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Mathematical Language
and Symbols
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MODULE 2
The Nature of Mathematics: Mathematical Language and Symbols
2.1 Introduction
The nature of mathematics has become clear to us when we learned in
the first part how it is used to understand nature and our surroundings
because of its ability to explain the different patterns in nature.
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The language of mathematics is concise. It is able to say things briefly
because it has in it different symbols. For example, the sentence “Two plus
three is equal to five” may be expressed concisely as 2 + 3 = 5.
In English, nouns are used to name things we want to talk about (like
people, places, and things); whereas sentences are used to state complete
thoughts. A typical English sentence has at least one noun, and at least one
verb.
A mathematical expression is a correct arrangement of mathematical
symbols to represent the object of interest, does not contain a complete
thought, and does not possess a truth value (one will not know if it is true or
false).
The mathematical analogue of a sentence is also called a sentence. A
mathematical sentence must state a complete thought. The table below shows
the analogy.
ENGLISH MATHEMATICS
Name given to an NOUN (person, place, thing) EXPRESSION
object of interest: Examples: Mario, Isabela, book Examples: 2, 3 + 5,
1
3
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Frequently, we need to work with numbers which are most common types
of mathematical expressions. Even a single number can have numerous
names. For example, the expressions:
6 4+2 12 ÷ 2 (4 − 1) + 3 1+1+1+1+1+1
all look different but are all just different names for the same number.
Just like English sentences, mathematical sentences also have verbs. In
the mathematical sentence ‘4 + 2 = 6’, the verb is ‘ = ’. If you read the sentence
as ‘four plus two equals six’, then it is easy to identify the verb. The equal sign
is one of the most popular mathematical verbs.
Learning Activity 1
Write your answer in the blanks before looking at the solutions. In each
sentence (English or mathematical), circle the verb.
Examples
2𝑥 + 5𝑦 ME
Three is a crowd. ES
Start Here:
1. cat
2. The word ‘chat’ begins with the letter ‘t’.
3. 5+2=4
4. 7−3
5. 5−3=2
6. The cat is white.
7. 𝑥
8. 𝑥=1
9. 𝑥−1=0
10. 𝑡+3
11. 𝑡+3=3+𝑡
12. This sentence is false.
13. 𝑥+0=𝑥
14. 1·𝑥=𝑥
15. 1∙𝑥 =𝑥 ________________
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2.3.3 Conventions in the Mathematical Language
Mario: “Right!”
Question: Which way will Dana turn? It depends on how she interprets
the word ‘right’. If she interprets ‘right’ as the opposite of ‘left’, then she will
turn right. If she interprets ‘right’ as ‘correct,’ then she will turn left. The word
‘right’ caused confusion.
There is much less ambiguity allowed in mathematics than in English.
Ambiguity is avoided because mathematics has in it the use of definitions. By
defining words and phrases, it is assured that everyone agrees on their
meaning. Here is our first definition:
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Most mathematics books do not define expression. It must be clear that
expressions and sentences are totally different. They do not overlap. If
something is an expression, then it is not a sentence. If something is a
sentence, then it is not an expression.
There are many types of expressions in mathematics. Some of these are
numbers, sets, functions, ordered pairs, matrices, vectors. Most common
types are numbers, sets, and functions.
In mathematics, some expressions can have many different names. The
name depends on what we are doing with the expression. An example is the
number 1 which goes with the following names:
𝟏 𝟏 𝟐−𝟏 𝟏 𝟏 𝟏 𝟑 𝟏 𝟏 𝟏
+ + + + +
𝟐 𝟐 𝟑 𝟑 𝟑 𝟑 𝟐 𝟒 𝟒
Learning Activity 2
Direction. Give a name for the number ‘3’ that would be appropriate in each
situation:
Examples:
Three identical rods must be cut
equally to be distributed to 6 students.
Start Here:
1. three candy bars must be equally
divided among three people
2. three candy bars must be equally
divided among six people
3. you need three cups of flour, but
only have a one-quarter cup measure
4. you need three cups of flour, but
only have a one-half cup measure
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The most common problem involving expressions in mathematics is
simplification. To simplify an expression means to give another name for the
expression in a way that is simpler. When is an expression simpler?
The notion of ‘simpler’ can have different meanings:
An expression is simpler if: Example
▪ it has fewer symbols Both expressions 2 + 3 + 4 and 9 are names for
the same number but 9 uses fewer symbols.
▪ it has fewer operations Both expressions 3 + 3 + 3 + 3 + 3 and 5 ∙ 3 are
names for the same number but the latter has
fewer operations.
▪ it is better suited for current use
The name is a great name for the
number 1 if we need to convert units of inches
to units of feet.
▪ it follows the preferred style or The expressions and are both names for the
format 1
same number. People usually prefer because
2
it is in the ‘reduced form’ or ‘simplest form’.
• Read it aloud, and ask yourself the question: Does it state a complete
thought? If the answer is ‘yes’, then it is a sentence. Notice that
expressions do not state a complete thought. Consider, for example,
the number ‘ 1 + 2 ’ . Say it aloud: ‘one plus two’. Have you stated a
complete thought? NO! But, if you say: ‘ 1 + 2 = 4 ’ , then you have
stated a complete thought.
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• Alternately, you can ask yourself the question: Does it make sense to
ask about the TRUTH of this object? Consider again the number ‘ 1
+ 2 ’ . Is ‘ 1 + 2 ’ true? Is ‘ 1 + 2 ’ false? These questions do not make
sense, because it does not make sense to ask about the truth of an
expression.
Here are some more examples of mathematical sentences and their truth
values.
The first sentence, 𝑥2 + 2𝑥 = 𝑥(𝑥 + 2), is true for all real numbers following
the distributive axiom. The second sentence, 𝑥 + 2 < 𝑥 − 3, is false for all real
numbers. No real number will make the sentence true. The last sentence,
𝑓(2) = 3, is true if we define 𝑓(𝑥) = 𝑥 + 1 so that 𝑓(2) = 2 + 1 = 3. However, if
we define 𝑓(𝑥) = 3𝑥 then 𝑓(2) = 6 ≠ 3 which makes the given sentence false.
Thus, this sentence is sometimes true/sometimes false.
Learning Activity 3
Direction. Classify the truth of each sentence: always true (T); always false
(F); or sometimes true/sometimes false (ST/SF).
Examples:
1+2=3 T
x+5=2 ST/SF (The sentence is true if x = 3.
Otherwise, it is false.)
Start Here:
1. 𝑥÷3=2
2. 3+5+4=2+7+3
3. 𝑥−1=3
4. 5−1 =5
5. 5−1 ≤5
6. 5−1 <5
7. 1+2+𝑥 =𝑥+1+2
8. 5𝑥 + 2𝑦 = 7
9. 3−5 =4
10. 3×7+3÷3=8
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2.3.4 Grammar in the Mathematical Language
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The third sentence used the symbol ϵ which indicates membership
to a set (the concept of sets will be discussed in detail in the succeeding
topics). The sentence would normally not be written symbolically
because the concept of a prime number is not quite basic enough to
have universally recognized symbols associated with it. However, it is
sometimes useful to do so which means we need to invent a suitable
symbol. In this case, we may use the letter 𝑃 to denote the set of all
primes.
Learning Activity 4
Direction. Classify the use of “is” in each of the following mathematical sentences:
equality (E), inequality (N), membership (M)
Examples:
3
2 is the √8. E
2x is less than or equal to 5. I
3 is an integer. M
Start Here:
1. x divided by 3 is 2.
2. 5 minus 1 is not equal to 5.
3. 1 plus 2 plus x is equal to x plus 1 plus 2.
4. 5 is a natural number.
5. 2 is in the set of all even integers.
6. 5 minus 1 is less than 5.
7. 4 is a multiple of 2.
8. 2
is a rational number.
5
9. 3 plus 5 is less than 10.
10. 3 times 7 plus 3 divided by 3 is 22.
I saw the road sign AH26 when I travelled from Manila to Isabela.
Jonathan is number 26 in the Mathematics class.
I gained 26 points from my recent purchase.
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Network. In this case, the number 26 was used to describe and
distinguish the highway from other Asian highways. It does not tell
that AH26 is a better highway than other Asian Highways. This means
that the number 26 in the first sentence is of nominal type.
Learning Activity 5
Direction: Identify the type of number used in each of the following sentences:
nominal (N), ordinal (O), cardinal (C).
Examples:
Edith is the 4th child in the family. O
Ramon has student number 2021-1226. N
Start Here:
1. His situation is a catch-22.
2. I have 5 pesos left in my wallet.
3. Maria has an overload of 4 teaching units.
4. George is 3rd in line to the throne.
5. I could not tell him that my mobile number is 09161234567.
6. Goodwill is so near to being top 2 in the Regional Statistics Quiz.
7. Shaina is on her 6th month of pregnancy.
8. Mary sold 25 tubs of pansit Cabagan.
9. Lessons become harder once you reach 3rd year in the BS Chemistry
program.
10. Saturday is the last day of the week.
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3. The words “and” and “or” mean differently in mathematics from its
English use.
The verb in this sentence, love, is plural, while the verb in the
previous sentence, equals was singular. So the word plus seems to take
two objects and produce out of them a new, single object four, while
and conjoins Mario and Dana in a looser way, leaving them as distinct
people.
We found out that the conjunction and has two very different uses.
One is to link two nouns whereas the other is to join two whole
sentences together, as in
may be paraphrased to
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2.3.5 Sets
2.3.5.1 Sets
A set may also be empty, that is, it has no elements. We call this set the
empty set or the null set. The symbols used to denote the empty set are ∅ and
{ }.
There are three common ways to denote a specific set.
1. Roster method. Some sets have few elements which makes it possible
to provide a list of its members. One way of denoting a set is by the
roster method where we list its elements inside curly brackets: {2, 3, 5,
7, 11, 13, 17, 19}, for example, is the set whose elements are the eight
numbers 2, 3, 5, 7, 11, 13, 17, and 19.
2. Use of dots. Most sets are too large and they are often infinite. A second
way to denote sets is to use three dots to imply a list that is too long to
write down: for example, the expressions {1, 2, 3, … , 100} and {2, 4, 6, 8, …
} represent the set of all positive integers up to 100 and the set of all
positive even numbers, respectively. The three dots are collectively
called ellipsis.
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For example, the sentence 5 < 10 could be written as 5 ϵ {𝑛 ∶ 𝑛 𝑖𝑠 𝑎 𝑛𝑎𝑡𝑢𝑟𝑎𝑙
𝑛𝑢𝑚𝑏𝑒𝑟 𝑎𝑛𝑑 𝑛 < 10}. Why is there a need for such if it is easier to understand 5
< 10? In some instances, doing so would be convenient.
Sets allow one to reduce the number of parts of speech that one needs,
turning almost all of them into nouns. For example, with the help of the
membership symbol ϵ one can do without adjectives. The translation of 5 is a
prime number (where “prime” functions as an adjective) will simply be 5 ϵ 𝑃.
An ordered pair is a list (𝑥, 𝑦) of two things 𝑥 and 𝑦, enclosed in parentheses and
separated by a comma.
We take note that (2,4) is an ordered pair different from another ordered
pair (4,2). We write (2,4) ≠ (4,2). Right away you can see that ordered pairs can
be used to describe points on the plane, as was done in calculus, but they are
not limited to just that. Letters, for example, may be expressed as ordered
pairs like (𝑚, 𝑙). Now we are ready to define the Cartesian product.
The Cartesian product of two sets 𝐴 and 𝐵 is another set, denoted as 𝐴 × 𝐵 and defined
as 𝐴 × 𝐵 = {(𝑎,𝑏) ∶ 𝑎 ∈ 𝐴, 𝑏 ∈ 𝐵} .
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𝐴 × 𝐵 = {(𝑘, 1), (𝑘, 2), (𝑙, 1), (𝑙, 2), (𝑚, 1), (𝑚, 2)}
Learning Activity 6
Example
{2,4,6,8,10} {2𝑛 ∶ 𝑛 ϵ ℤ , 1 ≤ 𝑛 ≤ 5}
Start Here:
Sets have other properties. It can happen that all elements of some set
𝐴 are also elements of another set 𝐵. For example, each element of 𝐴 = {1,3,4}
is also an element of 𝐵 = {0,1,2,3,4}. When 𝐴 and 𝐵 are related this way we say
that 𝐴 is a subset of 𝐵.
Suppose 𝐴 and 𝐵 are sets. If every element of 𝐴 is also an element of 𝐵, then we say 𝐴 is
a subset of 𝐵, and we denote this as 𝐴 ⊆ 𝐵.
We write 𝐴 ⊈ 𝐵 if 𝐴 is not a subset of 𝐵, that is, if it is not true that every element of 𝐴 is
also an element of 𝐵. Thus 𝐴 ⊈ 𝐵 means that there is at least one element of 𝐴 that is
not an element of 𝐵.
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DEFINITION 2.6 (set union, intersection, and difference)
In words, the union 𝐴 ∪ 𝐵 is the set of all things that are in 𝐴 or in 𝐵 (or in both).
The intersection 𝐴 ∩ 𝐵 is the set of all things in both 𝐴 and 𝐵. The difference 𝐴 − 𝐵
is the set of all things that are in 𝐴 but not in 𝐵.
7 + 𝑥 = 15
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Operation or
Keyword/Phrase Example Translation
Connector
Plus A number plus seven 𝑥+7
Of Three-fifths of a number
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In translation problems, the words sum, total, difference, product and
quotient imply at least two parts – use parentheses when a sum or difference
is multiplied. For example, the phrase "the sum of three times a number and
𝑓𝑖𝑣𝑒" 𝑡𝑟𝑎𝑛𝑠𝑙𝑎𝑡𝑒𝑠 𝑡𝑜 " , " 𝑤ℎ𝑖𝑙𝑒 𝑡ℎ𝑒 𝑝ℎ𝑟𝑎𝑠𝑒 "𝑡ℎ𝑟𝑒𝑒 𝑡𝑖𝑚𝑒𝑠 𝑡ℎ𝑒 𝑠𝑢𝑚 𝑜𝑓 𝑎 𝑛𝑢𝑚𝑏𝑒𝑟
and five" translates to " ."
Other common issues in converting English phrases and sentences to
mathematical expressions and sentences are summarized in the following
table.
Issues Incorrect Process Correct Process
Using the wrong key word for the One half of twenty
problem 1 1
∙ 20 or
20
÷ 20 2 2
2
Incorrect word order with subtraction Five less than two times a
number
5 − 2𝑥 2𝑥 − 5
Not validating by translating from Twice the sum of three and
symbols back to words a number
2×3+𝑥 2(3 + 𝑥)
Use of punctuation Three time a number, plus 3𝑥 + 4
four.
3(𝑥 + 4)
Redundancy 2𝑥 = 12 Twice a number is
Twice the product of two twelve.
and x is twelve.
• 𝑥 ϵ {7𝑛 ∶ 𝑛 ϵ ℕ}
• 𝑥 ϵ {7𝑛 ∶ 𝑛 ϵ ℤ}
The number 𝑥 is a multiple of seven.
• 𝑥 = 7𝑛 for some 𝑛 ϵ ℤ
• 𝑥 = 7𝑛, 𝑛 ϵ ℤ
• 𝑥 ϵ 𝐴 and 𝑥 ϵ 𝐵
The element 𝑥 belongs to both sets 𝐴 and 𝐵. • 𝑥𝜖𝐴∩𝐵
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The square of a number in non-negative. 𝑥2 ≥ 0
𝑥 + 8 = 2𝑦 where
Tina’s age in eight years is twice Gino’s age. 𝑥 is Tina’s present age and
𝑦 is Gino’s present age
Learning Activity 7
Start Here:
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Here are some examples to distinguish statements from other sentences.
Sentence Remarks
1. Manila is the capital of the
The sentence is a true statement.
Philippines.
This is not a statement since it is not
2. What day is it?
declarative.
This sentence is not a statement since it
3. Help me, please.
cannot be categorized as true or false.
This sentence is not a statement since it is
4. He is handsome.
neither true nor false.
This is not a statement since it is not
5. Wait!
declarative.
6. All multiples of seven are odd This is a statement. However, this
numbers. statement is false.
This is not a statement since it is not
7. Sketch the graph of 𝑓(𝑥) = 2.
declarative.
8. The set of natural numbers is a
This is a true statement.
subset of itself.
Learning Activity 8
Start Here:
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2.3.7.2 Logical Connectives and Symbols
In logic, variables are used to represent statements. A formal
propositional statement is written using propositional logic notations p, q, and
r which are used to represent simple statements and the symbols ∧, ∨, ~, →
and ↔ to represent logical connectives.
The following table summarizes the different symbols logical connectives and
how they are applied to statements.
Type of Symbolic
Statement Connective Truth value
statement form
True if 𝑝 and 𝑞 are both
Conjunction 𝑝 and 𝑞 And 𝑝∧𝑞
true
True if either 𝑝 or 𝑞 is
Disjunction 𝑝 or 𝑞 Or 𝑝∨𝑞
true
True except when 𝑝 is
Conditional If 𝑝, then 𝑞 if … then 𝑝→𝑞
true and 𝑞 is false.
True if 𝑝 and 𝑞 are both
Biconditional 𝑝 if and only if 𝑞 if and only if 𝑝↔𝑞 true of if 𝑝 and 𝑞 are
both false
2.3.7.3 Negation
The negation of the statement is its opposite. For example, the negation
of the statement “Five is a rational number” is the statement “Five is not a
rational number.” The tilde symbol (~) is used to denote the negation of a
statement. If the statement 𝑝 is true, its negation ~𝑝 is false, and if the
statement 𝑝 is false, its negation ~𝑝 is true. Meaning, the truth value of the
negation of a statement is always the reverse of the truth value of the original
statements.
1. ~(𝑝 ∨ 𝑞) is equivalent to ~𝑝 ∧ ~𝑞
2. ~(𝑝 ∧ 𝑞) is equivalent to ~𝑝 ∨ ~𝑞
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The statement in symbols is given by 𝑝 ∨ 𝑞 with negation ~(𝑝 ∨ 𝑞). By De
Morgan’s law, ~(𝑝 ∨ 𝑞) is equivalent to ~𝑝 ∧ ~𝑞. We have
The statement ~𝑝: A number 𝑥 is not greater than a number 𝑦 means that
either 𝑥 is less than 𝑦 or 𝑥 equals. However, ~𝑞: A number 𝑥 is not equal to a
number 𝑦 tells us that 𝑥 cannot be equal to 𝑦. Thus, the negation is “ a
number 𝑥 is less than 𝑦.
The truth value of a simple statement is either true (T) or false (F) but not
both. For compound statements, the truth value depends on the truth values
of its simple statements and connectives.
The truth table is a table that shows the truth value of a compound
statement for all possible truth values of its simple statements. The following
table gives the truth values of compound statements with two simple
statements 𝑝 and 𝑞.
T T T T T T
T F F T F F
F T F T T F
F F F F T T
Consider the compound statement “Two and three are rational zeroes of
the function 𝑓.” Here, the word “and” suggests that the compound statement
may be paraphrased as “Two is a rational zero of 𝑓 and three is a rational zero
of 𝑓.” Thus, we may represent the simple statements as
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𝑝: Two is a rational zero of 𝑓.
𝑞: Three is a rational zero of 𝑓.
For the connector “and”, we use the symbol ∧. Thus, the statement in
symbol is given by 𝑝 ∧ 𝑞.
𝑝 : An integer is odd.
𝑞 : An integer is not divisible by 2.
Learning Activity 9
Directions. Identify the simple statements in each of the following compound statements.
Then write the compound statement in symbols.
Example:
𝑛 𝑛
If is an integer, then 𝑛 is an even 𝑝: is an integer. 𝑝→𝑞
2 2
integer. 𝑞: n is an even integer.
Start Here:
1. The numbers 2 and −3 are rational 𝑝: ________________________________ ________
zeros of the function 𝑓. 𝑞: ________________________________
2. If 𝑥 is even, then it is a multiple of 2. 𝑝: ________________________________ ________
𝑞: ________________________________
3. Either 𝑓 is an odd or even function. 𝑝: ________________________________ ________
𝑞: ________________________________
2.3.8 Quantifiers
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In a statement, the word some and the phrases there exists and at least
one are called existential quantifiers. Existential quantifiers are used as
prefixes to assert the existence of something. In a statement, the words none,
no, all, and every are called universal quantifiers. The universal quantifiers
none and no deny the existence of something, whereas the universal
quantifiers all and every are used to assert that every element of a given set
satisfies some condition. The following table shows the symbols for universal
and existential quantifiers and their translations.
The statement “for all 𝑥, 𝑃(𝑥),” is symbolized by ∀𝑥, 𝑃(𝑥). The symbol is
used to denote the universal quantifier. The statement “∀𝑥, 𝑃(𝑥)”is true if only
if 𝑃(𝑥) is true for every value of 𝑥.
The truth values for quantified statements are given in the following
table.
Statement Is True when Is False when
The following English statements are paired with their translations into
symbolic form. Their truth values are also included. It must be clear that
represents the set of even integers and the set of odd integers.
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Statement Translation Truth
Value
Every integer that is not odd is even. ▪ ∀𝑛 ∈ ℤ, ~(𝑛 𝑖𝑠 𝑜𝑑𝑑) → True
(𝑛 𝑖𝑠 𝑒𝑣𝑒𝑛)
▪ ∀𝑛 ∈ ℤ, ~ 0(𝑛) → 𝐸(𝑛)
If we consider the statement, “All dogs are mean.”, we may think that the
negation is “No dogs are mean.”, but this is also a false statement. Thus the
statement “No dogs are mean.” is not the negation of “All dogs are mean.” The
negation of “All dogs are mean,” which is a false statement, is in fact “Some
dogs are not mean,” which is a true statement. The statement “Some dogs are
not mean” can also be stated as “At least one dog is not mean” or “There exists
a dog that is not mean.” What is the negation of the false statement, “No
doctors write in a legible manner”?
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Learning Activity 10
Directions. Write the following as English sentences. Say whether they are
true(T) or false(F)
Example:
For all real number 𝑥 , the negative of 𝑥 False
∀ 𝑥 𝜖 ℝ, − 𝑥 < 0 . is less than zero.
Start Here:
1. ∀𝑥 𝜖 ℝ, 𝑥 2 ≥ 0
2. ∀𝑥 𝜖 ℝ, ∃𝑛 𝜖 ℕ, 𝑥 𝑛 ≥ 0
3. ∃𝑎 𝜖 ℝ, ∀𝑥 𝜖 ℝ, 𝑎𝑥 = 𝑥
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3. Consider the set 𝐵 = {1,2,3,4,5}. The pair (𝑥, 𝑦) ϵ 𝑅
if 𝑥 and 𝑦 are both odd or both even. Write out 𝑅
as a set of ordered pairs.
B. Essay:
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3. Give your reaction to the following statements:
a. Mathematics is not a language, but a useless set of formal rules and
alien symbols.
b. Mathematics confuses the communication of concepts and ideas.
c. Mathematics is full of unnecessary symbols, rules, and conventions.
Score Criteria
Unable to elicit the ideas and concepts from the learning activity, material,
0
or video
Able to elicit the ideas and concepts from the learning activity, material, or
1
video but shows erroneous understanding
Able to elicit the ideas and concepts from the learning activity, material, or
2
video and shows correct understanding
Able to elicit the correct ideas from the learning activity, material, or video
3 and also shows evidence of internalization and consistently contributes
additional thought to the core idea
2.7 References
Books and Lecture Notes
Aufmann, et. al. 2013. Mathematical Excursions. Third Edition. Cengage
Learning, USA
Fischer, Carol Burns. The Language of Mathematics. One Mathematical Cat
Please.
Hammack, Richard. 2013 Book of Proof. Department of Mathematics and
Applied Mathematics. Virginia Commonwealth University
Jamison, R.E. 2000 Learning the Language of Mathematics. Language and
learning across the disciplines
Sirug, Winston. (2018) Mathematics in the Modern World. Mindshapers Co.,
Inc. Publishing Company
Internet source:
https://www.dpmms.cam.ac.uk/~wtg10/grammar.pdf date:
08-17-2020
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