The Nature of Mathematics

“Mathematics is a language, not for communication, but for manipulation or physical manifestation of
human thought.”
Let’s take for example, music. How do we produce music? We generally use a musical
instrument to produce, or “play” music. Now, how do we construct an instrument, or rather, how can we
be sure of the note we are playing on the instrument?
A piano, for example, has 88-keys, each with a different pitch, or note, that when pressed on a
precise combination, timing, and whatnot, produces such lovely music, depending on your taste, of
course. So, what determines the pitch on each piano key? The string of which the “hammer” of each key
pounds. The composition of the string is important, the material, the length, the width of the string, and
the tension on the string determine the sound it produces. These factors change how fast the air around
each key vibrates, or its frequency. The faster the vibration the higher the note, the slower the vibration
the lower the note.
Where does mathematics fit in all these? As you might have guessed, the measurement. However, that is
only restricted to the piano. To be more precise, the frequency is the root of the Mathematics in musical
instruments.
To produce the note “A” (or A4 to be precise), the air must vibrate at approximately 440Hz. The
material, the length, the width and the tension determine this frequency. Mathematics comes in by
exactly knowing what length and tension a certain material with a particular width must be to produce
the frequency to produce the desired note. If you want a different note then a different frequency, using
different length on the same string. This is the same reason why, with a guitar, you only need to press on
a particular area on the fretboard.
Mathematics in our World
When going out, people usually use money wherever they go. From commuting using public
transport such as the traditional or modernized jeepneys, have you ever wondered how well the drivers
return the exact change of your fare without or minimal errors? Or when you eat in restaurants, the exact
change is always given. When going out with your friends and computing your expenses, you use
different mathematical operations such as addition, subtraction, multiplication, and division. These are
just some of the real world examples of using mathematics in our daily lives.
The heart of mathematics is more than just numbers, numbers which many suppose to be
meaningless and uninteresting. Have you gone for beach trips or did mountain climbing perhaps and
noticed in awe the beautiful world around you? The different shapes you see around you, the changing
hues of the sky from sunrise to sunset, the clouds transforming from stratus to cumulus, the contour of
the rainbow in the horizon are all beautiful because of harmony. The degree of changing hues of color
has to be exact measurement to appear pleasing and in harmony to the human eye. “And it is
mathematics that reveals the simplicities of nature, and permits us to generalize from simple examples to
the complexities of the real world. It took many people from many different areas of human activity to
turn a mathematical insight into a useful product” (Stewart, 1995)

Patterns and Numbers in Nature and the

World
In the general sense of the word, patterns are regular, or recurring forms or design. We see
patterns everyday – from the layout of 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. It indicates a sense of structure and organization that it
seems only humans are capable of producing these, intricate, creative, and amazing formations. It is
from this perspective that some people see an “intelligent design” in the way that nature forms.
In a sense, since the human mind is hotwired in seeing patterns, we see beauty as the existence of
such patterns, in any way we see it and chaos as the lack of it.
 The snowflakes, a natural object whose magnificence can be fully seen under a microscope is
known to have a pattern shown on each “branch” or side. This particular symmetry was extensively
studied, one of which is behind rotational symmetry and order of rotation in Geometry.
The honeycombs present a solution to, what in Mathematics is referred to as, a packing problem. Ever wonder
why the bees have constructed their hives with hexagonal figures, not circular nor rectangular?

As for the rectangle, it presents a structural problem when stacked exactly on top of the other. For
rectangles, squares, or other parallelograms to have a sturdy structure, they must be stacked between two
others, like how bricks are stacked in construction. Let us not forget that these are bees and may find it
difficult to do this.
Of course, these are merely reasons humans came up with given the properties of these shapes. Though
they are the most logical reason we can think of, we cannot actually know the reason why bees
constructed their hives with hexagonal figures, unless we ask them ourselves.
In a more local context, the Cordilleras is known for different weaving patterns and colors. These
patterns and colors are unique in each places in the Cordillera from Abra, Apayao, Benguet, Ifugao,
Kalinga, and Mountain Province.

Patterns and Sequences

In mathematics, patterns can be specific to numbers, like the counting numbers (1, 2, 3, 4, 5, …) or the
even numbers (2, 4, 6, 8, 10, …), the perfect squares (1, 4, 9, 16, 25, …), and so on.
(ellipsis, “…”, means the pattern will continue indefinitely)
Although patterns are anything that has repeating or recurring form or design, when it comes to strictly
numbers, we call them sequences. Sequences can be any ordered list of numbers, called terms, that may
have repeated values for as long as they are set by a definite rule.
Let’s say the rule is “the previous term plus 5,” if the first term is 1, then the sequence is
1, 6, 11, 16, 21, …
If we say that the rule is “the previous term minus 6,” and the first term is 10, then the sequence is
10, 4, -2, -8, -14, …
If the rule is “the previous term multiplied by 2” and the first term is 3, then the sequence is
3, 6, 12, 24, 48, …
If the rule is “the counting numbers (1, 2, 3, 4, 5) multiplied by 3 minus 2, then the sequence is
 1, 4, 7, 10, 13, …
((1 × 3) – 2, (2 × 3) – 2, (3 × 3) – 2, (4 × 3) – 2, (5 × 3) – 2, …)
Sequence, depending on the rule can also have a classification. When the pattern relies on the
previous term and involves adding a constant value (subtracting is adding a negative number), like the
first two examples above, then that sequence is called an arithmetic sequence. If the pattern relies on
the previous term and involves multiplying a constant value (dividing, arithmetically, is multiplying the
reciprocal of the number), like the third example above, it is called a geometric sequence. The last
example does not technically have its own classification as a sequence but as you can see, it uses an
already established sequence of numbers.
Example 1: What number comes next in 1, 3, 5, 7, 9,___?
Solution: Looking at the given numbers, the sequence is increasing, with each term being two
more than the previous term: 3 = 1+ 2; 5 = 3+2, 7 = 5+2; 9 = 7+2. Therefore, the missing term should
be 11= 9 + 2.
Answer: 11

Arithmetic Sequence
A sequence whose consecutive terms have a common difference. The sequence a1, a2, a3,…an, is
arithmetic if there is a number d such that:
a2 – a1 = d, a3 – a2 = d, a4 – a3 = d
And so on. The number d is the common difference in the arithmetic sequence.
Formula for the nth term of an Arithmetic Sequence
The nth term, an, of an arithmetic sequence with the first term, a1, and common difference, d, is
given by

an = a1 + (n – 1)d
Example 2: Find the 15th term of the arithmetic sequence 18, 22,26, 30,34,…
Solution:
Note that a1 = 18, d = 22 – 18 = 4 and n = 15
an = a1 + (n – 1)d
a15 = 18 + (15 – 1) 4
a15 = 18 + 14(4)
a15 = 74
Example 3: In the arithmetic sequence 8, 14, 20, 26,32… which term is 122?
Solution:
Find n when an = 122
Let a1 = 8, d = 6, an = 122
an = a1 + (n – 1)d
122 = 8 + (n – 1)6
122 = 8 + 6n – 6
120 = 6n
n = 20
Thus, 122 is the 20th term
 Geometric Sequence
A sequence in which each term is obtained by multiplying the preceding term by a fixed number.
In a geometric sequence, the ratio of any two consecutive terms is constant. The constant ratio is
called common ratio represented by r.
In the sequence
2, 4, 8,16, 32, … the common ratio is 2 ( 4÷2 = 2, 8÷4 = 2, 16 ÷8 = 2)
Formula for the nth term of a Geometric Sequence
The nth term, or an, of a geometric sequence with first term a1 and common ratio r is given by the
formula:

an = a1 (r)n-1
Example 4: Find the 8th term of the geometric sequence 24, 12, 6, 3,…
Solution:
a1 = 24 and r = 12 ÷ 24 or ½
an = a1 (r)n-1
a8 = 24 (1/2) 8 - 1
= 24 ( 1/2) 7
= 3/16

Example 5: Find the first term of a geometric sequence whose fourth term is -40 and whose common
ratio is - 2.
Solution
Substitute a4 = -40 , r = -2 and n = 4 in the formula an = a1 (r)n-1
-40 = a1 (-2)4 – 1
-40 = a1 (-2)3
-40 = -8a1
a1 = 5
 Fibonacci Sequence
The Fibonacci sequence can be seen when the succeeding terms in the sequence can be generated by
adding the two numbers that came before the term.
Example,
1, 1, 2, 3, 5, 8, 13, 21, 34, …
From the definition, the Fibonacci sequence cannot be generated without the first two terms, in this
example, the first two terms are, 1 and 1. Adding the first two terms, 1 and 1, gives 2, the next term.
Adding 2 and the previous term, 1, gives 3, the next term. 2 plus 3 gives 5. 3 plus 5 gives 8. 5 plus 8
gives 13. 13 plus 21, gives 34, and so on.
The value of the first two terms does not matter as long as the succeeding term is the sum of the two. So,
if we were to construct a Fibonacci sequence using 5 and 10.
5 + 10 = 15
10 + 15 = 25
15 + 25 = 40
25 + 40 = 65
40 + 65 = 105
… and so on. Thus,
5, 10, 15, 25, 40, 65, 105, …
A Fibonacci sequence using 2 and 5,
2, 5, 7, 12, 19, 31, 50, …
using 1 and 3
1, 3, 4, 7, 11, 18, 29, …
using 10 and 100
10, 100, 110, 210, 320, 530, 850, …
Now, what is remarkable about the Fibonacci sequence is that the ratio between the consecutive terms
approaches a certain number.
If we use the first example on the Fibonacci sequence and extend,
1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987 …
The ratio of each consecutive term:

What we can observe is that the further we progress on the Fibonacci sequence the more the ratio of a
consecutive pair of terms approaches 1.61803…. No matter what the first two terms are, eventually, well
into the sequence, the ratio becomes 1.61803…. And what is particular about this number? 1.61803… is
also known as Φ or the Golden Ratio.
 Golden Ratio
Golden ratio, a discovery believed to have been widely used in Greek architecture and art, have
influenced a lot of areas in art. The Greeks also have used this ratio as a basis of beauty. Basically, it is
not regarded as “beautiful” if the ratio does not exist.
Most prominent example of how this ratio have influenced art, can be seen in Leonardo da Vinci’s
works, like Mona Lisa, The Last Supper and the Vitruvian Man. Regardless of whether da Vinci
intentionally used the golden ratio in these works, the fact is that the ratio can be seen on his art.
However, one of the reasons Mona Lisa is regarded as beautiful is actually because of this. Like
previous examples, the golden ratio is not something the Greek have invented, rather have discovered as
this ratio has been present in most natural objects, more prominently when it involves a spiral, like the
spiral in the snail’s shell, the growth pattern of the seeds in a sunflower, and the growth of the “spikes”
in pinecone.
Applications for the Golden Ratio is very straightforward, as given by the term “ratio,” all you have to
determine is the desired ratio proportional to the golden ratio.
Suppose you want to construct a wall, for whatever reason that may be, and that wall should be
proportional to the golden ratio. Let’s say that the height of the wall you want to build is 89 inches in
height. So the problem is the length of the wall to make it proportional to the golden ratio.
The mathematical concept is simple: Ratio and Proportion.
Since the golden ratio is 1:Φ or 1:1.61803, if we illustrate the rectangle associated with it, it would be

and since the goal is to construct the wall proportional to the golden ratio, in terms of the rectangle itself,
we are going to look for the length of the rectangle with a width of 89 inches.
The statement is going to be
1 : Φ ∷ 89 in : ?
“1 is to ‘phi’ as to 89 inches is to the missing length”
Note that the width of the rectangles are on the left side and the lengths are on the right side. Remember
that in ratio and proportion, the order is important. Using the Fundamental Theorem of Proportion,
which says the product of the extremes (outside) is the same as the product of the means (inside). So,
1 × ? = Φ × 89 inches
Φ is approximately 1.618, reduced to three decimal places for simplicity of computation
1 × ? = 1.618 × 89 inches
1 × ? = 144.002 inches
? = 144.002 inches
The length of the rectangle, or rather, the width of the wall must be exactly 144.002 inches to make it
proportional to the golden ratio.
However, is it realistic to measure 144.002 inches EXACTLY? Can you actually replicate the 0.002
inches properly? If you say yes, you must have microscopic hands and tools to cut that exact minute
value. Regardless, it is unrealistic, if not, too demanding of a value, so what do we do instead? Construct
the wall with 144 inches not 144.002 inches.
“But sir, removing the 0.002 inches will not make it exactly proportional to the golden ratio.”
Yes, however, “human mind is hotwired in seeing patterns,” the 0.002 will not be visible once it is
constructed. This is the same reason why optical illusions, it devises a “few shortcuts along the way…
your brain starts to form an opinion based on clues.”
Now let’s have another problem, let’s say instead of deciding on the length of the wall you want to start
with the height, so, constructing a wall with 233 inches long, what would be the height to make it
proportional to the golden ratio?
Illustrating the rectangle with the golden ratio itself, along with what we visualize to be the wall

The difference is that the height is missing, or in the case of the rectangle itself, the width of the
rectangle is now missing, in contrast to the previous example, so this time the statement is now:
1 : Φ ∷ ? : 233 in
“1 is to ‘phi’ as to the missing width is to 233 inches”
So this time,
1 : Φ ∷ ? : 233 in
1 × 233 in = Φ × ?
233 in = 1.618 × ?
144.005 in = ?
The width of the rectangle, or rather, the height of the wall must be exactly 144.005 inches to make it
proportional to the golden ratio.
However, just like a while ago, it is unrealistically difficult to replicate the 0.005 inches, so instead, 144
inches exactly.
In solving these problems, it is crucial NOT to invert the order of the terms in the second pair of values.
If the first number of the first pair is the width of the rectangle, then the width of the other rectangle
must be the first number of the second pair. Take note that the order of the golden ratio, 1 : Φ, is when
the rectangle is horizontal or “lying down”, if the illustration is of different orientation, then the ratio
must be inverted to Φ : 1.
Now, as seen on the previous examples, with respect to the golden ratio, 89 in. is to 144 in. and 144 in.
is to 233 in. What do you notice about the three numbers, 89, 144, and 233?
1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987 …
These three numbers are consecutive terms under a Fibonacci Sequence. So how do these interrelate?
Since the ratio of consecutive terms of the Fibonacci Sequence approach the golden ratio, the terms
themselves are used realistically than the golden ratio itself because of the difficulty of producing the
exact number the golden ratio generates, as you have seen the previous two examples, because 144.002
and 144.005 are difficult to produce using real life tools, we use 144 instead.