NATURE OF MATHEMATICS

GE-MMW: Mathematics in the

Modern World

MARISSA S. PONTILLAS
Faculty Member, College of Teacher Education
Palawan State University
 LESSON 1

MATHEMATICS IN NATURE
NATURE OF MATHEMATICS
LEARNING OBJECTIVES:
✓ Define mathematics.
✓ Acquire a clear perspective of the nature of mathematics.
✓ Identify the characteristics belonging to the nature of
mathematics.
✓ Recognize that mathematics is everywhere – in nature all
around us, and in the technologies in our hands
✓ Appreciate the contributions of key individuals in the
development of mathematics as a field of study

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MATHEMATICS IN COUNTING
• Bagomolny: “The main property of counting is so
fundamental to our perception of quantity that it
is seldom enunciated explicitly. The purpose of
countring is to assign a numeric value to a group
of objects. What makes counting possible? A
simple fact that such a value exists.”
• Counting leads to the concepts of numbers,
numerals, and the four fundamental operations
(addition, subtraction, multiplication, division)
and their properties

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MATHEMATICS AS A STUDY OF PATTERNS
• Stewart (1995): “We live in a universe of
patterns.”
• Stewart wrote his book, Nature’s Numbers, on
patterns as it explores what mathematics is for
and what it is about
• Pattern: a set of elements or numbers in which all
of these elements or numbers are related to each
other in a specific rule
• Pattern connotes order, regularity, and lawfulness.

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MATHEMATICS AS A STUDY OF PATTERNS
• Stewart’s (1995) opened his book, Nature’s
Numbers, on patterns as it explores what
mathematics is for and what it is about: “We live
in a universe of patterns.”
• Pattern: a set of elements or numbers in which all
of these elements or numbers are related to each
other in a specific rule
• Pattern connotes order, regularity, and lawfulness.

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MATHEMATICS AS A STUDY OF PATTERNS
• Buchanan (2011): Study of pattern integrates both
the strands of mathematics with music, visual art
and craft, vocabulary building, creative writing
and verbal communication, social studies, science
and environmental studies, talent and technology
• Examples of Different Patterns
❖ Logical patterns: patterns that are used to think:
classifications, partition, chronology, cause/effect,
problem/solution, if/then, evaluation.
❖ Geometric patterns: a series of shapes to form a motif or
design depicting abstract, nonrepresentational shapes
such as lines, circles, ellipses, triangles, rectangles, and
polygons. Similar to patterns made from numbers, they
are determined by a rule
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MATHEMATICS AS A STUDY OF PATTERNS
• Examples of Different Patterns
❖ Number patterns: an arrangement of numbers in such a
way that it follows a particular property or pattern.
“Mathematics is especially useful when it helps you
predict, and number patterns are all about prediction.
Recognizing number patterns is also an important
problem solving skill. If you see a pattern when you look
systematically at specific examples, you can use that
pattern to generalize what you see into a broader solution
to a problem.
❖ Word patterns: Language has patterns in form and in
syntax (metrical patterns of poems, syntactic patterns of
singular to plural nouns and of verb tenses), which lead
directly to learning about language in general and about
machine communication in particular (Annenberg
Foundation, 2017)
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MATHEMATICS IN NATURE
• The visible world is full of patterns that can be described
mathematically, suggesting that the beauty of nature is
revealed by mathematics and the beauty of mathematics
is revealed in nature (Adam, 2011)
❖ Fibonacci sequence (1, 1, 2, 3, 5, 8, 13, 21, …): can be
found in many natural patterns like in pineapples,
sunflowers, nautilus, pine cones: an arrangement of
numbers in such a way that it follows a particular property
or pattern. “Mathematics is especially useful when it
helps you predict, and number patterns are all about
prediction. Recognizing number patterns is also an
important problem solving skill. If you see a pattern when
you look systematically at specific examples, you can use
that pattern to generalize what you see into a broader
solution to a problem.
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MATHEMATICS IN NATURE
• The visible world is full of patterns that can be described
mathematically, suggesting that the beauty of nature is
revealed by mathematics and the beauty of mathematics
is revealed in nature (Adam, 2011)
❖ Fibonacci sequence (1, 1, 2, 3, 5, 8, 13, 21, …): can be
found in many natural patterns like in pineapples,
sunflowers, nautilus, pine cones: an arrangement of
numbers in such a way that it follows a particular property
or pattern. “Mathematics is especially useful when it
helps you predict, and number patterns are all about
prediction. Recognizing number patterns is also an
important problem solving skill. If you see a pattern when
you look systematically at specific examples, you can use
that pattern to generalize what you see into a broader
solution to a problem.
❖ Word patterns: Language has patterns in form and in
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IMPORTANCE OF MATHEMATICS
• Mathematical competence is required in daily
living
• As society becomes more technically dependent,
there will be an increasing requirement for people
with a high level of mathematical training.
• Mathematics is a universal part of human culture.
It helps us recognize patterns and to understand
the world around us.
• It is the tool and language of commerce,
engineering and other sciences – physics,
computing, biology etc.
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IMPORTANCE OF MATHEMATICS
• Learning mathematics forces to learn how to think
very logically and to solve problems using that
skill.
• It also teaches to be precise in thoughts and
words.
• Mathematics teaches life skills. It is difficult to find
any area of life that isn't touched by mathematics.
➔ Mathematics teaches ways of thinking that are
essential to work and civic life

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MEANING AND DEFINITIONS OF MATHEMATICS
• The term ‘Mathematics’ is derived from two Greek
words: ‘Manthanein’ which means ‘learning and ‘Techne’
which means ‘an art or technique’.
• Dictionary meaning: ‘it is either the science of number
and space or the science of measurement, quantity and
magnitude’.
• Mathematics is thus defined as the science of quantity,
measurement and spatial relations. It is a systematized,
organized and exact branch of science. It deals with
quantitative facts, relationships as well as with problems
involving space and form. It is a logical study of shape,
arrangement, and quantity.
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MEANING OF MATHEMATICS
• The term ‘Mathematics’ is derived from two Greek
words: ‘Manthanein’ which means ‘learning and ‘Techne’
which means ‘an art or technique’.
• Dictionary meaning: ‘it is either the science of number
and space or the science of measurement, quantity and
magnitude’.
• Mathematics is thus defined as the science of quantity,
measurement and spatial relations. It is a systematized,
organized and exact branch of science. It deals with
quantitative facts, relationships as well as with problems
involving space and form. It is a logical study of shape,
arrangement, and quantity.
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DEFINITIONS OF MATHEMATICS BY VARIOUS
AUTHORS
• Locke: "Mathematics is a way to settle in mind a habit of
reasoning".
• Lindsay: "Mathematics is the language of physical
sciences and certainly no more marvelous language was
ever created by the mind of man".
• Courant and Robbins: "Mathematics is an expression of
human mind that reflects the active will, the
contemplative reason and the desire for aesthetic
perfection. Its basic elements are logic and intuition,
analysis and construction, generality and individuality".
• Servais - "Mathematics is an abstract science - it is the
science of abstraction. Learning mathematics is learning
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to abstract, to handle abstractions and to use it. "

DEFINITIONS OF MATHEMATICS BY VARIOUS
AUTHORS
• Higgins: "Mathematics is a laboratory subject. The power
and advantage of mathematics lie not in concrete
manipulations, but in abstract symbolic manipulations
which is always the final goal that we seek”.
• Bertrand Russell (1901): “The subject in which we never
know what we are talking about, nor whether what we
are saying is true”.
This definition, according to Bell, (i) emphasizes the
entirely abstract character of mathematics (ii) reduces all
mathematics to postulation forms, and (iii) opposes the
traditional definition of mathematics as the science of
number, quantity and measurement.
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DEFINITIONS OF MATHEMATICS BY VARIOUS
AUTHORS
• Comte: “The science of indirect measurement”
• Kant: “Mathematics is the indispensable instrument of
all physical researches”
• Gauss: “Mathematics is the queen of sciences and
physical researches”
• Bacon: “Mathematics is the gateway and key to all
sciences”
• Stewart (1995): a formal system of thought for
recognizing, classifying and exploiting patterns
• Horn (20130: the science that deals with the logic of
shape, quantity and arrangement
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DEFINITIONS OF MATHEMATICS BY VARIOUS
AUTHORS
➢ J.B. Shaw: “Mathematics is engaged, in fact, in the
profound study of art and the expression of beauty”.
There are four significant methods of mathematics which
give more insight into the nature of mathematics:
➢ Scientific, leading to generalisations of widening
scope;
➢ Intuitive, leading to an insight into subtler depths;
➢ Deductive, leading to a permanent statement and
rigorous form; and
➢ Inventive, leading to the ideal element, and creation
of new realms.
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DEFINITIONS OF MATHEMATICS BY VARIOUS
AUTHORS
Mathematics, therefore, is not only ‘number work’ or
‘computation’, but is more about forming generalisations,
seeing relationships, and developing logical thinking and
reasoning.

The National Policy on Education (NPE) (1986) stated

“Mathematics should be visualized as the vehicle to train a
child to think, reason, analyse and to articulate logically”.
Mathematics should be shown as a way of thinking, an art or
form of beauty, and as human achievement.

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WHAT IS MATHEMATICS?
i) Mathematics is an abstract Science.
ii) Mathematics is a science that deals with number and
space.
iii) Mathematics deals with quantitative facts and
relationships.
iv) Mathematics deals with problem involving space and
form.
v) Mathematics establishes various relationships between
phenomena in space.
vi) Mathematics helps man to give exact interpretation to
his ideas and conclusions.
vii) Mathematics explains that Science is by-product of our
empirical knowledge.
viii) Mathematics involves man's high cognitive powers.
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WHAT IS MATHEMATICS?
ix. Mathematics involves man's high cognitive powers.
x. Mathematics has its own tools like intuition, logical
reasoning, analysis, construction, generalities and
individuality.
xi. Mathematics is a science of logical reasoning
xii. Mathematics is a tool especially suited for dealing with
scientific concepts.

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CHARACTERISTICS OF MATHEMATICS
1. Objectivity
2. Logical Structure
3. Abstractness
4. Symbolism
5. Applicability
6. Precision and accuracy

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WHO ARE THE INDIVIDUALS WHO CONTRIBUTED
TO THE DEVELOPMENT OF MATHEMATICS?
1. Euclid
2. Pythagoras
3. Rene Decartes

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 Philippine K-12 Basic Education Curriculum
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Framework
 GOAL:

Philippine K-12 Basic Education Curriculum

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Framework
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P21 Framework: 12 Essential 21st Century Skills
for Today’s Students
Learning and Innovation
1.Critical Thinking and Life and Career Skills
Problem Solving 8.Flexibility and adaptability
2.Communications 9.Initiative and self-direction
3.Collaboration 10. Social and cross-cultural
4.Creativity and Innovation interaction
Digital Literacies 11. Productivity and accountability
5.Information Literacy 12.Leadership and responsibility
6.Media Literacy
7.Technology Literacy
The Conceptual Framework
of Mathematics Education
in the K to 12 Basic
Education Curriculum
 MATHEMATICS CONCEPTUAL FRAMEWORK
❖Mathematics is one subject that pervades life at any age and in any
circumstance. Thus, its value goes beyond the classroom and the
school. Mathematics as a school subject, therefore, must be
learned comprehensively and with much depth.
❖The twin goals of mathematics in the basic education levels, K-10,
are Critical Thinking and Problem Solving.
❖Critical thinking is the intellectually disciplined process of actively
and skillfully conceptualizing, applying, analyzing, synthesizing,
and/or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication,
as a guide to belief and action (Scriven & Paul,1987) .
❖ Mathematical problem solving is finding a way around a difficulty,
around an obstacle, and finding a solution to a problem that is
unknown (Polya, 1945 & 1962),
 MATHEMATICS CONCEPTUAL FRAMEWORK
❖These two goals are to be achieved with an organized and rigorous
curriculum content, a well-defined set of high-level skills and
processes, desirable values and attitudes, and appropriate tools,
taking into account the different contexts of Filipino learners.
❖ Content areas: Numbers and Number Sense, Measurement,
Geometry, Patterns and Algebra, and Probability and Statistics.
❖ Specific skills and processes: knowing and understanding;
estimating, computing and solving; visualizing and modelling;
representing and communicating; conjecturing, reasoning, proving
and decision-making; and applying and connecting.
❖ Values and attitudes: accuracy, creativity, objectivity,
perseverance, and productivity.
❖ Use of appropriate tools: manipulative objects, measuring devices,
calculators and computers, smart phones and tablet PCs, and the
Internet.