Mathematics GE 14

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 According to the book "Mathematical
Thought from Ancient to Modern Times,"
mathematics as an organized science did
not exist until the classical Greek period
from 600 to 300 B.C.
 Therewere, however, prior civilizations in
which the beginnings or rudiments of
mathematics were formed.
 Forexample, when civilization began to
trade, a need to count was created.
 When humans traded goods, they needed a
way to count the goods and to calculate the
cost of those goods.
 Thevery first device for counting numbers
was, of course, the human hand and fingers
represented quantities.
 And to count beyond ten fingers, mankind
used natural markers, rocks or shells. From
that point, tools such as counting boards and
the abacus were invented.
 Abacus is one of the first tools for counting
invented, the abacus was invented around
1200 B.C. in China and was used in many
ancient civilizations, including Persia and
Egypt.
 Severalcivilizations — in China, India, Egypt,
Central America and Mesopotamia —
contributed to mathematics as we know it
today.
 The Sumerians, who lived in the region that
is now southern Iraq, were the first people to
develop a counting system with a base 60
system, according to Wilder.
 Since the beginning of recorded history,
mathematical discovery has been at the
forefront of every civilized society, and math
has been used by even the most primitive
and earliest cultures.
 InBabylonia mathematics developed from
2000 BC. Earlier a place value notation
number system had evolved over a lengthy
period with a number base of 60.
 The Babylonian basis of mathematics was
inherited by the Greeks and independent
development by the Greeks began from
around 450 BC.
 The major Greek progress in mathematics
was from 300 BC to 200 AD. After this time
progress continued in Islamic countries.
Mathematics flourished in particular in Iran,
Syria and India.
 In the 6th century BC, the study of mathematics
began with the Pythagoreans, as a “demonstrative
discipline”.
 The word mathematics originated from the Greek
word “mathema”, which means “subject of
instruction”.
 Numbers, which we use for calculations, had
variations in the medieval period.
 The Romans introduced the Roman numerals that
uses English alphabets to represent a number.

From about the 11th Century Adelard of Bath,
then later Fibonacci, brought this Islamic
mathematics and its knowledge of Greek
mathematics back into Europe.
 Major progress in mathematics in Europe began
again at the beginning of the 16th Century and
onwards.
 There are many major mathematical discoveries
but only those which can be understood by
others lead to progress. However, the easy use
and understanding of mathematical concepts
depends on their notation.
 Therewere many mathematicians who have
given different theories for many concepts,
which we are applying in modern mathematics
 Archimedes, from the BC century is known to
be the Father of Mathematics. He introduced
formulas to calculate surface area and volume
of solids.
 Whereas, Aryabhatt, born in 476 CE, is known
as the Father of Indian Mathematics.
 Anothermathematician, named Euclid,
introduced the axiom, postulates, theorems
and proofs, which are also used in today’s
mathematics
 Mathematics is at the heart of science and
our daily lives.
 Math is all around us, in everything we do.
 Itis the building block for everything in our
daily lives, including mobile devices,
computers, software, architecture (ancient
and modern), art, money, engineering and
even sports.
 Itdeals with logical reasoning and
quantitative calculation, and its
development has involved an increasing
degree of idealization and abstraction of its
subject matter.
 Therewere many mathematicians who have
given different theories for many concepts,
which we are applying in modern
mathematics
 Archimedes, from the BC century is known to
be the Father of Mathematics. He introduced
formulas to calculate surface area and volume
of solids.
 Whereas, Aryabhatt, born in 476 CE, is known
as the Father of Indian Mathematics.
 Anothermathematician, named Euclid,
introduced the axiom, postulates, theorems
and proofs, which are also used in today’s
mathematics
 Branches of Mathematics
 The main branches of mathematics
are :
 Number System
 Algebra
 Geometry
 Calculus
 Topology
 Trigonometry
 Probability and Statistics
 Some of the basic and most important
symbols, used in mathematics, are listed
below in the table.
 Properties in Mathematics
 In
mathematics, we learn about four
major properties of numbers. They are:
 Commutative Property
 Associative property
 Distributive Property
 Identity Property
 Theseare the four basic properties of
numbers. These properties are also
applicable to some other mathematical
concepts such as algebra
 Mathematics is the study of numbers,
arithmetic operations, patterns of numbers
and shapes.
 Mathematics is the science that deals with
the logic of shape, quantity and
arrangement.
 Studying
patterns allows one to observe,
hypothesize, discover and create.
 Patternis fundamental to our understanding
of the world.
 Thisis the reason why those who use
patterns to analyze and solve problems often
find success compared to those who cannot.
 Types of pattern in math
 1. Number pattern
 2. Shape pattern
 Types of number patterns
 1. Arithmetic Sequence
 [A sequence is group of numbers that follow a pattern
based on a specific rule.]
 An arithmetic sequence involves a sequence of numbers to
which the same amount has been added or subtracted. The
amount that is added or subtracted is known as the
common difference.
 For example, in the sequence “1, 4, 7, 10, 13…” each
number has been added to 3 in order to derive the
succeeding number. The common difference for this
sequence is 3.
 2. Geometric Sequence
A geometric sequence is a list of numbers
that are multiplied (or divided) by the same
amount.
 The amount by which the numbers are
multiplied is known as the common ratio.
 For example, in the sequence “2, 4, 8, 16,
32...” each number is multiplied by 2. The
number 2 is the common ratio for this
geometric sequence.
 3. Triangular Numbers
 The numbers in a sequence are referred to as terms.
The terms of a triangular sequence are related to the
number of dots needed to create a triangle.
 The triangular number sequence is the representation
of the numbers in the form of equilateral triangle
arranged in a series or sequence. These numbers are
in a sequence of 1, 3, 6, 10, 15, 21, 28, 36, 45, and so
on. The numbers in the triangular pattern are
represented by dots.


Therefore, a triangular sequence begins: “1, 3, 6, 10, 15…”)
 4. Square Numbers
 Ina square number sequence, the terms are
the squares of their position in the sequence. A
square sequence would begin with “1, 4, 9, 16,
25…”
 1^², 2^², 3^², 4^², 5^², 6^², 7^²³…
 5. Cube Numbers
 Ina cube number sequence, the terms are the
cubes of their position in the sequence.
Therefore, a cube sequence starts with “1, 8,
27, 64, 125…”
 1^³, 2^³, 3^³, 4^³ , 5^³, 6^³…
 6. Fibonacci Numbers
 Ina Fibonacci number sequence, the
terms are found by adding the two
previous terms.
 TheFibonacci sequence begins thusly,
“0, 1, 1, 2, 3, 5, 8, 13…”
 TheFibonacci sequence is named for
Leonardo Fibonacci, born in 1170 in
Pisa, Italy. Fibonacci introduced Hindu-
Arabic numerals to Europeans with the
publication of his book “Liber Abaci” in
1202. He also introduced the Fibonacci
sequence, which was already known to
Indian mathematicians.
 SHAPE PATTERNS
 We use Pattern Shapes to explore geometry
and fractions, create their own designs, or
filling in outlines.
 Aswe work with shapes, we think about
angles, investigate symmetry, and compose
and decompose larger shapes. Many of
these explorations lead naturally to thinking
about fractions as parts of a whole.
 Shapepatterns are also use in abstract
reasoning and commonly part of national
exams.
 Abstractreasoning tests assess your ability
to draw conclusions and spot patterns
quickly and accurately from seemingly
random series of shapes and images.
 Questions on the abstract reasoning test
will usually require you to review a series of
shapes, and use logic to predict what
comes next in the sequence.