SCOPE OF MATHEMATICS

Mathematics reveals hidden patterns that

help us understand the world around us. Now
much more than arthematic and geometry,
mathematics today is a diverse discipline that
deals with :
 data
 measurements
 observation from science
 mathematical models of natural
phenomena
o The special role of mathematics in
education is a consequence of its
universal applicability.
o The result of mathematics – Theorems
and theories – are both significant and
useful;
o Mathematics empowers us to
understand better the information – laden
world in which we live
 EXPERIENCE WITH
MATHEMATICAL MODES
It thought builts mathematical power -
 A capacity of mind of increasing value in
this technological age to read critically
 To identify fallacies
 To detect bias
 To assess risk
 To suggest alternatives
 MODERN USE OF
MATHEMATICS
The use of a product orientation to characterize the
nature of of mathematics is not a settled issue
among mathematicians, they tend to carry strong
Platonic views about the existence of mathematical
concept outside the human mind.,
In reality, however, most professional
mathematicians think little about the nature of the
subject as they work within it.
 MAIN PROPERTIES OF
MATHEMATICAL KNOWLEDGE
1) Mathematical objects are invented or created
by humans.
2) They are created, not arbitrarily, but arise from
activity with already existing mathematical
objects.
3) The mathematical objects are from the needs
of science and daily life.
4) Once created mathematical objects have
properties which are well determined.
5) Mathematical objects which may have
great difficulty in discovering but which
are possessed independently.
 DEVELOPMENT AND ACCEPTANCE OF
MATHEMATICS
It carries with it challenges for mathematics and
mathematic education.
A philosophy should call for experiences that help
mathematician, teacher and student to experience
the invention of mathematics. It should call for
experiences that allow for the mathematization, or
modeling, of ideas and events.
Developing a new philosophy of
mathematics requires discussion and
Communication of alternative views of
mathematics to determine a valid and
workable characterization of the
discipline.
EARLY 20 THCENTURY VIEWS IN
MATHEMATICS
It freed from reliance on experimentation
and perception, soon encountered new
problems with the appearance of paradoxes
in the real number system and the theory of
sets.
 THREE NEW VIEWS OF
MATHEMATICS
`The first was the school of logicism,
founded by the German mathematician,
Gottlob Frege in 1884. This school, an
outgrowth of platonic school, set out to
show that ideas of mathematics could be
viewed as a subset of the ideas of logic
 In logicism, the contents were the ele-
ments of the body of classical mathematics,
 its definitions,
 its postulates and
 its theorems
The second was the Brouwer’s school of
thought, called the intuitionists, were great
ly concerned with the appearance of
paradoxes in set theory and the possible
ramifications for all of classical
mathematics
In intuitionism, the contents were the
theorems that had been constructed from
first principles viz. “valid” patterns of
reasoning
The third was the school of formalism, to
emerge near the beginning of the 20th
century. This school was molded by the
German mathematician David Hilbert. It is
a conception of mathematics.
In formalism, mathematics was made up
of the formal axiomatic structures
developed to rid classical mathematics of
its shortcomings.
 REFERENCE
• https://wikipedia.com