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3.1.1. What Is Mathematics?

The students of mathematics may wonder where the word "mathematics" comes from. Mathematics is a Greek word, and, by origin or etymologically, it means "something that must be learnt or understood", perhaps "acquired knowledge" or "knowledge acquirable by learning" or "general knowledge". The word "mathematics" is a contraction of all these phrases. The celebrated Pythagorean school in ancient Greece had both regular and incidental members. The incidental members were called "auditors"; the regular members were named "mathematicians" as a general class and not because they specialized in mathematics; for them mathematics was a mental discipline of science learning. What is mathematics in the modern sense of the term, its implications and connotations? There is no neat, simple, general and unique answer to this question.

Mathematics as a science, viewed as a whole, is a collection of branches. The largest branch is that which builds on the ordinary whole numbers, fractions, and irrational numbers, or what, collectively, is called the real number system. Arithmetic, algebra, the study of functions, the calculus, differential equations, and various other subjects which follow the calculus in logical order are all developments of the real number system. This part of mathematics is termed the mathematics of number. A second branch is geometry consisting of several geometries. Mathematics contains many more divisions. Each branch has the same logical structure: it begins with certain concepts, such as the whole numbers or integers in the mathematics of number, and such as point, line and triangle in geometry. These concepts must verify explicitly stated axioms. Some of the axioms of the mathematics of number are the associative, commutative, and distributive properties and the axioms about equalities. Some of the axioms of geometry are that two points determine a line, all right angles are equal, etc. From the concepts and axioms theorems are deduced. Hence, from the standpoint of structure, the concepts, axioms and theorems are the essential components of any compartment of mathematics. We must break down mathematics into separately taught subjects, but this compartmentalization taken as a necessity, must be compensated for as much as possible. Students must see the interrelationships of the various areas and the importance of mathematics for other domains. Knowledge is not additive but an organic whole and mathematics is an inseparable part of that whole. The full significance of mathematics can be seen and taught only in terms of its intimate relationships to other fields of knowledge. If mathematics is isolated from other provinces, it loses importance.

The basic concepts of the main branches of mathematics are abstractions from experience, implied by their obvious physical counterparts. But it is noteworthy, that many more concepts are introduced which are, in essence, creations of the human mind with or without any help of experience. Irrational numbers, negative numbers and so forth are not wholly abstracted from the physical practice, for the man's mind must create the notion of entirely new types of numbers to which operations such as addition, multiplication, and the like can be applied. The notion of a variable that represents the quantitative values of some changing physical phenomena, such as temperature and time, is also at least one mental step beyond the mere observation of change. The concept of a function, or a relationship between variables, is almost totally a mental creation.The more we study mathematics the more we see that the ideas and conceptions involved become more divorced and remote from experience, and the role played by the mind of the mathematician becomes larger and larger. The gradual introduction of new concepts which more and more depart from forms of experience finds its parallel in geometry and many of the specific geometrical terms are mental creations.

As mathematicians nowadays working in any given branch discover new concepts which are less and less drawn from experience and more and more from human mind the development of concepts is progressive and later concepts are built on earlier notions. These facts have unpleasant consequences. Because the more advanced ideas are purely mental creations rather than abstractions from physical experience and because they are defined in terms of prior concepts it is more difficult to understand them and illustrate their meanings even for a specialist in some other province of mathematics. Nevertheless, the current introduction of new concepts in any field enables mathematics to grow rapidly. Indeed, the growth of modern mathematics is, in part, due to the introduction of new concepts and new systems of axioms.

Axioms constitute the second major component of any branch of mathematics. Up to the XIX century axioms were considered as basic self-evident truths about the concepts involved. We know now that this view ought to be given up. The objective of mathematical activity consists of the theorems deduced from a set of axioms. The amount of information that can be deduced from some sets of axioms is almost incredible. The axioms of number give rise to the results of algebra properties of functions, the theorems of the calculus, the solutions of various types of differential equations. Mathematical theorems must be deductively established and proved. Much of the scientific knowledge is produced by deductive reasoning; new theorems are proved constantly, even in such old subjects as algebra and geometry and the current developments are as important as the older results.

Growth of mathematics is possible in still another way. Mathematicians are sure now that sets of axioms which have no bearing on the physical world should be explored. Accordingly, mathematicians nowadays investigate algebras and geometries with no immediate applications. There is, however, some disagreement among mathematicians as to the way they answer the question: Do the concepts, axioms, and theorems exist in some objective world and are merely detected by man or are they entirely human creations? In ancient times the axioms and theorems were regarded as necessary truths about the universe already incorporated in the design of the world. Hence each new theorem was a discovery, a disclosure of what already existed. The contrary view holds that mathematics, its concepts, and theorems are created by man. Man distinguishes objects in the physical world and invents numbers and number names to represent one aspect of experience. Axioms are man's generalizations of certain fundamental facts and theorems may very logically follow from the axioms. Mathematics, according to this view-point, is a human creation in every respect. Some mathematicians claim that pure mathematics is the most original creation of the human mind.

3.1.2. Mathematics. The Language of Science

One of the foremost reasons given for the study of mathematics is, to use a common phrase, that mathematics is the language of science. This is not meant to imply that mathematics is useful only to those who specialize in science. No, it implies that even a layman must know something about the foundations, the scope and the basic role played by mathematics in our scientific age.

The language of mathematics consists mostly of signs and symbols, and, in a sense, is an unspoken language. There can be no more universal or more simple language, it is the same throughout the civilized world, though the people of each country translate it into their own particular spoken language. For instance, the symbol 5 means the same name to a person in England, Spain, Italy or any other country; but in each country it may be called by a different spoken word. Some of the best known symbols of mathematics are the numerals 1, 2, 3, 4, 5, 6, 7, 8, 9, 0 and the signs of addition (+), subtraction (.), multiplication (×), division (:), equality (=) and the letters of the alphabets: Greek, Latin, Gothic and Hebrew (rather rarely).

Symbolic language is one of the basic characteristics of modern mathematics for it determines its true aspect. With the aid of symbolism mathematicians can make transitions in reasoning almost mechanically by the eye and leave their mind free to grasp the fundamental ideas of the subject matter. Just as music uses symbolism for the representation and communication of sounds so mathematics expresses quantitative relations and spatial forms symbolically. Unlike the common language, which is the product of custom, as well as social and political movements, the language of mathematics is carefully, purposefully and often ingeniously designed. By virtue of its compactness, it permits a mathematician to work with ideas which when expressed in terms of common language are unmanageable. This compactness makes for efficiency of thought.

Mathematical language is precise and concise, so that it is often confusing to people unaccustomed to its forms. The symbolism used in mathematical language is essential to distinguish meanings often confused in common speech. Mathematical style aims at brevity and formal perfection.

Let us suppose we wish to express in general terms the Pythagorean theorem, well-familiar to every student through his high-school studies. We may say: "We have a right triangle. If we construct two squares each having an arm of the triangle as a side and if we construct a square having the hypotenuse of the triangle for its side, then the area of the third square is equal to the sum of the areas of the first two".

But no mathematician expresses himself that way. He prefers: "The sum of the squares on the sides of a right triangle equals the square on the hypotenuse". In symbols this may be stated as follows: c2 = a2 + b2. This economy of words makes for conciseness of presentation, and mathematical writing is remarkable because it encompasses much in few words. In the study of mathematics much time must be devoted 1) to the expressing of verbally stated facts in mathematical language, that is, in the signs and symbols of mathematics; 2) to the translating of mathematical expressions into common language. We use signs and symbols for convenience. In some cases the symbols are abbreviations of words, but often they have no such relation to the thing they stand for. We cannot say why they stand for what they do, they mean what they do by common agreement or by definition.

The student must always remember that the understanding of any subject in mathematics presupposes clear and definite knowledge of what precedes. This is the reason why "there is no royal road" to mathematics and why the study of mathematics is discouraging to weak minds, those who are not able and willing to master the subject.

3.1.3. An overview of the history of mathematics


Mathematics starts with counting. It is not reasonable, however, to suggest that early counting was mathematics. Only when some record of the counting was kept and, therefore, some representation of numbers occurred can mathematics be said to have started.

In Babylonia mathematics developed from 2000 BC. Earlier a place value notation number system had evolved over a lengthy period with a number base of 60. It allowed arbitrarily large numbers and fractions to be represented and so proved to be the foundation of more high powered mathematical development.

Number problems such as that of the Pythagorean triples (a,b,c) with a2+b2 = c2 were studied from at least 1700 BC. Systems of linear equations were studied in the context of solving number problems. Quadratic equations were also studied and these examples led to a type of numerical algebra.

Geometric problems relating to similar figures, area and volume were also studied and values obtained for π.

The Babylonian basis of mathematics was inherited by the Greeks and independent development by the Greeks began from around 450 BC. Zeno of Elea's paradoxes led to the atomic theory of Democritus. A more precise formulation of concepts led to the realisation that the rational numbers did not suffice to measure all lengths. A geometric formulation of irrational numbers arose. Studies of area led to a form of integration.

The theory of conic sections show a high point in pure mathematical study by Apollonius. Further mathematical discoveries were driven by the astronomy, for example the study of trigonometry.

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. This work did not match the progress made by the Greeks but in addition to the Islamic progress, it did preserve Greek mathematics. 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 with Pacioli, then Cardan, Tartaglia and Ferrari with the algebraic solution of cubic and quartic equations. Copernicus and Galileo revolutionised the applications of mathematics to the study of the universe.

The progress in algebra had a major psychological effect and enthusiasm for mathematical research, in particular research in algebra, spread from Italy to Stevin in Belgium and Viète in France.

The 17th Century saw Napier, Briggs and others greatly extend the power of mathematics as a calculatory science with his discovery of logarithms. Cavalieri made progress towards the calculus with his infinitesimal methods and Descartes added the power of algebraic methods to geometry.

Progress towards the calculus continued with Fermat, who, together with Pascal, began the mathematical study of probability. However the calculus was to be the topic of most significance to evolve in the 17th Century.

Newton, building on the work of many earlier mathematicians such as his teacher Barrow, developed the calculus into a tool to push forward the study of nature. His work contained a wealth of new discoveries showing the interaction between mathematics, physics and astronomy. Newton's theory of gravitation and his theory of light take us into the 18th Century.

However we must also mention Leibniz, whose much more rigorous approach to the calculus (although still unsatisfactory) was to set the scene for the mathematical work of the 18th Century rather than that of Newton. Leibniz's influence on the various members of the Bernoulli family was important in seeing the calculus grow in power and variety of application.

The most important mathematician of the 18th Century was Euler who, in addition to work in a wide range of mathematical areas, was to invent two new branches, namely the calculus of variations and differential geometry. Euler was also important in pushing forward with research in number theory begun so effectively by Fermat.

Toward the end of the 18th Century, Lagrange was to begin a rigorous theory of functions and of mechanics. The period around the turn of the century saw Laplace's great work on celestial mechanics as well as major progress in synthetic geometry by Monge and Carnot.

The 19th Century saw rapid progress. Fourier's work on heat was of fundamental importance. In geometry Plücker produced fundamental work on analytic geometry and Steiner in synthetic geometry.

Non-euclidean geometry developed by Lobachevsky and Bolyai led to characterisation of geometry by Riemann. Gauss, thought by some to be the greatest mathematician of all time, studied quadratic reciprocity and integer congruences. His work in differential geometry was to revolutionise the topic. He also contributed in a major way to astronomy and magnetism.

The 19th Century saw the work of Galois on equations and his insight into the path that mathematics would follow in studying fundamental operations. Galois' introduction of the group concept was to herald in a new direction for mathematical research which has continued through the 20th Century.

Cauchy, building on the work of Lagrange on functions, began rigorous analysis and began the study of the theory of functions of a complex variable. This work would continue through Weierstrass and Riemann.

Algebraic geometry was carried forward by Cayley whose work on matrices and linear algebra complemented that by Hamilton and Grassmann. The end of the 19th Century saw Cantor invent set theory almost single handedly while his analysis of the concept of number added to the major work of Dedekind and Weierstrass on irrational numbers

Analysis was driven by the requirements of mathematical physics and astronomy. Lie's work on differential equations led to the study of topological groups and differential topology. Maxwell was to revolutionise the application of analysis to mathematical physics. Statistical mechanics was developed by Maxwell, Boltzmann and Gibbs. It led to ergodic theory.

The study of integral equations was driven by the study of electrostatics and potential theory. Fredholm's work led to Hilbert and the development of functional analysis.

Date: 2015-12-18; view: 75

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