Ethyl S.

Buscagan
GE4 (6972)

In a Nutshell. ULO C

1. In this learning outcome, justifying arguments and statements in Mathematics

must be done with proper reasoning. As we all know, reasoning is the practice of
thinking logically about something to draw out a conclusion or make a decision.
It is where we scrutinize and justify why something is correct or incorrect. In line
with this, the theory of mathematical reasoning is a branch of mathematics that
involves determining the truth values of given statements where series of
assertions and reasons provided to prove that a claim is true or false is called a
mathematical argument. One may conclude that the argument is accurate if both
premises and the conclusion are logical and valid enough to make any sense for
us to realize. Hence, if one can improve their mathematical reasoning, it is easier
for a person to appreciate that mathematics statements or arguments are
coherent and must understand as a whole. The reason for this is that there will
be instances that the premises may be true but, the concluding statement is not.
2. As we all know, every answer and solution we made out of every problem in
mathematics must have a justification for why we come up with that answer. So
as in mathematic reasoning, it is also the same case. To identify whether the
statement is true or not, we should first distinguish the reasoning types the
argument is in use. The kinds of reasoning that we mainly use are deductive and
inductive reasoning. For deductive reasoning, you can infer it as giving general
ideas to have a specific conclusion. It is more like valid proof that it happens
when two correct premises or arguments are combined to create a truthful
conclusion based on the aforesaid facts. Inductive reasoning, on the other hand,
is the opposite. When we say inductive reasoning, it is the method of arriving at a
conclusion based on a series of observations that draws patterns and
conjectures. It gives a specific conclusion first before creating a generalization.
For the information, the conjecture is the concluding statement a person makes
or assume that is unlikely to be true always. In short, it is not valid proof.
Therefore, if we arrive at the knowledge where we can distinguish these two
reasonings, it will surely help us by creating logical thought; and better
understanding and evaluation of the mathematical statements and arguments
presented. The very concept of this is that it does not only allow us to gain a
better understanding of the subject but also allows us to see logical statements
from a different viewpoint.
3. In line with the activities that I have answered in this ULO, I have observed that
the questions given are related to the lessons or topics that have been discussed
already during my junior high school years. As I go on to the tasks given, I have
come to think and realize what our professor said during our synchronous
meeting, that proving a statement true is more difficult or arduous to do than
proving the statement false which is very accurate. My reason is that it is hard for

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 me to construct proof to where I could state or defend my answers to be true.
For someone that does not expose to these, it takes a lot of time for me to answer
the problems requiring me to make an effort to understand what is ask and what
I should prove. Letting a number or variable represents or demonstrates my
answer in a mathematical expression is very confusing for me to work so. The
thought that lingers in me that I may be wrong about the application of it
horrifies me. Nevertheless, I am lucky that the professor allows us, his students,
to give an example instead of proof to justify our answers, whether it is true or
false.

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