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Now look ut this: (7 + 8)? = 77+87+(2x7x8) This is the same statement, written with symbols. This symbolic representation makes the statement brief and clear, provided | understand the symbols and how to read statements formed by using them. You know that mathematics deals with abstract ideas, which are precise and unambiguous. For working with these concepts, and for communicating them efficiently, we need to use common systems of notation with rules for manipulation, These systems are what add to the power of mathematics, and allow us to casily visualise whether a mathematical argument is valid or not. Using symbolic notation for various operations makes it easy to apply the algorithms for solving problems involving the operations. However, a note of warning here! Although notations, symbols and algorithms make operations simple and fast, they also make them mechanical, While teaching/learning mathematics, it is very easy to fall into the trap of developing the ability to do the operations mechanically without knowing what is being done and why. To give just one example; consider the following problem: 5132 _ 5. Most of us would usually do it as shown in Fig. 10. But how many of us ask a) why is 5 written below 5132 in that manner only? b) how did I get 13 in the third line, and why? ) ¢) — while writing 13 there, why do I need to write zero in the dividend? I may not be able to answer these questions, or many others of this nature, Andyet, I can do the sum correctly, This poses one of the most serious problems in teaching mathematics. Most teachers will be happy if the child has mastered the algorithm, even if she has no idea why the algorithm produces the correct answer. But this approach to teaching/learning makes it more difficult for the child to acquire mathematical concepts later on, and sometimes it may block further learning completely.1.3.3 The Role of Intuition and Logic in Mathematical Thinking Mathematics is creative and intuition is the first step towards creativity, The analytical approach is needed to validate the new discoveries of intuition in a rigorous manner. ‘According to the dictionary, intuition consists of the immediate apprehension, without the intervention of any reasoning process ar knowledge or mental perception. Intuition isa mental act, a guess which gives a formulation or conclusion without going through a step by analysis. An intuitive thinker arrives atan answer with very little awareness of how he/she has reached it. In learning mathematics, the ability to visually dissect a pattern or a structure and guess a tentative gencralization should be encouraged. When pupils are presented with the finished product which has been already formalised then their intuition suffers and they lose the opportunity to use an important tool in problem solving. No doubt, the intuition of pupils may not always be correct, nevertheless the teacher should have an open mind to the mistakes Pupils make. This is because intuition is the essence of any hon-rigorous method of solving problems. In geometry, intyition helps to discover the proof of a result and the nature of mathematical Proof is the next important question to consider. All propositions which mathematicians enunciate can be deduced one from the other by the rules of formal logic. This is one of the many methods of proving results in geometry, We now discuss some types of proofs in geometry. Direct Proof : It proceeds from propositions already accepted (axioms or theorems) via a chain of syllogism to the desired cone: lusion. Example (— a) 4-b) = ab, Indirect proof : (Or reductio ad al bsurdum) If p is to be i hence derive a contradiction, Then, DCD is to be proved, assume not p is true and , the assumption not p has to be false. So Not not p, i.e.,p is true. Example : 2 is irrational is Proved in this way. Proof using contra positive : It p is of the form “a implies b”, then prove not b implies not a, Example: If wo lines are cut equal, the lines are Parallel, then the int by a transversal so that a pair of interior altemate angles are parallel, The contrapositive is “If two ti ji ines cut by a trans crior alternate angles are not equal”, * Wersal are notDisproof by counter example : Used when the proposition conjectured is of universal form iply exhibit a counter example. Example : The sum of any two odd numbers is odd. This proposition is false, since 3+5=8 which is even. Check Your Progress Notes: a) Write your answers in the space given below. ) Compare your answers with those given at the end of the unit. 7. Identify ewo statements in mathematics which are true under certain conditions but false under certain other conditions. 9. Give one example of ) direct method of proof, b) reductio ad absurdum,c) disproof by a counter example. 1.3.4 Axiomatic Nature of Mathematics ‘The idea of an axiomatic structure in mathematics concems the very foundation of mathernatical reasoning. The origin of axiomatics can be traced to Euclid’s Elements, Euclid introduced rigour by deducing his geometrical theorems from clearly stated assumptions embodied in his , axioms and postulates, The essential components of an axiom system are ; 1, Undefined terms : These are derived in some way from experience and depend on intuition postulates : These are assertions derived from undefined terms. They are formulated in terms of relationships for which no proofs are expected. 3. Propositions : Propositions derived from the axioms by logical reasoning.Euclid’s execution of this'idea was defective as he inadvertently omitted to state all the ‘assumptions which he subsequently utilized in his demonstrations, Peano’s axiom system for deriving the natural numbers is another example of axiomatics Undefined terms: 0", “number", “successor” ‘Axioms/Postulates : 1 0 is a number. ‘A2 The successor of a number is a.number, ‘A3 No two numbers have the same suecessor, ‘Ad Ois not the successor of any number. AS If P is @ property such that (i) 0 has the property P, and (Gi) whenever n has the property P, the successor ofn has the property P, then every number has the property P. The Sth axiom is called “the Principle of mathematical induction”. 1.35 Language of Mathematics 4m teaching mathematics, the teacher uses ordinary language to communicate mathematical concepts and to clarify thoughts, Language is a means of gradually intemmalising experience to the point where actions can proceed in imagination without recourse to their physical repetition For learning mathematical concepts children are initially engaged in activities with eoncrete ‘materials, then encouraged to make audible descriptions and instructions — the concrete aids being withdrawa gradually until, finally, the concepts are internalised in verbal form. Thus language becomes « means of storing experience and facilitating problem solving, Effective learning of mathematical concepts does not result from mastery over activities alone. {K depends on how far teachers are successful in developing language or other symbolic ‘representations, building links with past experiences to formulate corresponding abstractions ‘or Jaws, The transition from conerete to abstraction depends i ‘mathematical terms. Today a physicist (fr that matter, any scientist) cannot pursue his or her studies without extensive use of mathematical language. Even subjects like biology, psychology, ¢ic. which, used to be descriptive, are increasingly using mathematica notions. Persons studying the form and structure of language have also applied mathematics 1 explore it Roger Bacon said “Mathematics is the gate and key of the sciences. Neglect of mathematics ‘works injury toall knowledge, since he who is ignorant of iteannot view the other sciences or the things ofthe world. And what is worse, men who are thus ignorant are unable to perceive their own ignorance and so do not seek a remedy.” Mathematics, thus, may be seen as. tvol or 1 means of communication. Interesting studies of language difficulties experienced by children in mathematics have been ‘made. Some features of mathematicat language need special mentién : |, Mathematical language distinguishes between things and names of things, Number and ‘numeral, and fraction and fractional numbers are a few examples. 2. Some common spoken words are used as technical terms and sometimes even in different ‘contexts. For example, “variable” is used both as a noun and as an adjective; “root” is used. 45 a Foot of an equation and as in square root, cube roct, tc 3. There are a variety of ways of calling a thing. For example, addi ‘can be referred to as “find the sum”, “find the total", “find the value”, “find the whole’ ' “how many inall?* etc, 4, Abbreviations (or labelling) are used, This usually helps in sustained thinking but sometimes they may not be in standard form or may be used only to avoid some steps in an algorithm. eeFor exemple using gin, for gram is wrong: using cis. is also not correct 5, Frequently, auxiliary figures and markings are taught when new topics o1 operations are introduced. For example: to write carrying figure in addition; -> or “or” in writing equations ‘Sm x4 m= 20 sqm. is not correct because the multiplier is simply a number, it cannot be ‘concrete, The correct way is (5 x 4) sqm. 6. Mathematical solutions emphasize a specific arrangement of steps in the solution, i¢., an algorithm to develop accuracy of thought and precision in quantitative matters. Like all other languages, the language of mathematics has its own grammar. Ithas its own ‘nouns, verbs, adjectives, etc, ‘The main characteristics of mathematical language are simplicity, accuracy and precision in contrast to ordinary language which can be ambiguous, vague and emotive. Special care is needed in formulating definitions. A good definition should satisfy the following conditions: 1. A definition should be consistent, ie. it should convey the same meaning of the terms in all possible situations of the system. 2, A definition should not only consist of undefined terms or other previously defined terms, but also the common articles and connectives. 3. A definition should be stated clearly and precisely without redundancy. 1.4 NEED AND IMPORTANCE OF MATHEMATICS IN SCHOOL CURRICULUM Mathematics is an important component of school education. Its influence has been s0 fundamental and widespread that being numerate i becoming more important than being iterate. ‘The following values justify its positon 1.4.1 Social Aspects (© The routine activities of daily life demand a mastery of number facts and number processes. To read with understanding much of the materials in newspapers requires considerable ‘mathematical vocabulary. A few such terms are percent, discount, commission, dividend, invoice, profit and loss, wholesale and retail, taxation, ete. As civilization is becoming ‘more complex, many terms from the electronic media and computers are being added, © Certain decisions require sufficient skill and understanding of quantitative relations, The ability to sense problems, to formulate them specifically and to solve them accurately requires systematic thinking. ‘© To understand many institutions and their management problem, a quantitative viewpoint (modelling) ts necessary. i is illuminating to hear from an economist, an architect, an engineer, an aviator, ora scientist what in mathematics is helpful to them as workers @ Many vocations need mathematical skills. © The child should gain an appreciation of the role played by mathematics in many fields of work. Since, scientific knowledge and technology are linked with the progress and prosperity ‘of a nation, we should be able to appreciate the role of mathematics in acquiring these. ‘Mathematics has helped in bringing opsther he countries ofthe work which are separated from each other physically. ‘@ Mathematics helped man to discover the mysteries of nature and to overcome superstitions and ignorance.