What is mathematics?

The simplest mathematical objects are NUMBERS, and the simplest of nature's patterns
are NUMERICAL.

A very curious pattern indeed occurs in the petals of flowers. In nearly all flowers, the
number of petals is one of the numbers that occur in the strange sequence 3, 5, 8, 13, 21, 34, 55,
89. There is a definite pattern to those numbers: each number is obtained by adding the previous
two numbers together. For example, 3 + 5 = 8, 5 + 8 = 13, and so on.

The same numbers can be found in the spiral patterns of seeds in the head of a sunflower.
The number of clockwise spirals is 34 and the number of counterclockwise spirals is 21, where 21
and 34 are two consecutive numbers in the given sequence.

With these few examples, we must understand that human mind and culture had long
developed a formal system for classifying, recognizing, and exploiting patterns. We call it
mathematics. Patterns observed paved the way for the origin of counting, the discovery and
creation of geometric patterns, wave patterns in water and on land, patterns of movement, and
fractals: the new science of irregularity; a never-ending pattern.

One of the most frequently occurring patterns in nature is the FIBONACCI SEQUENCE. It
is a sequence of numbers starting with 1, then followed by 1, and then followed by the sum of 1
and 1 which is 2, followed by the sum of 1 and 2, which 3 and so on. The sequence is given by

1, 1, 2, 3, 5, 8, 13, 21, …

Leonardo of Pisa, also known as Fibonacci (c. 1170–1250), is one of the best-known
mathematicians of medieval Europe. In 1202, after a trip that took him to several Arab and
Eastern countries, Fibonacci wrote the book Liber Abaci. This book contains a problem created
by
Fibonacci that concerns the birth rate of rabbits. Here is a statement of Fibonacci’s rabbit
problem.

At the beginning of a month, you are given a pair of newborn rabbits. After a month the rabbits
have produced no offspring; however, every month thereafter, the pair of rabbits
produces another pair of rabbits. The offspring reproduce in exactly the same manner. If none of
the rabbits dies, how many pairs of rabbits will there be at the start of each succeeding month?

The solution of this problem is a sequence of numbers that we now call the Fibonacci
sequence.

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Where is mathematics?
Mathematics works around us and we see it in clues and hints in nature. In our daily routine,
we follow a pattern of the things we normally do. In people, communities, and events, we can
observe many different patterns.
We are used to some patterns around us that if that pattern is changed, things may be strange
or exceptional. If somebody walks at a rhythm of left-left-right-right, we consider it strange to
move that way since we are used to walking with a left-right-left-right pattern. If a tree bears an
exceptionally large fruit, they may treat this as a special phenomenon. Here, we see that there is
deep-seated belief that exceptions to patterns are special.
During this pandemic, we feel strange because some of the patterns we used to observe have
changed. Still, we need to get used to the new and arising pattern brought about by changes in
nature and our surroundings.
What is mathematics for?
Nature is full of patterns, most of which are things of beauty. Thus, we cannot help but sit
back and admire them. However, each nature’s pattern is believed to be a puzzle that needs to be
analyzed.
Mathematics makes it possible to solve these puzzles because of its systematic way of
digging out the rules and structures that lie behind these puzzles of nature. It has a way of
organizing patterns, regularities, and irregularities. It is able to predict or even control weather,
epidemics and it provides tools for calculations. Because of mathematics’ ability to exploit
patterns, it can even provide more questions to think about.
What is mathematics about?
When we hear the word mathematics, we usually relate it to numbers. It is true because
numbers are the heart of mathematics. But this is just a small part of mathematics. We will
discuss some important aspects of mathematics. We start off discussing numbers.
1.2.a Numbers
The simplest numbers are those used in counting. These numbers were discovered long
before the symbols 1, 2, 3, … are used. Back then, they did not use these symbols for numbers.
They used their fingers, twigs, stones, and objects that can help them count. At present the set of
counting numbers is also called the set of natural numbers.
Between 400 and 1200 AD, the concept of zero was invented and accepted as denoting a
number. History books say that the key idea was the invention of a symbol for “nothing”.

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 The next extension of the number concept is the invention of the negative numbers. A
negative number may be thought to represent debt. Many other interpretations may be used. For
example, a negative temperature in Celsius scale indicate a temperature lower than freezing point.
An object with negative velocity is moving backward. This means that the same mathematical
object can represent more than one aspect of nature.
If the counting numbers, zero, and the negative counting numbers are combined, a new set of
numbers is formed. This is the set of integers.
These numbers are not enough; we need fractions especially for most commercial
transactions. Positive and negative fractions together with the integers are called rational
numbers.
Numbers that cannot be expressed as fractions having a unique property of non-terminating
and non-repeating decimals are given the name “irrational”. An example of an irrational number
is the square root of 2, denoted as . If we use the calculator, we will obtain
=1.4142135624…, a decimal which is non-terminating and non-repeating.
Rational numbers and irrational numbers combined form a larger number set called the set of
real numbers.
The introduction of square roots of negative numbers led to the invention of the imaginary
and complex numbers.
So, now we have five number systems, each more inclusive that the previous: natural
numbers, integers, rational, real numbers, and complex numbers.
1.2.b Operations
Mathematics is not only about numbers. We are familiar with addition, subtraction,
multiplication, and division. These are called operations. In general, an operation is something
we apply to two or more mathematical objects to get another mathematical object. So, if you add,
say, 2 and 3, you will get a third number, which is 5.
1.2.c Function
If you start with a number and form its double, you get another number. So, if you start with
5, you will get 10. The term for such an “object” is function. You can think of a function as a
mathematical rule that starts with a mathematical object – usually a number – and associates to it
another object in a specific manner. In the given example, the association is the rule of doubling
the number.
Functions are often defined using algebraic formulas but they may also be defined in other
convenient ways. Another term with the same meaning as “function” is transformation: the rule
transforms the first object into the second.
1.2.d Thingification of Processes

The dictionary term for “thingification” is reification. However, in the discussion the term
“thingification” is chosen for emphasis.

Mathematical “things” have no existence in the real world: they are abstractions. But
mathematical processes are also abstractions, so processes are no less “things” than the “things”
to which they are applied. The number “2”, for example, is not actually a thing but a process –

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the process you carry out when you associate two cats with the symbols “1, 2” recited in turn. A
number is a process that has long ago been thingified so thoroughly that everybody thinks of it as
a thing.
Mathematics is not just a collection of isolated facts: it is more like a landscape; a geography
where users get to travel through what seem to be an impermeable forest. There is a metaphorical
feeling of distance. For instance, the fact that the circumference of a circle is 1 (pi) times its
diameter is very close to the fact that the circumference of a circle is 2 times its radius. The
connection between these two facts is immediate: the diameter is twice the radius.
Unrelated ideas are more distant from each other. For example, the fact that there are exactly
six different ways to arrange three letters of the alphabet is distant from facts about circles.
1.2.e Proof
The link between ideas in mathematics is made possible by proof. Proof determines the route
from one fact to another. Textbooks of mathematical logic say that a proof is a sequence of
statements, each of which either follows from previous statements in the sequence or from agreed
axioms unproved but explicitly stated assumptions that in effect define the area of mathematics
being studied. A proof can be equated to a novel which must tell an interesting story, rather than
just a sequence of sentences.
A mathematical proof is a story about mathematics that works. The story must not have gaps,
and it certainly must not have an unbelievable plot line. The rules are stringent: in
mathematics, a single flaw is fatal. Moreover, a subtle flaw can be just as fatal as an obvious one.
How mathematics done?
Mathematics is done out of curiosity, with penchant for seeking patterns and generalities,
with a desire to know the truth, with trial and error, without fear of facing more questions and
problems to solve.
Who uses mathematics?
Practically, everyone uses mathematics.
The Mathematicians: pure and applied use mathematics to further explore undiscovered
concepts and information in this field. Dr. Guido David and his team use mathematics to predict
the number of Covid-19 cases for the succeeding months. This was used by the government to
decide on actions to be done.
Scientists: natural and social uses mathematics to describe a certain phenomenon and to
decide on the results of their research. These are just few examples of people who use
mathematics. All of us has a particular use of mathematics in our lives.
Thus, different people use different mathematics at different times, for different purposes,
using different tools, with different attitudes.

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 -=ACTIVITY 1 Patterns in Nature=-

Name: _________________________________ Year and Section: _______________________

Date Accomplished: _____________ Time Started: _______ Time Finished: _______

We can use the Fibonacci numbers to create this spiral that is so common in nature. Read the
directions to help you draw squares on the graph paper. If you follow each step carefully, you will
make a Fibonacci spiral!
1. Look at the graph paper. The first number in the Fibonacci sequence, 1, has been drawn for
you.
2. Go to the square to the right of 1. Outline that little square to represent the next number in
the pattern, another 1.
3. Use the line above the two 1 squares to outline a square that is 2 little squares long and 2
little squares high. This represents the next number in the sequence which is 2.
4. Now move to the right of the squares 1 and 2. Use the right side of the 2 squares and the
right side of the second 1 square to draw a square that is 3 little squares high and 2 little
squares long. 3 is the next number I Fibonacci’s pattern.
5. Use the bottom of both 1 square and the bottom of the 3 squares to make the next number in
the pattern – a big square that is 5 little squares long and five little squares high.
6. Move to the left of the 2 squares, the 1 square, and the 5 squares. Use their left edges to
make the 8 squares.
7. Finally use the top of the 8 square long with the top of the 2 and 3 squares to make a 13
square.

Here is your graph paper:

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 1

Learning Activity 1 Patterns in Nature continued…

If you followed directions, you will have used the entire graph paper to make Fibonacci’s
Rectangle, also known as the Golden Rectangle. The ratio of length to that of the width of the
golden rectangle is equal to the Golden Ratio, φ, which is approximately equal to 1.618. The
golden ratio is also known as the divine proportion.

The next step is to draw Fibonacci’s spiral. You just have to connect one corner of each square
with the opposite corner of that square with a sweeping curve. You may need to practice a few
times to get it right.
Compare what you have made to patterns in nature. Try to spot this spiral in your
surroundings. Make a list of animals, plants, and man-made objects that have this spiral.

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 -=ACTIVITY 2 Patterns in Nature=-

Name: _________________________________ Year and Section: _______________________

Date Accomplished: _____________ Time Started: _______ Time Finished: _______

Materials:
1 Short bond paper
One-peso coins

Procedure:
1. Using coins of the same size, try to cover as much area of a piece of paper with coins.
2. Arrange the coins in a square formation.
3. Count and record the number of coins you can place to cover the area of the bond
paper.
4. Arrange the coins in hexagonal formation.
5. Record the number of coins you can place.
6. Compare the results in Step 3 and Step 5.

Which formation is more compact? Justify your answer.

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Recommended learning materials and resources:
• Arithmetic and Geometric Sequences https://www.youtube.com/watch?v=MSAWzIlPlkg
• Nature by Numbers https://www.youtube.com/watch?v=kkGeOWYOFoA
• Mathematics in Nature https://www.youtube.com/watch?v=Ig9RUaJe00c
• Fibonacci Sequence: Nature’s Code https://www.youtube.com/watch?v=wTlw7fNcO-0
• Golden Ratio https://www.youtube.com/watch?v=c8ccsE_IumM
• The Great Math Mystery https://www.youtube.com/watch?v=mpcpzXuzdQk

Assessment Task:
Before you answer the following questions, make sure to watch the YouTube videos given
below:
• Nature by Numbers https://www.youtube.com/watch?v=kkGeOWYOFoA
• The Great Math Mystery https://www.youtube.com/watch?v=mpcpzXuzdQk

A. Short-response/Essay writing:
1) What new ideas about mathematics did you learn?
2) What is it about mathematics that might have changed your thoughts about it?
3) What is most useful about mathematics for humankind?

B. Write a 2- to 3-page synthesis focusing on one of the following aspects of mathematics:

1) Mathematics helps organize patterns and regularities in the world.

2) Mathematics helps predict the behavior of nature and phenomena in the world.
3) Mathematics helps control nature and occurrences in the world for our own ends.
Your answers will be graded according to the given standards/basis for grading:
Score Criteria
0 Unable to elicit the ideas and concepts from the learning activity, material, or video
Able to elicit the ideas and concepts from the learning activity, material, or video but
1
shows erroneous understanding
Able to elicit the ideas and concepts from the learning activity, material, or video and
2
shows correct understanding
Able to elicit the correct ideas from the learning activity, material, or video and also
3 shows evidence of internalization and consistently contributes additional thought to the
core idea

References:
Books:

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Aufmann, et. al. 2013. Mathematical Excursions. Third Edition. Cengage Learning, USA
Stewart, Ian. 1995 The Unreal Reality of Mathematics Nature’s Numbers. BasicBooks New
York Internet sources:
The Great Math Mystery
https://www.youtube.com/watch?v=mpcpzXuzdQk