE WRONG? IGNORED ANYTHING
EXAMPLE, "2+2=4" ACCORDING TO RIGHT IN FRONT OF MY FACE? IN MATH, I MAKE
HUMANIST BERTRAND RUSSELL, EVERY BLUNDERS. I'M RATHER POSITIVE THE PROOF
MATHEMATICAL FACT IS A TAUTOLOGY, IS REASONABLE, BUT AM I REALLY CERTAIN?
SUCH AS "2+2=4" —TRIVIALLY
INDUBITABLE. HE SAID THAT A
MATHEMATICAL THEOREM STATES
 Thank You
Dear, Mr. Dimaculangan
From the moment we stepped into the university, I thought that it was the most
depressing academic year I will have. For one, I thought that I won't make new friends,
and I will developed unhealthy habits following the upsetting time and form of
educational environment we were learning in. But despite that our batch have
conquered and headed on to our ending of first semester of our 1st year college. It felt
like a fresh start, a new book waiting to be opened and read to go on its quest and
adventure. Those chapters however were filled with characters less eccentric than you
would expect in a plot of a novel, because the people I have been with in my senior high
school journey are very real, made of flesh and bone, full of love and are the pillars of
whom I wouldn’t be able to stand without.

Thank you for your guidance and for shedding light amidst darkness. I am very
thankful for treating us like one of your own, and for pushing us to greater heights
when you teach mathematics. I am grateful for your support and the crossing of our
paths. We will miss you sir as you have open and pushed me to improvement. I was
inspired by you, and I am sure that I will carry on your words and tips to all of
mathematics of the life.

Regard,

James Mikhail Landicho

 Age isn't Just a Number
You may think that the scale of measurement is one of
the most basic and easiest topics in statistics but, there is a
crucial complexity in learning these things. Let’s all be
intrigued in the debatable paradox that has been running
on my mind for the last 2 years.

There are three scales of measurement in questions

namely: nominal, ordinal, and the interval or ratio. The
nominal data deals with the categorical data which uses
numbers to label categories one basic example for this is
filling up a survey that questions your gender namely male
of female. Then we have the ordinal data which deals with
the ranked data gives the observation a ranking to produce
information that is "greater than" or "less than"; However,
the "greater than" or "less than" limits also apply to the
ranked data generated. It cannot convey information about how much more or how much less
something is. Lastly, we have the interval and the ratio, both scales assign numbers that
corresponds to the data however there is a certain distinction between this two. The Interval
scale measures the data that could go below zero or can have negative numbers for example Body
temperature and others. The ratio scale on the other hand has absolute zero which means that
the data couldn’t be negative, and the bottom line of the numbers are zero.

For the interesting part, we now know the difference between interval and ratio scale,
typically when the question is what measurement scale is used when the data is the age the
answer will be ratio because we all think that there is an absolute zero in age. But what if I told
you that that is still a debatable question? We start to count the age of a human person as
someone gives birth to them. And what if we consider the age of the babies inside the womb of
their mothers? Would there be an absolute zero or we will consider it as a negative age? If we
consider the age as negative would that make the age as an interval data? Personally, I stand
with the age as being a interval data, that is because the child is also developing in the womb of
the mother. It undergoes through changes just like when you gave birth to them.

In reality, these things are less important than practical things like how would you feed these
baby and how would you raise them. If you're a person that values knowledge and wisdom like
myself , you would appreciate thinking these kind of tings. The lady in the picture is my sister
who'll give birth to my precious godchild and I think it's beautiful wondering these type of
things while appreciating their existence.
 Entailment
of you
Mathematics is full of unanswered questions,
That we all want to decipher in our lessons
Do you ever wonder what’s the essence of all?
These things that we find it difficult to recall

That is the ones that you taught to all of us here

The quintessence that we are blind to catch sight of
The information that should be grasped and adhered
Mathematic is all around and all above

We give our greatest gratitude for you Sir Mark

For enlightening us in knowledge we see dark
Hope you find the satisfaction in teaching us
cause the joy I’ve felt is nothing to discuss