What is Mathematics?
C Vinoth Kumar
Assistant Professor, Department of Chemistry, St. Joseph’s College, Jakhma.
Assistant Professor, Department of Chemistry, St. Joseph’s College, Jakhma.
Mathematics as an expression of human mind reflects the active will, the contemplative and the desire for aesthetic perfection. Its basic elements are logic and intuition, analysis and construction, generally and individually. Though the different generation may emphasize different aspects, it is only the interplay of these antithetic forces and the struggle for their synthesis that constitute the life, usefulness and supreme value of mathematical science.
Without doubts, all mathematical development has its psychological roots in more or less practical requirements. Recorded mathematics begins in the orient, where about 2000 B.C., the Babylonians collected a great wealth of material that we could classify today under elementary algebra. Yet as a science in the modern sense mathematics only emerge later. The ever-increasing contact between the Orient and the Greeks, beginning at the time of Persian Empire and reaching the climax in the period following Alexander’s expeditions, made the Greek familiar with the achievement of the Babylonian mathematics and astronomy.
Fortunately, creative minds forget dogmatic philosophical beliefs whenever adherence to them would impede constructive element. Forscholars and layman alike it is not philosophy but it is an active experience in mathematics itself that alone can answer the question, what isMathematics?
Mathematical Processes:
Student must be given the opportunity to play an active role in the mathematics classroom. They should be given the chance to:
• Apply and justify the use of a variety of problem solving strategies.
• Use organized appropriate strategies to solve multi step problems.
• Interpret results in the context of the problem being solved.
• Use mathematical strategies to solve problems that relate to other curriculum areas and the real world.
• Link concepts to procedures and to symbolic notation.
• Recognize relationships among different topics within mathematics.
• Use reasoning skills to determine and explain the reasonableness of a solution with respect to the problem situation.
• Recognize basic valid and invalidarguments and use examples and counter examples, models relationship and logic to support or refute.
• Represent problem situation in a variety of forms (physical mode, situations in words or symbols), and recognize some ways of representing a problem may be more helpful than others.
• Read, interpret, discuss and write about mathematical ideas and concepts using both every day and mathematical language.
• Use mathematical language to explain and justify mathematical ideas, strategies and solutions.
It is often helpful to use objects or act out a problem. This allows you to use visual images of the data in the problem and the solution process. Dramatizing or moving around objects can help you understand and solve the problem.
Student must be given the opportunity to play an active role in the mathematics classroom. They should be given the chance to:
• Apply and justify the use of a variety of problem solving strategies.
• Use organized appropriate strategies to solve multi step problems.
• Interpret results in the context of the problem being solved.
• Use mathematical strategies to solve problems that relate to other curriculum areas and the real world.
• Link concepts to procedures and to symbolic notation.
• Recognize relationships among different topics within mathematics.
• Use reasoning skills to determine and explain the reasonableness of a solution with respect to the problem situation.
• Recognize basic valid and invalidarguments and use examples and counter examples, models relationship and logic to support or refute.
• Represent problem situation in a variety of forms (physical mode, situations in words or symbols), and recognize some ways of representing a problem may be more helpful than others.
• Read, interpret, discuss and write about mathematical ideas and concepts using both every day and mathematical language.
• Use mathematical language to explain and justify mathematical ideas, strategies and solutions.
It is often helpful to use objects or act out a problem. This allows you to use visual images of the data in the problem and the solution process. Dramatizing or moving around objects can help you understand and solve the problem.
Scope for Higher studies
after B.Sc. Mathematics:
There are various options available for B.Sc. Mathematics graduate to pure their higher studies. Details of best higher studies options for B.Sc. Mathematics graduates are given below.
after B.Sc. Mathematics:
There are various options available for B.Sc. Mathematics graduate to pure their higher studies. Details of best higher studies options for B.Sc. Mathematics graduates are given below.
M.Sc. is one of the best higher studies option available for the B.Sc. Mathematics graduates followed by M.Phil. or Ph.D. Thus theycan find a promising career in Research or Teaching field. Another option is to do Master’s Degree in Economics or Econometrics. This will help them to pursue one of the best career options in India EconomicsServices (IES).
興味深く読みました：数学は関係を研究する学問
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\begin{document}
\title{\bf Announcement 362: Discovery of the division by zero as \\
$0/0=1/0=z/0=0$\\
(2017.5.5)}
\author{{\it Institute of Reproducing Kernels}\\
Kawauchi-cho, 5-1648-16,\\
Kiryu 376-0041, Japan\\
}
\date{\today}
\maketitle
{\bf Statement: } The Institute of Reproducing Kernels declares that the division by zero was discovered as $0/0=1/0=z/0=0$ in a natural sense on 2014.2.2. The result shows a new basic idea on the universe and space since Aristotelēs (BC384 - BC322) and Euclid (BC 3 Century - ), and the division by zero is since Brahmagupta (598 - 668 ?).
In particular, Brahmagupta defined as $0/0=0$ in Brāhmasphuṭasiddhānta (628), however, our world history stated that his definition $0/0=0$ is wrong over 1300 years, but, we will see that his definition is suitable.
For the details, see the references and the site: http://okmr.yamatoblog.net/
\bibliographystyle{plain}
\begin{thebibliography}{10}
\bibitem{kmsy}
M. Kuroda, H. Michiwaki, S. Saitoh, and M. Yamane,
New meanings of the division by zero and interpretations on $100/0=0$ and on $0/0=0$,
Int. J. Appl. Math. {\bf 27} (2014), no 2, pp. 191-198, DOI: 10.12732/ijam.v27i2.9.
\bibitem{msy}
H. Michiwaki, S. Saitoh, and M.Yamada,
Reality of the division by zero $z/0=0$. IJAPM International J. of Applied Physics and Math. {\bf 6}(2015), 1--8. http://www.ijapm.org/show-63-504-1.html
\bibitem{ms}
T. Matsuura and S. Saitoh,
Matrices and division by zero $z/0=0$, Advances in Linear Algebra
\& Matrix Theory, 6 (2016), 51-58. http://dx.doi.org/10.4236/alamt.2016.62007 http://www.scirp.org/journal/alamt
\bibitem{mos}
H. Michiwaki, H. Okumura, and S. Saitoh,
Division by Zero $z/0 = 0$ in Euclidean Spaces.
International Journal of Mathematics and Computation Vol. 28(2017); Issue 1, 2017), 1-16.
\bibitem{osm}
H. Okumura, S. Saitoh and T. Matsuura, Relations of $0$ and $\infty$,
Journal of Technology and Social Science (JTSS), 1(2017), 70-77.
\bibitem{romig}
H. G. Romig, Discussions: Early History of Division by Zero,
American Mathematical Monthly, Vol. 31, No. 8. (Oct., 1924), pp. 387-389.
\bibitem{s}
S. Saitoh, Generalized inversions of Hadamard and tensor products for matrices, Advances in Linear Algebra \& Matrix Theory. {\bf 4} (2014), no. 2, 87--95. http://www.scirp.org/journal/ALAMT/
\bibitem{s16}
S. Saitoh, A reproducing kernel theory with some general applications,
Qian,T./Rodino,L.(eds.): Mathematical Analysis, Probability and Applications - Plenary Lectures: Isaac 2015, Macau, China, Springer Proceedings in Mathematics and Statistics, {\bf 177}(2016), 151-182 (Springer).
\bibitem{ttk}
S.-E. Takahasi, M. Tsukada and Y. Kobayashi, Classification of continuous fractional binary operations on the real and complex fields, Tokyo Journal of Mathematics, {\bf 38}(2015), no. 2, 369-380.
\bibitem{ann179}
Announcement 179 (2014.8.30): Division by zero is clear as z/0=0 and it is fundamental in mathematics.
\bibitem{ann185}
Announcement 185 (2014.10.22): The importance of the division by zero $z/0=0$.
\bibitem{ann237}
Announcement 237 (2015.6.18): A reality of the division by zero $z/0=0$ by geometrical optics.
\bibitem{ann246}
Announcement 246 (2015.9.17): An interpretation of the division by zero $1/0=0$ by the gradients of lines.
\bibitem{ann247}
Announcement 247 (2015.9.22): The gradient of y-axis is zero and $\tan (\pi/2) =0$ by the division by zero $1/0=0$.
\bibitem{ann250}
Announcement 250 (2015.10.20): What are numbers? - the Yamada field containing the division by zero $z/0=0$.
\bibitem{ann252}
Announcement 252 (2015.11.1): Circles and
curvature - an interpretation by Mr.
Hiroshi Michiwaki of the division by
zero $r/0 = 0$.
\bibitem{ann281}
Announcement 281 (2016.2.1): The importance of the division by zero $z/0=0$.
\bibitem{ann282}
Announcement 282 (2016.2.2): The Division by Zero $z/0=0$ on the Second Birthday.
\bibitem{ann293}
Announcement 293 (2016.3.27): Parallel lines on the Euclidean plane from the viewpoint of division by zero 1/0=0.
\bibitem{ann300}
Announcement 300 (2016.05.22): New challenges on the division by zero z/0=0.
\bibitem{ann326}
Announcement 326 (2016.10.17): The division by zero z/0=0 - its impact to human beings through education and research.
\bibitem{ann352}
Announcement 352(2017.2.2): On the third birthday of the division by zero z/0=0.
\bibitem{ann354}
Announcement 354(2017.2.8): What are $n = 2,1,0$ regular polygons inscribed in a disc? -- relations of $0$ and infinity.
\end{thebibliography}
\end{document}
再生核研究所声明353（2017.2.2） ゼロ除算 記念日
2014.2.2 に 一般の方から100/0 の意味を問われていた頃、偶然に執筆中の論文原稿にそれがゼロとなっているのを発見した。直ぐに結果に驚いて友人にメールしたり、同僚に話した。それ以来、ちょうど３年、相当詳しい記録と経過が記録されている。重要なものは再生核研究所声明として英文と和文で公表されている。最初のものは
再生核研究所声明 148（2014.2.12）: 100/0=0, 0/0=0 － 割り算の考えを自然に拡張すると ― 神の意志
で、最新のは
Announcement 352 (2017.2.2): On the third birthday of the division by zero z/0=0
である。
アリストテレス、ブラーマグプタ、ニュートン、オイラー、アインシュタインなどが深く関与する ゼロ除算の神秘的な永い歴史上の発見であるから、その日をゼロ除算記念日として定めて、世界史を進化させる決意の日としたい。ゼロ除算は、ユークリッド幾何学の変更といわゆるリーマン球面の無限遠点の考え方の変更を求めている。― 実際、ゼロ除算の歴史は人類の闘争の歴史と共に 人類の愚かさの象徴であるとしている。
心すべき要点を纏めて置きたい。
１） ゼロの明確な発見と算術の確立者Brahmagupta (598 - 668 ?) は 既にそこで、0/0=0 と定義していたにも関わらず、言わば創業者の深い考察を理解できず、それは間違いであるとして、１３００年以上も間違いを繰り返してきた。
２） 予断と偏見、慣習、習慣、思い込み、権威に盲従する人間の精神の弱さ、愚かさを自戒したい。我々は何時もそのように囚われていて、虚像を見ていると 真智を愛する心を大事にして行きたい。絶えず、それは真かと 問うていかなければならない。
３） ピタゴラス派では 無理数の発見をしていたが、なんと、無理数の存在は自分たちの世界観に合わないからという理由で、― その発見は都合が悪いので ― 、弟子を処刑にしてしまったという。真智への愛より、面子、権力争い、勢力争い、利害が大事という人間の浅ましさの典型的な例である。
４） この辺は、２０００年以上も前に、既に世の聖人、賢人が諭されてきたのに いまだ人間は生物の本能レベルを越えておらず、愚かな世界史を続けている。人間が人間として生きる意義は 真智への愛にある と言える。
５） いわば創業者の偉大な精神が正確に、上手く伝えられず、ピタゴラス派のような対応をとっているのは、本末転倒で、そのようなことが世に溢れていると警戒していきたい。本来あるべきものが逆になっていて、社会をおかしくしている。
６） ゼロ除算の発見記念日に 繰り返し、人類の愚かさを反省して、明るい世界史を切り拓いて行きたい。
以 上
追記：
The division by zero is uniquely and reasonably determined as 1/0=0/0=z/0=0 in the natural extensions of fractions. We have to change our basic ideas for our space and world:
Division by Zero z/0 = 0 in Euclidean Spaces
Hiroshi Michiwaki, Hiroshi Okumura and Saburou Saitoh
International Journal of Mathematics and Computation Vol. 28(2017); Issue 1, 2017), 1-16.
http://www.scirp.org/journal/alamt http://dx.doi.org/10.4236/alamt.2016.62007
http://www.ijapm.org/show-63-504-1.html
http://www.diogenes.bg/ijam/contents/2014-27-2/9/9.pdf
http://www.ijapm.org/show-63-504-1.html
http://www.diogenes.bg/ijam/contents/2014-27-2/9/9.pdf
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