GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

ZER0, N0THING 0R ALL

Àrea: Mathematics

Autoria: Diego Gámez Pérez

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GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

ZER0, N0THING 0R ALL

Material elaborat durant la realització de la formació adreçada als docents que
implementen el pilotatge del GEP (Grup d’Experimentació per al Plurilingüisme)
durant el curs 2014-2015, realitzada amb la formadora Joanna Dossetor del
British Council

SG de Llengua i Plurilingüisme
Servei de Llengües Estrangeres

Març, 2015

Els continguts d’aquesta publicació estan subjectes a una llicència de

Reconeixement-No comercial-Compartir 3.0 de Creative Commons. Se’n
permet còpia, distribució i comunicació pública sense ús comercial, sempre que
se n’esmenti l’autoria i la distribució de les possibles obres derivades es faci
amb una llicència igual que la que regula l’obra original.
La llicència completa es pot consultar a:
http://creativecommons.org/licenses/by-nc-sa/3.0/es/deed.ca

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GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

Ten tips for learning success

 Be independent and responsible for your own learning.

 Work collaboratively in pairs or groups.

 Share information to help you understand mathematical knowledge

better.

 Use different kinds of materials such as authentic texts and

multimedia..

 Do activities that require thinking and problem solving.

 Provide historical mathematical knowledge.

 Use different strategies to help you understand mathematical

information.

 Understand that everything around us is Mathematics.

 Not to be afraid to make mistakes.

 Assess your own work and that of others.

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GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

ZER0, N0THING 0R ALL

Understanding and working with zero is the basis of our world today. So,
why zero is one of the most important numbers in our reality? To
understand this, at first, we have to look into its origin.
At first, we could think that zero functions as a placeholder but, what does
it really mean?.
The Sumerians were the first to develop a counting system to keep an
account of their stock of goods. The Sumerian system was positional; that
is, the placement of a particular symbol relative to others denoted its
value. That system was handed down to the Akkadians around 2500 BC
and then to the Babylonians in 2000 BC. It was the Babylonians who first
conceived of a mark to signify that a number was absent from a column;
just as 0 in 1025 signifies that there are no hundreds in that number.
Although zero's Babylonian ancestor was a good start, it would still be
centuries before the symbol as we know it appeared.
There is no conclusive evidence to say the symbol even existed into the
Egyptian or Ancient Greek periods. It was the Indians who began to
understand zero both as a symbol and as an idea.
Brahmagupta, around 650 AD, was the first to formalize arithmetic
operations using zero. He used dots underneath numbers to indicate a
zero. These dots were alternately referred to as 'sunya', which means
empty, or 'kha', which means place. He wrote standard rules for reaching
zero through addition and subtraction as well as the results of operations
with zero. The only error in his rules was division by zero, which would
have to wait for Isaac Newton and G.W. Leibniz to tackle.
But it would still be a few centuries before zero reached Europe. First, the
great Arabian voyagers would bring the texts of Brahmagupta and his
colleagues back from India along with spices and other exotic items. Zero
reached Baghdad by 773 AD and would be developed in the Middle East
by Arabian mathematicians who would base their numbers on the Indian
system. In the ninth century, Mohammed ibn-Musa al-Khowarizmi was

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GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME
the first to work on equations that equaled zero, or algebra as it has come
to be known. He also developed quick methods for multiplying and
dividing numbers known as algorithms (a corruption of his name). He
called zero 'sifr', from which our cipher is derived.
By 879 AD, zero was written almost as we now know it, an oval - but in
this case smaller than the other numbers. And thanks to the conquest of
Spain by the Moors, zero finally reached Europe; by the middle of the
twelfth century.
The Italian mathematician, Fibonacci, created his "Abacus book" in 1202
from Al-Khowarizmi's work. Until that time, the abacus had been the
most prevalent tool to perform arithmetic operations. Fibonacci's
developments quickly gained notice by Italian merchants and German
bankers, especially the use of zero. Accountants knew their books were
balanced when the positive and negative amounts of their assets and
liabilities equaled zero. But governments were still suspicious of Arabic
numerals because of the ease in which it was possible to change one
symbol into another. Though outlawed, merchants continued to use zero
in encrypted messages, thus the derivation of the word cipher, meaning
code, from the Arabic sifr.
The next great mathematician to use zero was Rene Descartes, the
founder of the Cartesian coordinate system (remember that Descartes'
origin is (0,0)). Although zero was now becoming more common, it had
not developed yet at all.
Adding, subtracting, and multiplying by zero are relatively simple
operations. But division by zero has confused even great minds. How
many times does zero go into ten or another number? For example, if you
wanted to know your speed at a particular instant, you would have to
measure the change in speed that occurs over a set period of time. By
making that set period smaller and smaller, you could reasonably
estimate the speed at that instant. In effect, as you make the change in
time approach zero, the ratio of the change in speed to the change in time

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GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME
becomes similar to some number over zero - the same problem that
stumped Brahmagupta.
In the 1600's, Newton and Leibniz solved this problem independently and
opened the world to tremendous possibilities. By working with numbers
as they approach zero, Calculus was born without which we wouldn't have
physics, engineering, and many aspects of economics and finance.
In the twenty-first century zero is so familiar that to talk about it seems
like much ado about nothing. But it is precisely understanding and
working with this nothing that has allowed civilization to progress.

References:
1. Kaplan, Robert (2000). The Nothing that Is: A Natural History of Zero.
New York: Oxford University Press.
2. Seife, Charles (2000). Zero: The Biography
Rights:
© Copyright Yale Center for the Study of Globalization 2002

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GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

Activities

Now, try to answer the questions.

Recalling

 Make a list with the different civilizations named in the previous text.

 Find in the text and highlight the different mathematicians and their
contribution to the existence of zero.

 Find in the text the different names that zero has received
throughout its history.

 Make a timeline from the emergence of the concept of zero from the
Sumerians to the present, including ONLY the evolution of its
symbol.

Understanding

 Regarding your previous timeline, why do you think it has been so

long? Find in the text a possible explanation and discuss in groups
other possibilities.

 In the text, there is a little explanation of how to calculate the

instant speed. Could you write an expression to calculate this?
Discuss in pairs.

 In the text you’ve read: “…without which we wouldn't have physics,

engineering, and many aspects of economics and finance.”. Which
mathematical discipline makes it possible? Think about the
previous affirmation and discuss in groups if it is true or false and
why.

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Applying
 Look for the Roman’s counting system and explain why their
system is not positional.

 What do you think about these questions? Give your opinions.

o Is zero an invention or a needed creation? Explain your answer
and discuss in groups of four.
o What would happen in our society if zero didn’t exist? Explain your
answer and make a list with three objects that depends on zero's
existence to be created.

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Revision

From the previous text that you have read we can understand why without
zero we would lack calculus, financial accounting or the ability to make
arithmetic computations quickly, and, especially in today's connected
world, computers. But, you know why the computer’s language couldn’t
exist without zero? You know what the binary code is? Let me explain:

All data in a computer system consists of binary information. Binary means there
are only two possible values: ZERO and one. Computer software translates
between binary information and the information you actually work with on a
computer, such as decimal numbers, text, photos, sound and video. Binary
information is sometimes also referred to as machine language since it
represents the most fundamental level of information stored in a computer
system. In order to make sense of this binary information, a binary notation
method is needed, also referred to a binary code.
But, how it works? Look at this example: We want to transform 28 into binary
code. Then we’ll do this operation:

Now, we can say that a computer doesn’t read 28, it reads 11100. If we want to
do a check, simply apply the information in the table below:

… 6h position 5h position 4h position 3d position 2d position 1t position

5 4 3 2 1
… x2 x2 x2 x2 x2 x20

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In our case, 11100 → 1·24 + 1·23 + 1·22 + 0·21 + 0·20 = 1·16 + 1·8 + 1·4 + 0 + 0
= 28!!!

Now is your turn. Complete the table:

DECIMAL NUMBERS BINARY CODE

19
101001100
2015
1001

Extension

What about the division of zero? When you have read: “How many times
does zero go into ten or another number?”, do you know what it means?

Look at this, if we take the function ( ) and try to

calculate ( ), we obtain !!! This doesn’t exist!!.

However, if we want to calculate ( ) when is near zero (in that case we

call an indetermination), then we can simplify the function like this:

( )
( )

Now, if we chain by zero we obtain !!! We can say that

the function take values around ten when is around zero. Giving sense to

the expression .

Now it is your turn. There is a similar problem with the function

( ) when is around one. Discuss in pairs how we can

solve this indetermination.

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Project: collaborative problem solving

Zero as an exponent

Let me make a little feedback to refresh your knowledge about powers in

Maths:

The exponent (also called Powers or Indices) of a number says how many times
you use a number in a multiplication.

2
In 8 the "2" says to use 8 twice in a multiplication,
2
so 8 = 8 · 8 = 64

If we want to put this in words then 82 could be called "8 to the power 2" or "8 to the
second power", or simply "8 squared". It allows you to make it easier to write and use
many multiplications, for example:

96 is easier to write and read than 9 · 9 · 9 · 9 · 9 · 9

So in general, an tells you to multiply a by itself, so there are n of those a's:

You learned all this at primary school, didn’t you? Let’s continue:

A negative exponent means how many times you divide one by a number, for
example:

8-1 = 1 / 8 = 0,125
or
5 = 1 / 5 / 5 / 5 = 1 / (5 × 5 × 5) = 1/53 = 1/125 = 0,008
-3

So in general we have

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GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

And, to finish that little resume, there are the fractionals exponents ( also called
Radicals or Rational Exponents ). We have:

A fractional exponent like 1/n means to take the n-th root: √

And a fractional exponent like m/n means to do the m-th power and then take the n-
th root OR take the n-th root and then do the m-th power: √ (√ ) .

But, why??!! Look at these examples:

 x¼·x¼·x¼·x¼ = x(¼+¼+¼+¼) = x(1) = x , so when you use 4 times x¼ in a

multiplication, it gives x and so x¼ is the 4th root of x.

 43/2 = 43·(1/2) = √ =√ =√ = 8 or 43/2 = 4(1/2)·3 = (√ ) 3 = (2)3 = 8. Either

way gets the same result.

It’s easy, isn’t it? Well, and finally we can gather all the information in the table below:

Law Example
x1 = x 61 = 6
x0 = 1 70 = 1
x-1 = 1/x 4-1 = 1/4
xmxn = xm+n x2x3 = x2+3 = x5
xm/xn = xm-n x6/x2 = x6-2 = x4
(xm)n = xmn (x2)3 = x2×3 = x6
(xy)n = xnyn (xy)3 = x3y3
(x/y)n = xn/yn (x/y)2 = x2 / y2
x-n = 1/xn x-3 = 1/x3
And the law about Fractional Exponents:

All these laws are easy to check with the theory explained above but, what happens
with the red one? How can you check that x0 = 1? And what if x = 0? And the strange
case of 00, what is the correct value?

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GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME
Let’s work to resolve these questions using THE SCIENTIFIC METHOD!!

Activity 1
In pairs, look on the internet what the scientific method is and explain this in a
few lines. Find an example, too.

Activity 2
In pairs, using the scientific method, try to complete the next two sentences:

 With a positive exponent (n>0), we have that 0n = ______.

 With a negative exponent (n<0), we have that 0n = _______
because_______________________________________________________.

Activity 3
Now, in pairs again, try to check that x0 = 1 (when ). Use the scientific
method to do that. For this activity I recommend you to use a rational sequence
(an) that converges to zero as an exponent. Study this expression and what
it represents when an converges to zero.

Activity 4
Look at this video:

https://www.youtube.com/watch?v=r0_mi8ngNnM

It shows a method to prove that 00 = 1 if the base and the exponent converges
to zero with the same speed. So, what happens with the expression

( )
( ) when x converges to infinite? If we put an “infinite” into x we obtain 00

but what value does it take if we take values near to infinite to the base and to

( )
the exponent? Apply the method used in the video to find the value of ( )

when x is near to infinite. Is 1? So, what can you say about 00? At the end,

calculate . Discuss in groups of four the results obtained.

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Opcional activity
If you enjoy discovering the zero’s world then you can try to check why 0!=1
(the factorial of zero). You only have to know that the factorial of one natural
number is to multiplicate itself with their antecessors until 1. I mean 4! = 4·3·2·1
= 24, ok? Good luck!!

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Assessment tools

RUBRIC FROM THE PROJECT : Zero as an exponent

THE SCIENTIFIC
METHOD 4 3 2 1

Sufficiently
Hypothesis Thoroughly developed Partially developed Major flaws
developed

Procedure Easy to follow and Easy to follow the Somewhat difficult to Difficult to follow;
& clearly shows the steps of the scientific follow because of no
Organization steps of the scientific method; some missing parts of the sequence of the
method language errors scientific method scientific method

The checking was The checking was The checking was The checking was
Investigation /
performed with more performed with 2 performed with only performed
Checking
than 2 examples examples one example incompletely

Data is unclearly Data is not

Data is clearly Data is reasonably
presented and presented and no
Analysis of presented and is presented and is
shows little connection to the
Data directly related to related to the
connection to the question &
the question & question &
question & hypothesis is
hypothesis hypothesis
hypothesis evident
A logical
conclusion has
been drawn from
A logical conclusion A fairly reasonable No conclusion
the data collected;
has been drawn conclusion has shown or not
Conclusion answers the
from the data been drawn from related to the data
question and/or
collected the data collected collected
raises a new
question or
hypothesis

GLOBAL RUBRICS

READING /
COMPREHENSION 4 3 2 1
Answers are
Answers are
Answers are mostly occasionally correct Answers do not
consistently correct
correct and and demonstrate reflect accurate
and demonstrate
demonstrate good an incomplete comprehension of
Interpretation excellent
comprehension. comprehension of the topic(s).
comprehension.
Opinions are the topic. Opinions Opinions are
Opinions are always
adequately justified. are sometimes unjustified.
fully justified.
justified.
Answers may not
Answers are Answers are
all be complete, Answers lack the
complete, extensive, complete and
Detail and details are required detail or
and include many include some
included are incomplete.
details. appropriate details.
inconsistently.

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GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME
Answers include
Answers usually Answers do not
Answers include occasional
include supporting include supporting
Use of supporting evidence supporting
evidence from the evidence from the
Information from the text when evidence from the
text when text when
necessary. text when
necessary. necessary.
necessary.
Answers are
Answers are very
sometimes Answers are
easy to understand. Answers are easy
Clarity understandable, but difficult to
They are clear and to understand.
need to be more to understand.
concise.
the point.
The quality of the
The quality of the The quality of the
writing is sustained The quality of the
writing is enhanced writing is impaired
Mechanics through generally writing is weakened
because it is by the consistent
correct use of by frequent errors.
essentially error-free. errors.
conventions.

COLLABORATIVE
WORK 4 3 2 1

Group member
Group member Group member
Group member didn’t participate,
participated most of participated but
participated fully and wasted time, or
Participation the time and was wasted time
was always on task worked on
on task most of the regularly and/ or
in class. unrelated
time. was rarely on task.
material.
Group member Group member
Group member Group member
sometimes did not didn’t listen to
Listening listened carefully to usually listened to
listen to others’ others and often
others’ ideas. others’ ideas.
ideas. interrupted them.
Group member
occasionally offered
Group member
Group member constructive Group member
offered detailed,
offered constructive feedback, but didn’t offer
Feedback constructive
feedback when sometimes the constructive or
feedback when
appropriate. comments were useful feedback.
appropriate.
inappropriate or not
useful.
Group member Group member
Group member Group member sometimes treated often treated
treated others usually treated others others
Cooperation respectfully and others respectfully disrespectfully disrespectfully
shared the work load and shared the and/or did not and/or didn’t
fairly. work load fairly. share the work load share the work
fairly. load fairly.
Group member
didn’t complete
Group member most of the
Group member
usually completed assigned tasks on
often did not
assigned tasks on time and often
Group member complete assigned
Time time and did not forced the group
completed assigned tasks on time, and
Management hold up progress on to make last-
tasks on time. often held up
the newspaper minute
completion of the
because of adjustments and
newspaper.
incomplete work. changes to
accommodate
missing work.

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Checklist

In this unit you have…

 Worked independently and agreed to be responsible for your own

learning.

 Worked collaboratively in pairs or groups.

 Shared own and foreign information to help you understand

mathematical knowledge better.

 Used text, videos and pictures to get information.

 Done interesting activities that require thinking.

 Discovered historical and amazing mathematical knowledge.

 Used different strategies to help you understand mathematical

information.

 Learned that to make mistakes can be instructive.

 Self-assessed your progress.

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