UNDERSTANDING THE NATURE OF MATHEMATICS

Tuesday, 27 June 2023 1:38 pm

What is mathematics?
• Mathematics is the science of
numbers, quantities, and shapes
and the relations between
them.

Merriam-Webster Dictionary

• Mathematics is a formal system of

thought developed by the human mind
and culture for recognizing,
classifying, and exploiting patterns.

Ian Stewart, Nature’s Numbers

• Is the abstract science of number, quantity, and space. Mathematics may be studied in its own
right (pure mathematics), or as it is applied to other disciplines such as physics and
engineering (applied mathematics):

Google

MATH
→ is the STUDY OF PATTERNS.
→ is a LANGUAGE.
→ is an ART.
→ is a PROCESS OF THINKING.

Questions to tackle about MATH:

A. Where is mathematics?
• In every people's daily task or activity
• In nature, arts, music, medicine, and other disciplines
• In communities
• It is everywhere

B. What is mathematics for?

• Useful in making conclusions and/or predictions of the events of the world
• Use to describe the natural order and occurrences of the universe
• Use to organize patterns and regularities as well as irregularities
• Help to control the weather, epidemics
• Provides tools for calculations
• Provide new questions to think about

C. What is mathematics all about?

• Numbers
• Operations
• Calculations

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• Calculations
• Devising proofs
• Symbols
• Equations
• Functions
• Abstractions

D. How is mathematics done?

• with curiosity
• with a penchant for seeking patterns and generalities
• with the desire to know the truth
• with trial and error
• without fear of facing more questions and problems to
solve

E. Who uses mathematics?

F. Why is mathematics important to

know/learn?

Mathematics, invented or discovered?

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MATHEMATICS LANGUAGE AND SYMBOLS
Tuesday, 27 June 2023 4:41 pm

“The laws of nature Translations Operation:

are written in the Addition
language of Phrase Symbol
mathematics.”
Sum of two numbers X+y
- Galileo Galilei Three more than a certain number X+3
Eight increased by a certain number 8 + x
Importance of Language
The number increased by six X+6
• To understand the expressed ideas Forty added to a certain number X + 40
• To communicate ideas to others
Subtraction
Characteristics of the Mathematics Phrase Symbol
Language Difference of two numbers x–y

• Precise (able to make very fine distinctions or definitions) A certain number diminished x – 6
• Concise (able to say things briefly) by six
• Powerful (able to express complex thoughts with relative ease) Ten less than a certain x – 10
number
Mathematical Language and Symbols A number decreased by two x–2
A number subtracted from 10 – x
→ An expression is the mathematical analogue of an English noun; it is a correct arrangement of 10
mathematical symbols used to represent a mathematical object of interest.
Nine less a certain number
→ An expression does not state a complete thought; in particular, I does not make sense to ask if an
expression is true or false. Multiplication
Phrase Symbol
→ A mathematical sentence is the analogue of an English sentence; it is a correct arrangement of
mathematical symbols that expresses a complete thought. The product of two numbers xy
Twice a certain number 2x
→ It makes sense to ask about the truth of a sentence: Is it true? Is it false? Is it sometimes
Three times a number 3x
true/sometimes false?

English Language to Mathematics Division

Language Phrase Symbol

The quotient of two numbers x/y
→ Noun to mathematical expressions The ratio of two numbers a and b a/b

Example: x + 5; sin x; log x A certain number divided by ten x/10

Half a certain number ½(x) or x/2
→ Sentence to mathematical sentence
Activity :
Example: 2x + y = 6 Translate each sentence using mathematical symbols

The Grammar of Mathematics

→ Structural rules governing the use of symbols
representing mathematical objects

Difficulties
→ The word “is” could mean equality, inequality, or membership in a set
→ Different use of a number (cardinal, ordinal, nominal, ratio)
→ Mathematical objects may be represented in many ways such as sets and functions.
→ The words “and” and “or” mean differently in mathematics from its English use.

Other Elements in Mathematical Language

Synonyms- different names for the same object

The Importance of Truth- sentence can be true

or false.

Conventions-correspondence between the

mathematical symbols are conventions rather
than rule.

Definitions and undefined terms- must agree on

the meanings of certain words.

Simplicity and elegance-

- Fewer symbols
- Fewer operations
- Preferred styles

Lesson 3 Page 3
PROBLEM SOLVING IN MATHEMATICS
Tuesday, 27 June 2023 9:23 pm

What is a problem?
→ It is a question that motivates a person to search for a solution.
1. It implies that one wants or needs to solve the problem.
2. One has to search for a way to find a solution.

Problem Solving
It is finding solutions and not just answers to problems

SOLUTION = METHON + ANSWER

George Polya, a
well-known
Mathematician defines
‘problem-solving’ as an
act to:
• find a way out of difficulty
• find a way around an obstacle
• find a way where none is known,
• Attain a desired end
that is not immediately
George Poly attainable by direct means.
1887-1985

Why teach and study Problem Solving?

1. Decision making
2. Other benefits?

Common Problem-Solving Strategies

1. Working Backwards
2. Guess and Check
3. Make a diagram
4. Make a List
5. Look for a Pattern
6. Divide and Conquer
7. Solve a Simpler Problem
8. Act it Out
9. Adopting a Different Point of View

1. Working Backwards Solution:

→ Note that there is one winner and that the number of
 Example: In a dancing competition all the contestants started
dancing together. After three minutes half the people were
eliminated. During the next ten minutes, half of the remaining were
eliminated. At the 15-minute mark, half again were eliminated, and
at the 20-minute mark, half of those still remaining were
eliminated. In the last two minutes, one more contestant was
eliminated leaving a winner of the competition. How many dancers
were there in the beginning?
last 2 mins = 2
20 min mark =2x2 =4
15 min mark = 4x 2=8
10 min mark =8x2 =16
3 min mark = 16 x2 = 32
contestants was halved at certain intervals. Using this
information, it is possible to work backwards by doing
the opposite of the linked events in the problem and
find out how many dancers entered the competition.
Winner: 1 person dancing
Last 2 minutes (1 contestant was eliminated, so add 1):
1 + 1 = 2 dancers
After 20 minutes (the contestants was halved, so
double): 2 ∙ 2 = 4 dancers
After 15 minutes (halved, so double): 2 ∙ 4 = 8 dancers
After 10 minutes (again halved, so double): 2 ∙ 8 = 16
dancers
After 3 minutes (halved, so double): 2 ∙ 16 = 32
dancers at the start
Hence, 32 dancers entered the competition

2. Guess and Check Solution:

→ The possible ages of the teenagers are 13, 14, 15, 16, 17,
 Example: The product of the ages, in years, of three teenagers is
4590. None of the teens are the same age. What are the ages of the
teenagers?
18, and 19. From this list, we choose three numbers whose
product is 4590. If we let x, y, and z be the ages, then xyz =
4590. However, no other
information is given that will enable us to solve this
equation. Hence we solve this problem by guessing and
checking. To have an educated guess, note that the product
ends in a zero. So, 4590 has 2 and
5 as factors, which means that at least one of the numbers
we seek must be an even number and at least one number must
have 5 as a factor. This means that 15 is one of the numbers.

Lesson 4 Page 4
 have 5 as a factor. This means that 15 is one of the numbers.
Now,

3. Make a diagram Solution:

 Example: A frog fell down an abandoned well which was 21 → This problem can be approached in a number of
meters deep. The frog found it difficult to jump up the mud ways. We can draw a time line with 1 cm marks.
coated walls. It started its long jump up the well at six a.m. One centimeter represents 1 meter the frog 15 min x 10 = 150 min
It took it 15 minutes to jump three meters because the jumps or slips. Drawing the line will help the 5 min x 9 = 45 min
student to visualize the problem.
walls were so slippery. At the end of every 15 minute
period it rested for five minutes while it sadly slipped down
one meter. It continued on at the same rate. At what time
did it finally reach the top of the well?

It would take the frog 195 minutes to cover the 195 minutes
distance. It would reach the top of the well at 180 min = 3h
9:15 a.m 3 h and 15 mi

a. Divide and Conquer Solution:

 Examples: A mixture of 25% red paint, 30% green paint, and → We divide the solution into parts.
45% water. If 4L of red paint is added to 20L of the mixture, what
is the percentage of red paint in the new mixture?

Thus, 37.5% of the new mixture is red paint.

Lesson 4 Page 5
DATA MANAGEMENT
Monday, 3 July 2023 4:40 pm

Terms
• Descriptive statistics
• Inferential statistics
• Population
• Sample
• Discrete data
• Continuous data

Data collection
 is the process of gathering and measuring information about variables on study in an
established
systematic procedure, which then enable to answer relevant questions at hand and evaluate
outcomes.

Type of Data
• NOMINAL
• ORDINAL
• INTERVAL
• RATIO

NOMINAL
→ This scale is used for classifying and labeling variables without quantitative value

ORDINAL
→ Ordinal scale can easily be remembered because it sounds like order which matters in ordinal
scale. in this scale, the values between intervals don't have meaning.

INTERVAL
→ One problem with the interval scale is it doesn't have a "true zero.

RATIO
→ Possesses the characteristics of nominal, ordinal, and interval scale

Two Types of Data Collection Methods

Qualitative Data Collection Method.
 In this method, data is non-numerical in nature. It is often time in an open-ended question. It
can
generate longer narratives. To gather the data is more expensive and to analyze the data
gathered
is challenging. However, because of its nature, one can have a thorough, richer, and in-depth
analysis of the data. This uses individual interviews, focus groups, and observations.
Individual interviews
• Focus groups
• Observations

Quantitative Data Collection method.

 In this method, data are in numerical form and can be precisely measured. It is harder to
develop
but easier to analyze. The results are often processed into a useful information with the help

CHAPTER 1 Page 6
 but easier to analyze. The results are often processed into a useful information with the help
of a
statistical tool

Organizing Data
1. Textual presentation
2. Tabular presentation
• General Reference
• FDT
3. Graphical presentation
• Histogram
• Frequency Polygon
• Ogive
• Box-&-Whisker

Frequency Distribution Table

Guidelines for frequency tables:
1. Class intervals should not overlap. Classes are mutually exclusive.
2. Classes should continue throughout the distribution with NO gaps. Include all classes.
3. All classes should have the same width.
4. Class widths should be "convenient" numbers.
5. Use 5-20 classes.
6. Make lower or upper limits multiples of the width

Example Data Set:

As. Cathy's Exam Scores
 (Ungroup)

Solution
 Arrange

CHAPTER 1 Page 7
CHAPTER 1 Page 8
CHAPTER 1 Page 9
MEASURES OF CENTRAL
Monday, 3 July 2023 4:50 pm

Tendencies
 a central tendency (or measure of central tendency)
is a central or typical value for a probability distribution. It may also be called a center or
location of
the distribution. The term central tendency refers to the "middle" value or perhaps a typical
value of
the data and is measured using the mean, median, or mode.

MEAN:
the balance point of the observation
Example

MEDIAN:
The value separating the higher half of a data sample, a population, or a probability
distribution, from the lower half

MODE:
• The values that appear most often.
• The most commonly occurring value in a distribution
• May exist sometimes does not

New Section 1 Page 10

MEASURES OF DISPERSION
It measures how the various elements behave with regards to central tendency.
Includes:
• Range
• interquartile range
• absolute deviation
• Variance
• standard deviation

RANGE
• It is the difference between the highest value and the lowest value
• It tells how far is the lowest value from the highest value.

ABSOLUTE DEVIATION:
 is the average of the absolute deviation from the central point or the average of the average
distance between each data value and the mean.

To find the absolute deviation:

Arrange the values from highest to lowest.
Compute the mean and the absolute deviation of each value from the

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MEASURES OF RELATIVE POSITION
 sometimes referred to as measure of location is considered as the extension of median. It talks
about the position/location of the value relative to the other values in the data set.
Includes:
• Quartiles
• Deciles
• Percentiles

STANDARD SCORES OR Z-SCORES

Z-SCORE:
 indicates how many standard deviations an element is from the mean.
allows us to calculate the probability of a score occurring within our normal distribution
And can help in comparing scores from different normal distribution.

New Section 1 Page 12

 And can help in comparing scores from different normal distribution.
Computed using the formula:

1. In a report card of Cris shows that his grade in Math is 98 and in Science is 90.
When the mean grade in Math is 90 and the standard deviation was 10. In Science the mean
grade is
80 a standard deviation was 5. In which subject Cris performs better

New Section 1 Page 13