Mathematical Processes

RAMIL B. BELLEN
MST Instructor
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 Objectives:
At the end of this module, the student should be able to:

1. Identify processes involves in mathematics.

2. Understand how the mathematical process shape the

subject itself.

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Introduction: Expanding our Mathematical
View
Your long term goal is to be prepared to handle problems that come in the form
of situations or challenges:
 design a tool so that it will work better;
 redesign a part of some equipment so that it won.t malfunction so quickly;
 determine how efficiently something is working and suggest improvements in
set-up or design;
 study the pattern of growth or disappearance of a species and design a program
for repopulation, continued growth, or better control;
 determine the stresses or life expectancy of a particular object;
 given several options, study their feasibility, desirability and/or likelihood; etc.
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 When you believe that you have an
answer, you will need to explain the
rationale and justify your
conclusions.

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 The most common mathematical situations or
problems that people experience prior to the
study of college level mathematics are directly
related to solving very specific problems that
involve computations, simplications, practice of
some techniques or approaches, and/or
application of basic skills that have been taught
and retaught.

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 A. Some Problem Categories

1. Routine problems are

straightforward and require very
little interpretation or analysis.

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 2. Eclectic mathematical experiences or problems
call for the use of some combination of
elementary logic, skills and techniques that have
been learned in other situations, application of
tools that have been studied in order to solve
certain types of challenge problems, etc.

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 3. Mathematical Investigations offer
open-ended situations that are to be
studied. The situations are given without
prompts that suggest how to start the
problem.
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