HISTORY

OF
MATHEMATICS
Mark Joseph P. Urian
BSE-MATH 1
 AREAS
OF
MATHEMATICS
 UNIT 1.1
1.1 Illustrate connections of the aspects of mathematics that are related to one
another.

1.2 Share information and make decisions about what to do with the
information learned.

1.3 Give three ways to impart the information learned example to your
students. State the
process of how to transfer learning.
1.1 Illustrate connections of the
aspects of mathematics that are
related to one another.
 FUNCTION
Category theory formalizes mathematical structures and their concepts in the form of labeled
directed graphs called categories. That node is called an object, and the
labeled directed edge is called an arrow (or morphism).

Information theory a mathematical process of the concepts, parameters, and rules that govern the
transmission of messages over communication systems. Founded by Claude
Shannon in the mid-20th century, it has grown into a vibrant field of
mathematics, supporting the development of other scientific fields such as
statistics, biology, behavioral sciences, neuroscience and statistical mechanics.

Mathematical logic the study of logic in mathematics. Important sub-areas are model theory, proof
theory, set theory, and recursive theory. The study of mathematical logic
generally deals with the mathematical properties of formal logic systems, such
as expressiveness and deduction .

Philosophy of mathematics can be regarded as a branch of the philosophy of science. However, because of
its subject matter, it occupies a special place within the discipline. For these
reasons, philosophers have accorded special attention to ontological and
epistemological questions concerning mathematics .

Set theory is the study of objects that are called members, or elements, of a set. Pure set
theory deals exclusively with sets, so the only sets under consideration are those
whose members are sets. The theory of the hereditarily-finite sets is formally
equivalent to arithmetic.
An abstract elementary class is a class of structures of the same vocabulary,
with a partial order that generalizes the relation "A is a substructure (or In mathematics, group theory studies the
elementary substructure) of B". The requirements are that the class is closed algebraic structures known as groups. The
under isomorphism, and that isomorphic structures have isomorphic concept of a group is central to abstract algebra.
(generalized) substructures Groups recur throughout mathematics, and the
methods of group theory have influenced many
parts of algebra. Linear algebraic groups and Lie
groups are examples of advanced developments
in group theory.
LINEAR is like a line. The
adjective usually refers to something
that follows an expected order or
sequence — like railroad tracks or
even the progression of a disease.

Multilinear algebra is an extension of

linear algebra and builds on the concepts
of p-vectors and multivectors with
Universal algebra (sometimes called Grassmann algebras. In particular, it
general algebra) is the field of develops the theory of vector spaces and
mathematics that studies algebraic introduces the concept of
structures themselves, not examples multivisionality.
("models") of algebraic structures
ARITHMETIC
-Arithmos (from Greek arithmos, 'number' and tiké, 'art' or 'craft') is an elementary part of number theory. Number
theory is one of the top-level divisions of modern mathematics. The terms arithmetic and higher arithmetic were used
as synonyms for number theory until the 20th century.

ALGEBRAIC NUMBER THEORY

- is a branch of number theory that uses the techniques of abstract algebra to study the integers, rational numbers, and
their generalizations. Number-theoretic questions are expressed in terms of properties of algebraic objects such as
algebraic number fields.

ANALYTIC NUMBER THEORY

- is a branch of number theory that uses methods from analysis to solve problems about the integers. It is often said to
have begun with Dirichlet's 1837 introduction of L-functions, which he introduced in his Principia Mathematica.

DIOPHATINE GEOMETRY
- is the study of Diophantine equations by means of powerful methods in algebraic geometry. By the 20th century it
became clear for some mathematicians that methods of algebraic geometry are ideal tools to study Diophantasthesia.
Combinatorics is an area of mathematics primarily concerned with counting, both as a means and an end in
obtaining results. It is closely related to many other areas of mathematics and has many applications ranging from logic to
mathematics to evolutionary biology.

Graphs Theory are mathematical structures used to model pairwise relations between objects. Graphs are one
of the principal objects of study in discrete mathematics. A graph is made up of vertices (also called points) which are
connected by edges (also known as links or lines).

Order theory is a branch of mathematics which investigates the intuitive notion of order. It provides a formal
framework for describing statements such as "this is less than that" or "this precedes that". A list of order-theoretic terms can
be found in the order theory glossary.

Game theory is the study of the ways in which interacting choices of economic agents produce outcomes with
respect to the preferences (or utilities) of those agents. The meaning of this statement will not be clear to the non-expert
until each of the italicized words and phrases has been explained and featured in some examples.
The field of Applied analysis is
brings together many
mathematical topics, such as
differential equations,
dynamical systems, functional
analysis, geometry, and
approximation theory.
Mathematical Finance is a
branch of mathematics concerned
with mathematical modeling of
financial markets. It overlaps
heavily with the fields of
computational finance and
financial engineering.
Mathematical Biology is a highly interdisciplinary area that defies classification
into the usual categories of mathematical research. It has involved all areas of
mathematics, including algebra, geometry, number theory and topology. The area lies
at the intersection of significant mathematical problems and fundamental questions
in biology.
Mathematical chemistry is the study of novel applications of mathematics to
chemistry. It concerns itself principally with the mathematical modeling of
chemical phenomena. It is sometimes called computer chemistry, but should
not be confused with computational chemistry. Major areas include chemical
graph theory and chemical aspects of group theory.
Mathematical chemistry is the study of novel applications of mathematics to
chemistry. It concerns itself principally with the mathematical modeling of
chemical phenomena. It is sometimes called computer chemistry, but should
not be confused with computational chemistry. Major areas include chemical
graph theory and chemical aspects of group theory.
Mathematics Physics focuses on
quantum information theory,
nanotechnology and quantum
gravity and cosmology.
Mathematical Psychology is an approach to psychological research that is
based on mathematical modeling of perceptual, thought, cognitive and motor
processes. There are five major research areas in mathematical psychology:
learning and memory, perception, choice and decision making, language and
thinking, and measurement and scaling.

The probability of an event is a
number between
0 and 1, where
0 indicates impossibility of the
event and 1 indicates certainty.
Mathematical statistics is the study of probability theory, a branch of
mathematics which deals with how statistical data is collected and analyzed.
Techniques used for this include mathematical analysis, linear algebra,
stochastic analysis, differential equations, and measure theory.

Statistics is a discipline that deals with every aspect of data - from the planning of data collection to
the design of surveys and experiments. In applying statistics to a scientific, industrial, or social
problem, it is conventional to begin with a statistical population or statistical model.
 • Computer science is the study of algorithmic processes, computational machines and computation itself. As a discipline, computer science spans a range of topics from
COMP theoretical studies of algorithms, computation and information to the practical issues of implementing computational systems in hardware and software.
UTER
SCIEN
CE

• The theory of computation is the branch that deals with what problems can be solved on a model of computation, using an algorithm. The field is divided into three major
THEO branches: automata theory and formal languages, computability theory, and computational complexity theory. There are several models in use, but the most commonly
RY OF examined is the Turing machine.
COMP
UTATI
ON

• Numerical analysis is the study of algorithms that use numerical approximation. It finds application in all fields of engineering and the physical sciences. In the 21st century, it
NUME can also be applied to the life and social sciences, medicine, business and even the arts. Today's computers enable the use of more complex numerical analysis.
RICAL
ANAL
YSIS

• Computer algebra is the study and development of algorithms and software for manipulating mathematical expressions. Computer algebra could be considered a subfield of
COMP scientific computing. However, scientific computing is based on numerical computation with approximate floating point numbers. Algebra emphasizes exact computation with
UTER variables that have no given value.
ALGE
BRA
 DIFFERENTIAL EQUATIONS- In
"ALGEBRAIC GEOMETRY" is a branch of
mathematics, a differential equation is an equation
mathematics, studying zeros of multivariate
that relates one or more functions and their
polynomials. It is based on the use of abstract
derivatives. Differential equations play a REAL ANALYSIS- studies the behavior of real
algebraic techniques for solving geometrical
prominent role in many disciplines including numbers sequences and series of real numbers and
problems. The fundamental objects of study are
engineering, physics, economics, and biology. In real platforms.
algebraic varieties, which are geometric
applications, the functions represent physical
manifestations of solutions of systems of
quantities, and the derivatives represent their rates
polynomial equation.
of change.

HARMONIC ANALYSIS- a branch of

FUNCTIONAL ANALYSIS- the core of which is COMPLEX ANALYSIS- traditionally known as mathematics concerned with the representation of
formed by the study of vector spaces endowed the theory of functions of a complex variable, it functions or signals as the superposition of basic
with some kind of limit related structure investigates function of complex numbers waves and the study of and generalization of the
notions of Fourier series and Fourier transforms
TOPOLOG
Y
 - In algebra, a term is used to
DIFFERENTI
ALGEBRAIC
refer to a system of operations
in which there are only a finite
number of such operations,
involving only one or more
primes, roots, divisions,
multiplication, division,
extraction of roots, and raising
to powers.
- Differential topology is the - relating to geometry, or
AL
GEOMETRIC
field dealing with the according to its methods. (of a
topological properties and design) characterized by or
smooth properties of smooth decorated with regular lines
manifolds. It is distinct from and shapes.
the closely related field of
differential geometry, which
deals with notions of size,
distance, and rigid shape.
Because many of its properties
may be captured algebraically,
differential topology has links
to algebraic topology.
1.2 Share information and make
decisions about what to do with
the information learned.
The underlying laws of logic have never been explicitly expressed by mathematicians for millennia, despite
the fact that mathematicians have always worked with logic and symbols. The inclusion of additional
regions to the organization of historical data is possible with an optimal classification system. The
Langlands program has shown unexpected connections between fields that were previously thought to be
unrelated. There are three types of set theory: axiomatic, model, and constructive. The initial set theory
constructed by mathematicians at the end of the nineteenth century is known as naive set theory. The
identification of infinitesimal constituents within real numbers can be theoretically consistent using
internal set theory. The branch of mathematics that focuses on functions, limits, derivatives, rates of
change, integrals, and many objects changing in relation to (or independently of) one another is known as
analysis. Real analysis, complex analysis, functional analysis, measure theory, and other disciplines such as
differential equations and numerical analysis all use analysis in some way. Algebra The study of structure
begins with numbers, starting with the familiar natural numbers and their arithmetic operations. Galois
theory ultimately answered long-standing concerns about compass and straightedge constructions.
Representation theory is the study of how general algebraic structures behave in vector spaces. Numbers
have always been a source of fun and delight for millions of people throughout history, from magic
squares to the Mandelbrot set. Many key disciplines of "serious" mathematics may be traced back to what
was once a simple game or puzzle. Although number theory has typically focused on the properties of
integers, it has recently expanded to include a larger range of topics.
1.3 Give three ways to impart the information
learned example to your students. State the
process of how to transfer learning
ONLINE LEARNING
After the pandemic, one of the most frequently used expressions is "new normal," which refers to the rising usage of online
learning resources in school. The COVID-19 pandemic has sparked a new way of thinking about learning. For students,
instructors, and schools, digital learning has become a need. This is a completely new approach of teaching for many
educational institutions. Not only does online learning now apply to academics, but it also applies to extracurricular activities.
The demand for online learning has skyrocketed in recent months. Online learning, like most other forms of education, has its
own set of advantages and disadvantages.
MODULAR LEARNING
Self-paced learning modules are used in modular learning, which is a type of distant learning. The most important learning
skills are based on the modules (MELCS). The modules, which were created by instructors with the help of curriculum experts,
include parts on motivation and assessment. In print or digital format/electronic copy, students are allowed to use self-
learning modules (SLMs). Other resources, such as Learner's Materials, textbooks, activity sheets, study guides, and other
study materials, can also be used by students. Learners can ask for help through phone, computer, tablet, USB, audio/video,
etc., or they can get help from a guide. The cost of student transportation, lunches, and, most significantly, real estate is
eliminated with modular learning. This results in a more cost-effective learning environment that is also environmentally
friendly.
TECHNOLOGY
Tech can assist teachers improve student performance by allowing them to do so. Administrators should help teachers
obtain the skills they need to use technology to increase student learning in order to address the concerns. In addition,
integrating technology in the classroom should make it easier for teachers to do their jobs without adding to their
workload. Students benefit from technology because it makes it easier for them to get knowledge and learn more quickly.
It allows pupils to learn about new topics and gain a better comprehension of tough concepts. There are several benefits
to using technology in education, including improved collaboration and communication, improved educational quality
and engaging classrooms that allow students to utilize their imagination and seek information.
OVERVIEW OF THE
HISTORY OF
MATHEMATICS
UNIT 2

2.1 Illustrate connections of the

aspects of mathematics that are
related to one another.
2.2 Share information and make decisions about what to
do with the information learned.
Prehistoric Era
The principles of number, nature's patterns, magnitude, and
form are the foundations of mathematical cognition. In
hunter-gatherer societies, such ideas would have been a part
of daily life. The occurrence of languages that distinguish
between "one," "two," and "many," but not between numbers
larger than two, supports the idea of the "number" concept
changing over time.
Babylonian Era
From the time of the early Sumerians to the Hellenistic period,
almost to the time when Christianity came into being,
Babylonian mathematics refers to any mathematics of the
peoples of Mesopotamia (modern Iraq).[18] The majority of
Babylonian mathematical work comes from two distinct
periods: the first few hundred years of the second millennium
BC (Old Babylonian period) and the first few centuries of the
first millennium BC (Seleucid period).

Egyptian Era

The term "egyptian mathematics" refers to mathematics that is written in Egyptian.

Greek replaced Egyptian as the written language of Egyptian scholars from the
Hellenistic period. When Arabic became the written language of Egyptian
intellectuals, mathematical research continued in Egypt during the Arab Empire as
part of Islamic mathematics.
Greek Era
From the time of Thales of Miletus
(600 BC) to the closure of the
Academy of Athens in 529 AD, Greek
mathematics refers to mathematics
written in the Greek language.
Greek mathematicians lived in cities
spread across the Eastern
Mediterranean, from Italy to North
Africa, but were united by culture
and language. Hellenistic
mathematics is a term used to
describe Greek mathematics in the
period after Alexander the Great.
Roman Era
While ethnic Greek mathematicians
remained under the late Roman
Republic and later Roman Empire,
there were no notable native Latin
mathematicians to compare them to.
According to Cicero (106–43 BC), a
powerful Roman leader who studied
mathematics in Greece, surveyors and
calculators in Rome were significantly
more interested in applied
mathematics than the Greeks, who
valued theoretical mathematics and
geometry.
Chinese Era
Early Chinese mathematics has been
compared to other parts of the world in
terms of development, leading scholars
to believe that China's development
was entirely unique.[100] The Zhoubi
Suanjing, the oldest extant
mathematical text in China, is dated
between 1200 BC and 100 BC, though a
date of around 300 BC during the
Warring States Period seems
reasonable.[100] The Zhoubi Suanjing
is the oldest extant mathematical text
in China, dated between 1200 BC and
100 BC,
Indian The Indus Valley Civilisation, which flourished in the
Era Indus river region between 2600 and 1900 BC, is the
first civilization on the Indian subcontinent. Despite the
fact that their towns were planned out in a geometrical
pattern, no mathematical papers from this culture have
been discovered.

Islamic empires In the 8th century, the Islamic Empire spread across
Persia, the Middle East, Central Asia, North Africa, Iberia,
and parts of India, making substantial contributions to
mathematics. Despite the fact that the majority of Islamic
mathematical texts were written in Arabic, they were not
authored by Arabs, as Arabic was employed as the
written language of non-Arab intellectuals throughout
the Islamic world at the time, just like Greek was in the
Hellenistic era. Along with Arabs, Persians contributed to
the field of mathematics.
Mathematics during the Scientific Revolution

In Europe, the 17th century saw an extraordinary influx of mathematical

and scientific ideas. Using a telescope based on a toy brought from
Holland, Galileo spotted Jupiter's moons in orbit around the planet.
Tycho Brahe had accumulated a huge amount of mathematical
information about the positions of the planets in the sky. Johannes
Kepler was first introduced to and seriously interacted with the concept
of planetary motion through his role as Brahe's assistant. The discovery
of logarithms by John Napier and Jost Bürgi in the same year made
Kepler's computations easier.
2.3 Give three ways to impart the information learned
example to your students. State the process of how to
transfer learning.
1. To share what I have learned with my classmates I will use our chatbox to
share information.
2. In order for me to share what I have learned with my classmates I will use our
video call to reveal or share information.
3. It increases the potential for the audience to learn by recalling knowledge
through visual imagery, which leaves a long-lasting impression on our minds.
It's also a good approach to keep the audience interested by summarizing the
facts without going into too much detail so they don't become bored.
UNIT 3
3.1 Demonstrate appreciation of how mathematics grow in power and
variety of applications.
3.2 Discover mathematics as an opportunity for creative work and gaining
insights of the world.
3.1 Use effectively appropriate approaches, methods and techniques in
taking notes.
 16th Century
Mathematics
Bologna University, in particular,
was known for its vigorous public
mathematics competitions in the
early 16th century Renaissance
Italy. In 1535, in just such a
tournament, the unusual figure of
the young Venetian Tartaglia first
unveiled a mathematical
breakthrough that had
confounded the best
mathematicians of China, India,
and the Islamic world, and which
had previously been believed
impossible.
Niccolò Fontana Tartaglia 3.1
(1499-1557)
Because of a speech impairment he
had as a result of an injury he
received in a battle against the
invading French army, Niccol Fontana
became known as Tartaglia (literally
"the stammerer"). In the Republic of
Venice, he worked as a bookkeeper, a
surveyor of topography (looking for
the best ways to defend or attack in
battles), and a mediocre engineer
noted for designing fortifications.
Jacob (1654-1705) and Johann Bernoulli (1667-1748)

- The Bernoulli brothers, Jacob and Johann Bernoulli, were a

wealthy family of entrepreneurs and intellectuals from the
free city of Basel in Switzerland, which at the time was the
main commercial hub of Central Europe.

As a result of his difficulty in getting along in a city

dominated by the Bernoulli family, Leonhard Euler lived in
Germany and Russia for the most of his life; he also spent
time in Germany and St. Petersburg, Russia.
17th Century Mathematics
- The period from January 1, 1601 (MDCI) through December 31, 1700 was
known as the 17th century (MDCC). It is set in Europe's Early Modern period,
which was defined by the Baroque cultural movement on that continent,
which had a growing influence on the rest of the world.

René Descartes (1596-16A50)

René Descartes is known as the "Father of Modern Philosophy," but he was
also a prominent figure in the 17th-century Scientific Revolution, and he is
sometimes regarded as the founder of the modern school of mathematics.
 19 Century
th
Mathematics
Throughout the nineteenth
century, the range and
complexity of mathematical
notions grew at an unparalleled
rate. There were two countries in
Europe throughout the late 18th
century, France and Germany,
but their approaches to
mathematics were very different.
Évariste Galois
(1811-1832)
In the history of French mathematics,
IÉvariste Galois was both a radical
republican and a romantic character.
At the age of 20, he was killed in a
duel, but his work, which he published
shortly before his death, made him
famous in mathematical circles, and it
would go on to allow other
mathematicians to solve problems that
had been impossible for centuries to
solve.
20th Century In mathematics, the 20th century maintained the 19th century's
tendency of greater generality and abstraction, with the concept
Mathematics of axioms as "self-evident truths" being largely abandoned in
favor of logical concepts like consistency and completeness.

G.H., a wacky British mathematician, Hardy

G.H. Hardy (1877- is well-known for his mathematical analysis
and number theory accomplishments. He is
1947) and Srinivasa arguably most known for adopting and
guiding Srinivasa Ramanujan, a self-taught
Ramanujan (1887- Indian mathematician.
1920)
Mathematical bridge
3.2
It was designed by William Etheridge in 1748 and erected by James Essex the Younger
in 1749. At first, the bridge stood where Garret Hostel Bridge once stood, but it now
connects the old Tudor campus to the new Erasmus campus, which is on the other side
of the Cam. Due to the deterioration of the bridge's timbers, it was rebuilt twice (in
1866 and 1905) but the design remained unchanged.

Considering how well-documented its history is, the Mathematical Bridge is

surrounded by a startling number of myths and misconceptions. The bridge, contrary
to popular belief, was NOT:

Sir Isaac Newton designed or built (he died in 1727)Nuts and bolts are not required for
construction (a structure of this shape and this size would not be possible without iron
bolts or fastenings)Originally known as the 'Mathematical Bridge,' it was also known
as the 'Essex Bridge,' or the 'Wood Bridge,' according to college papers.
 OUTLINE NOTE-TAKING METHOD 3.3

It's critical to take accurate and legible notes because it's common for
students to forget crucial information learned in class after it's over.
As a result, students frequently grasp the teacher's presentation and
assume they will remember everything, so they fail to take down
specific details, only to find out later that they were unable. Take
comprehensive notes so that you can go back and review key topics,
recall critical details, consolidate ideas you didn't understand during
the presentation. Students can also focus on the most significant
issues because lecturers frequently cover a wide range of topics
throughout their lectures.
Sample of Taking Notes in Logic
 UNIT 4.0

4.1 Demonstrate appreciation of how mathematicians grow in power and

variety of applications

4.2 Show evidence that you discover mathematics asan opportunity for
creative work nd gaining insights of the world you belong

4.3 Use effectively appreciate approaches methods and techniques in

taking notes
 4.1
Egyptian geometry

The ancient computation of the volume of a pyramid's frustum (problem 14)

was recorded in the Moscow mathematical papyrus, and the area of a circle
was approximated as Area = (diameter x 8/9)2, using the rule that the square of
the circle's diameter is equal to the square of the circle's diameter. If the
diameter is 4 x (8/9)2, the result will be close to the value of pi (3.160493).
 Babylonian geometry

In addition to the Pythagorean theorem, which was discovered on a tablet,

they are familiar with the Babylonian mile, which is now around 7 miles long.
For measuring areas and volumes, they understood that a circle's
circumference is three times its diameter, and that its area is one-twelfth of its
circumference. In other words, the height of a cylinder was calculated as the
product of the height, and the volume of a cone's frustum (square pyramid)
was calculated as the product of the height and half of the sum of the bases.
 Vedic India-The architecture of the altars in Vedic India demonstrates its
geometry. According to the list of Pythagorean theorems (Hayashi 2005, p.363), their
verbaL form of Pythagorean theorem is contained in the Sulba Sutras

Greek Geometry - Geometry is considered the crown jewel of

mathematics by mathematicians, who have perfected and expanded their methods to
include other figures, curves, surfaces, and even solids. They also discovered that
physical objects are a sort of approximation and came up with the concept of axiomatic

reasoning.
 PYRAMID OF GEOMETRY 4.2

A pyramid (from Greek: pyrams) is a polyhedron built by connecting a point

termed the apex to a polygonal base. A lateral face is a triangle with a base
and an apex. It has a polygonal basis and is a conic solid.
 OUTLINE NOTE-TAKING METHOD 4.3

It's critical to take accurate and legible notes because it's common for students to
forget important information learned in class after it's over. As a result, students
frequently grasp the teacher's presentation and assume they will remember
everything, so they fail to take down specific details, only to find out later that
they were unable. Take comprehensive notes so that you can go back and review
key topics, recall critical details, consolidate ideas you didn't understand during
the presentation. Students can also focus on the most significant issues because
lecturers frequently cover a wide range of topics throughout their lectures.
 UNIT 5.0
5.1 Demonstrate appreciation of how mathematicians grow in power and
variety of applications

5.2 Show evidence that you discover mathematics as an opportunity for

creative work and gaining insights of the world you belong

5.3 Use effectively appreciate approaches methods and techniques in taking

notes
Logic in China-
Mozi, also known as "Master Mo" in China, is credited with establishing the
5.1
Mohist school, which dealt with issues such as logical inference and the
conditions for proper conclusions. Some researchers credit the Logicians,
one of the schools that developed out of Mohism, with their early research
into formal logic.

Logic in the West

In all periods of human history, valid reasoning has been used. The concepts of proper
reasoning, inference, and demonstration, on the other hand, are studied in logic. The
concept of demonstrating a conclusion originated in the field of geometry, which
meaning "land measuring."
Logic in the Middle East
- These and other Muslim logicians' works were based on Aristotelian logic
and were essential in bringing ancient concepts to the medieval West. They
were based on the logic of Aristotle and were crucial in bringing ancient ideas
to the medieval West.

Logic in medieval Europe

- The term "medieval logic" (sometimes known as "scholastic logic") refers to
a type of Aristotelian logic that emerged in Europe between the years 1200 and
1600. The work of Christian philosopher Boethius, who was familiar with some
of Aristotle's logic, was the principal source when the study of logic restarted
after the Dark Ages.
Logic in Hegel's philosophy G.W.F. Hegel
- When he consolidated his lengthy Science of Logic into a shorter book
published in 1817 as the first volume of his Encyclopaedia of the
Philosophical Sciences, he demonstrated the relevance of logic to his
philosophical system.

Modern Logic:
- In the era between Leibniz and 1847, when the idea of a logical calculus was
studied and explored, primarily by Leibniz, but no schools were established,
and isolated periodic attempts were abandoned or ignored.
 5.2

The old logic (logica vetus) is a tradition that dates back to

Boethius (to quote Kant, it was "a closed and complete
body of theory" that medieval logicians could not add
much to, albeit slight alterations were made and it was
systematized in various ways).
OUTLINE NOTE-TAKING METHOD 5.3

It's critical to take accurate and legible notes because it's common for students
to forget crucial information learned in class after it's over. As a result, students
frequently grasp the teacher's presentation and assume they will remember
everything, so they fail to take down specific details, only to find out later that
they were unable. Take comprehensive notes so that you can go back and
review key topics, recall critical details, consolidate ideas you didn't understand
during the presentation. Students can also focus on the most significant issues
because lecturers frequently cover a wide range of topics throughout their
lectures.
UNIT 6.0
6.1 Demonstrate appreciation of how mathematicians grow in power and variety of
applications

6.2 Show evidence that you discover mathematics as an opportunity for creative
work and gaining insights of the world you belong

6.3 Use effectively appreciate approaches methods and techniques in taking notes
 6.1

Leibniz began his intensive math studies at a young age, as opposed to

Newton, who began his studies at a young age. He was a polymath, and
his intellectual interests and achievements
involved metaphysics, law, economics, politics, logic,and mathematics. In
1672, Leibniz met Huygens, a mathematician who persuaded him to
devote more time to studying mathematics. According to him, the integral
was the sum of the abscissa's ordinates for infinitesimal intervals; in other
words, it was the sum of an infinite number of rectangles. Modern
mathematics, on the other hand, uses Leibniz's notation.
LEGACY

The rise of calculus stands out as a unique moment in mathematics. Calculus is the
mathematics of motion and change, and as such, its invention required the creation of
a new mathematical system. Furthermore, Newton and Leibniz did not invent
contemporary calculus and did not create the same calculus. There was a fundamental
difference between them, even though they were both involved in the process of
developing a system for dealing with variable quantities. Change was a variable
quantity over time for Newton, and it was the difference between infinitely close
values for Leibniz. Particularly, the terms used to describe change in each system
differed.
Applications
Since the beginning of science, the infinitesimal calculus has been used to solve
issues in physics and astronomy, and these applications have increased until
Laplace and Lagrange, at its conclusion, have brought the entire field of force
study into analytical reach. Gauss (1840) coined the term "potential," and
Clausius coined the distinction between potential and potential function. The
names of Lejeune Dirichlet, Riemann, von Neumann, Heine, Kronecker, Lipschitz,
Christoffel, Kirchhoff, Beltrami, and many of the century's leading physicists are
linked to its development.
FERRIS WHEEL 6.2
You have designed a Ferris wheel of diameter
20 m that rotates at a rate of 1 revolution per
minute. How fast is a rider rising or falling
when he/she is 6 m horizontally away from
the vertical line passing through the center of
the wheel?''
Can someone help me set this up? I think I
have to use the arc length
formula s=rθs=rθ somehow to relate the
revolutions per minute somehow
 6.3
OUTLINE NOTE-TAKING METHOD
It's critical to take accurate and legible notes because it's common for students to
forget crucial information learned in class after it's over. As a result, students
frequently grasp the teacher's presentation and assume they will remember
everything, so they fail to take down specific details, only to find out later that
they were unable. Take comprehensive notes so that you can go back and review
key topics, recall critical details, consolidate ideas you didn't understand during the
presentation. Students can also focus on the most significant issues because
lecturers frequently cover a wide range of topics throughout their lectures.
UNIT 7.0
1. Connections of the aspects of mathematics that are related to one another.

2. How mathematics education survived?

3. Make decisions on strategies be used to share learning collaboratively with

your classmates.

4. Show capability of doing new things thru Innovative work on how to teach
and learn math.

5. Exhibit competence in mathematical concept and procedures.

6. Give insights about mathematics education in the next 10 to 15 years.

 7.1
Mathematics Education

In contemporary education, mathematics education is the practice of teaching and

learning mathematics, along with the associated scholarly research.
Researchers in mathematics education are primarily concerned with the tools,
methods and approaches that facilitate practice or the study of practice; however,
mathematics education research, known on the continent of Europe as the
didactics or pedagogy of mathematics, has developed into an extensive field of
study, with its concepts, theories, methods, national and international
organizations, conferences and literature.
Classical Education
Classical education embraces the concept of educating the whole child and the notion
that children are more than their standardized test scores.

Computer-Based Math
school may use a form of computer-aided instruction (CAI) along with the regular
math program. These digital programs give kids extra practice in the skills and
concepts they've learned in class. Students can go at their own pace, taking online
quizzes and doing practice problems.

Conventional approach refers to the traditional way of teaching wherein

most of the time lecture method is used. This method of teaching is textbook
centered, teacher dominant, exam-oriented. The emphasis here is mainly in
remembering and reproducing facts, principles and theories of learning.
Discovery Math turns traditional math on its head: it frequently begins by
introducing a novel problem to students, and works its way back to “discovering”
a method of solving the problem. In this sense Discovery Math aims to establish
conceptual and applied understand before procedural understanding.

Exercise is a routine application of algebra or other mathematics to a stated

challenge. Mathematics teachers assign mathematical exercises to develop the
skills of their students. Early exercises deal with addition, subtraction,
multiplication, and division of integers.

Historical Method a technique of presenting information (as in teaching

or criticism) in which a topic is considered in terms of its earliest phases and
followed in an historical course through its subsequent evolution and
development.
Mastery: an approach in which most students are expected to achieve a high level
of competence before progressing

New Math: a method of teaching mathematics which focuses on abstract

concepts such as set theory, functions, etc. Adopted in the US as a response to the
challenge of early Soviet technical superiority in space. The new approach is to
understand what you're doing, rather than to get the right answer.&quot.

Problem solving: the cultivation of mathematical ingenuity, creativity

and heuristic thinking by setting students open-ended, unusual, and sometimes
unsolved problems, as a means to build
new mathematical knowledge, typically by building on students' prior
understandings.
 The study of mathematics survived because of the translation of
7.2 what people learned in subsequent generations to continue to
respond to this knowledge.

By communicating using technologies such as cellphones,

7.3 computers and so on. Because of these examples there will be
an opportunity to consolidate the information gathered by each
student.

Through the lessons learned it will be able to show others the

7.4 importance and history of where and how mathematics really
began to be revealed or invented.
 7.5
The most important learning competencies
in mathematics of future college instructors
of BSED major in mathematics that meet
the criterion endurance are required for the 7.6
achievement of the twin goals of
mathematics problem solving and critical
thinking. It is impossible to stress the I think the scope of mathematics will expand in
importance of laying the foundational 10-15 years because nowadays the knowledge
concepts and skills at each grade level of a about mathematics is increasing.
child's education. As a result, the learner's
knowledge is scaffolded as well as his or her
growth of higher talents. The development
of higher-order thinking skills that go
beyond procedural fluency, as well as the
development of numeracy skills that are
vital to practical and real-life situations, is
prioritized in the recognized most essential
learning competencies in Math.