To Reach the Pinnacle of Human Perfection Exercising the Brain Mathematically Is Essential - Assignment Example

"Let us grant that the pursuit of Mathematics is a divine madness of the Human Spirit, a refuge from the goading urgency of contingent happening" Alfred North Whitewood By the dictionary Mathematics is the study of the measurement, properties, and relationships of quantities and sets, using numbers and symbols. But that is not the only definition we can attribute to Mathematics. The scope of Mathematics is so wide that it goes beyond any sets of measurements or calculation, so much so that it has bearings on our daily life, our social and cultural developments and even on our spiritual self. Mathematics not only forms the very basis of Science but is the essence for the development we have seen through the ages. The various fields of Mathematics can be categorized as quantity, space, change, structure and foundations and philosophy. To do mathematics is to explore concepts and formulate new conjectures and establish there validity by rigorous deduction from agreed upon axioms and definition. Mathematics is major component of our culture and we need to learn more and more of it. Mathematics has been considered a necessity and essentiality what ever time period. Plato's Academy was marked with phrase "Let no one ignorant of Geometry enter here" Mathematics enjoys unshakable foundation and its basis is pure rationality. It promotes rational thinking and ideas and leaves nothing to chance. Even the chance or the probability is dealt in a very rational and logical manner. Logic grew into thriving field through algebraically minded mathematicians like George Boole, Ernst Schroder, Balzano, Ferge and Hilbert. The history of Mathematics goes as far back as 30000 BC when Paleolithic people in Central Europe and France recorded numbers on bones. Uses of early geometric designs were found to belong to 25000 BC. In 2000 BC Harappans adopted a uniform system of weight and measure. Quadratic equations were solved in 1950 BC. In 1850 BC Babylonians came to know about Pythagoras theorem. Almost at the same time multiplication tables were used by them. Sexagesimal number system was used to predict the position of Sun, moon and other planets in 500 BC. Hippocrates wrote "Elements" in 450 BC which is first compilation of elements of geometry. Euclid gave a systematic development of geometry in Stoicheion (The Elements). He also gave the laws of reflection in Catoptrics. In 250 BC Archimedes floated Archimedes Principles and gave an approximate value of . In 127 BC Hippocras discovered the precision of Equinox and calculated the length of year. In about 60 AD Heron of Alexandria wrote Metrica (Measurement), which contained the formula for calculating Areas and Volumes. The Maya civilization in 250 AD used an almost place-value number system to base 20. In 499 AD Aryabhatta calculated to be 3.1416. In about 850 AD Thabit Ibn Qurra made important mathematical discoveries such as extension of the concept of number to real number, integral calculus, theorems in spherical geometry and non Euclidian geometry. Lot of other developments in mathematics need to be mentioned here but the only point is to show that mathematics developed through different generations and in different societies and cultures, which means that Mathematics was inevitable for one and all and was the nucleus for discoveries, inventions and development. Mathematics is one subject that transcends time and culture. The Pythagorean Theorem is true in any culture and every century, and is studied wherever mathematics is taught. In a world of rapid change, mathematics is one thing that endures. Its heritage is treasure we pass from generation to generation, a common store of wisdom whose usefulness takes a different manifestation in various culture and settings. Mathematics is rooted in timeless values and still is evolving. Newton gave mathematical laws of motion only three centuries ago. Lately new ways of measurements are being propounded which helps in advancement of science and commerce. Mathematics is used as an essential tool in almost all fields like natural science, medicines, engineering and even social science. With the change of times mathematics needed to be used as a more viable option and in a more practical manner to take care of the daily chores of life which included business interests, training facilities, surveys, predictions, elections and markets. A simpler form to handle all this thus evolved in form of Numeracy. So how do we define Numeracy Numeracy can be defined as the ability to understand the basic mathematical concepts and operations. Numeracy encompasses a wide range of topics, including formal symbolic mathematics, cultural practices, children intuitions about mathematics, and every day behaviors meditated by mathematics. The realization of different form of numeracy in various cultural contexts is known as ethno mathematics Numeracy is not the same as mathematics, nor is it alternative to mathematics. Mathematics is abstract and platonic, offering absolute truths about relations among ideal objects. Numeracy is concrete and contextual, offering contingent solutions to problem. By numeracy we mean not only the ability to reason quantitatively but also some understanding of scientific methods and some acquaintances with the achievement of science. Numeracy impacts everyone through their life span and shape there education and lifelong learning in school. Numeracy contributes to the empowerment, effective functioning, economic status and well being of citizens and there communities. Steen (1997: xxii) refers to a useful summary of the goals associated with five different dimensions of Numeracy as follows: Practical, for the immediate use in the routine task of life; Civic, to understand major public policy issues; Professional, to provide necessary skills for employment; Recreational, to appreciate games, sports, lotteries; and Cultural as part of the tapestry of civilization. All of these involve education at some level, but other agencies like training agencies, unions are also involved. So we do not just fulfill educational goals but numeracy helps in other concerns like economical, social and cultural. The above itself shows the wide use of Mathematics and Numeracy and its need for the common people for their development, learning and progression. A lot can be discussed here. From daily business decisions and finances to government policies and environmental monitoring the need for quantitative thinking is increasing day by day. In the cultural society public opinions, financial markets, school test scores, risk of disease and consumer price etc. are reported through quantitative measures. The availability of this numerical data with an individual can give better power and can serve as a stimulus to democratic discourse and civic decision making. Access to vast amount of data can enlighten the minds. The individuals who lack the ability to think numerically can neither make wise decisions nor can participate fully in civic life. Numeracy is of value not only for earning a living but also for leading an informed life(NCED,2001). Numerate citizen will be better equipped to understand many forces that shape their lives like voting procedure, chance of occurrence of unusual events, sample based predictions etc. These goals are quite different from those of traditional mathematics. They require greater understanding of chance and data, of percentage and risks. SWOT (Strength, Weakness, Opportunities, and Threats) analysis is one such study done before starting any new ventures. These quantitative aspects are of logical thinking, number sense and data interpretation. They are in short less those of mathematics than of numeracy. So the call for numeracy in school is not a call for mathematics. It is a call for a different and more meaningful pedagogy across the entire curriculum. Number arises everywhere so the responsibility for fostering intelligent numeracy should spread broadly across the entire curriculum. Quantitative literacy must be regarded as much more than the responsibility of the classroom alone. All cultures have a definite way of representing quantitative information. Some cultures and societies use body parts to express numbers. Asian languages use enumeration system that is congruent to the structure of base ten. Asian children using this system tend to recite number names in correct sequence and are aware of place-value concept. In addition to this cultures have developed representational systems for locating (geometry, navigation), measuring and designing (form, shape, pattern), playing (rules, strategies), and explaining. These systems necessitate and associate with numeracy and they support numeracy activities using tools such as abaci, clocks and digital computers. So human activities to which mathematical thinking is applied are interwoven with cultural artifacts, social conventions and social interactions. Different people use different computational methods when doing different tasks. While selling they may use oral addition and subtraction and regrouping while studying they may use the standard algorithms. This shows the culture variation in mathematics in every day life of person. Mathematics and numeracy greatly impact the personal, social , economic and political factor that regulate the growth of progression of people. Numeracy is everyday mathematics required to be used at all levels for what ever steps and means one uses for living. What is general perception about mathematics and how it affects its learning Mathematics is generally takes as an amalgamation of Arithmetic, Algebra and Geometry. It is considered as a subject where problems are solved, evaluations are made and figures are worked upon. Scientifically it is considered as the very basic of science which helps in understanding and promoting science. Mathematics has its utility as a sharpening tool for intelligence. Most of the people do not see mathematics as something that can be used on day to day basis. For them gaining mathematics skill is important to shape up the economics. Some contend "The public perception of mathematics as a subject of utility and economic significance has placed restrictions upon its development as an art. The qualities of mathematics that may represent its beauty are commonly hidden from the experiences of students. Rather the clarity of right and wrong answers overshadows the multiple interpretations of patterns, the potential for discourse, and the creation of learning environments that promote problem posing, conjecturing, and investigating mathematical problems." (McLoughlin, 1999). The learner also sometimes finds it as a complex mixture of addition, subtraction, division and multiplication failing thereby to understand the basic utility of mathematics in our daily life. What are the challenges we face for general learning of mathematics and Numeracy Mathematician around the world have been pondering the implications of the Third International Mathematics and Science Study(TIMSS) and its follow up (TIMSS-R). One intriguing finding is a weak inverse relation between student performance in mathematics and their self confidence and personal attitude towards the subject. In nations where TIMSS scores are high students are less likely to have favorable images of mathematics than in nations where TIMSS scores are low.. Today's challenge to mathematics is about numbers. The practice of mathematics requires proficiency and understanding the numbers. More often students do not see mathematics as their future. School mathematics rests on canon that emerged from Nineteenth century mathematics and spread through colonialism around the world. The curriculum begins with arithmetic in elementary grade and moves through algebra, geometry, trigonometry functions and into calculus as the student's moves from primary to secondary to tertiary level of education. With in the school this is very organized and moves from simple to advanced and on concepts previously learnt. It keeps pace with student's capability to deal with conceptual relationship. But outside the school these priorities make much less sense. The utilization of mathematical expertise can not be identified. Some performance expectations that require mathematical competence are identified as basic skills like arithmetic, charts, graphs and logical thinking. The others require thinking skills like evaluating alternatives, making decisions, solving problems, reasoning and organizing. The other fall under advanced category like resources (allocating money, material and human resources), information (acquiring, maintaining, interpreting, communicating and processing), systems and technology. The mathematics classroom needs to do it share to make students realize the relevance of mathematics in their day to day life. For lasting learning to take place mathematics must be seen by students as offering a context that is functional and relevant. It should be about things that students recognize around themselves. The student should be able to co-relate mathematics to real contexts. What student needs, and what society demands, is a breadth of quantitative skills which should be different from specified in the exams. It is important to understand concepts like risk, annuities, spreadsheet, and the normal curve is as much as important as being able to factor polynomials or define irrational numbers. (Forman and Steen 2000). Mathematics is used in every day life for different reasons than academics. This type of mathematics is referred to as informal or nave mathematics. Everyday mathematics can adapt itself to be creatively used to meet new challenges. Besides learning from informal mathematics can be utilized to address practices in school settings. Normally in our day to day life intellectual exercise is almost but nil. It is easy to understand the law applicable "You use it or you will loose it" with relation to our bodies. But we fail to apply it for mind and intellect. To reach the pinnacle of human perfection exercising the brain mathematically is essential. Mathematics has the only potential to sharpen the intellect, so much so, that it can reveal the mystery of creation. It is a proven fact that any or every number(s) becomes one, if we keep taking the root of the number, say n number of times. Mathematics in itself hence amalgamates with so far discovered scientific fact that universe is manifestation of one energy. Ultimately, the human energy goes into three channels - acquisition, preservation and spending. Is it not true Most of our energy is spent in acquisition and the least in spending. However if human energy is backed by strong mathematical or intellectual skills for preservation it will automatically enhance the acquisition and spending. References Kilpatrick, Jeremy, et al. (2001). Adding It Up: Helping Children Learn Mathematics. Washington, DC: National Research Council. Mullis, Ina V. S. et al. (2000). TIMSS 1999: International Mathematics Report. Boston, MA: International Study Center, Boston College. National Council on Education and the Disciplines. (2001). Mathematics and Democracy: The Case for Quantitative Literacy. Princeton, NJ: Author. Gay, John, and Cole, Michael. 1967. The New Mathematics and an Old Culture. New York: Holt, Rinehart and Winston. Ladson-Billings, Gloria. 1995. "Making Mathematics Meaningful in Multicultural Contexts." In New Directions for Equity in Mathematics Education, ed. Walter G. Secada, Elizabeth Fennema, and Lisa Byrd Adajian. Cambridge, Eng.: Cambridge University Press. Read More