Don't do math, speak math!

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Status: Finished  |  Genre: Other  |  House: Booksie Classic
An insightful glance into the perspective-dynamic of the idealistic principle of mathematics as a scientific discipline!

Submitted: August 03, 2015

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Submitted: August 03, 2015



“Don’t do math, speak math!” | Essay by Nayyir A. Shareef

Math is easy! In fact, the very same principles used to solve simple mathematical statements can also be exercised in solving complex ones. Fundamentally speaking, this idea mirrors the philosophy that, “if one can swim in shallow water, so can she in the deep.” That being stated, more than difficult, mathematics can primarily be viewed as time consuming -with considerable duration being applied to the procurement of it’s system of vocabulary, usage-forms & rules of the language that ordain the scientific-discipline. Albeit, anyone can become a math wiz given their commitment to time in matriculating the core principles of problem solving (en math), developing or strengthening her ability to recall by association and understanding the foundation of the language in mathematical science on a customary level.

Anyone can become a math wiz given their commitment to the time it takes in matriculating the core principles of problem solving. As a universal concept, problem solving can be broken down into four basic components. First, “understanding the problem” which is the most relevant notion to initially detract from this breakdown. In understanding your problem you are able to choose the most, if not only effective solution available for mathematical resolution & correctness. In standard-curriculum education and instruction of the subject in the US to date, all of the exercises compass finite resolutions that have mostly been solved over three to five thousand years ago. This which ultimately brings us to the second component of “choosing your method to solve.” With regard to mathematics these first two steps are represented in the literal sense of an incomplete equation such as, ax^2+bx+c=0 whereas b equals zero or c equals zero, or both. Such an equation may spawn one of two basic methods either of which may transition it’s property into becoming a linear equation or a quadratic formula for further completion. Hence forth all & only after being determined by understanding the true nature of the problem. The next and final two components of this universal concept, “method execution” & “solution verification” simply revolve around the idea of deciding which method you are to use based on the information available and then verifying that chosen method testing the validity of the completed mathematical statement -thus using the memorized rules of the language as a reference. There is absolutely no math to “do,” you simply just recall the standard rules based around the given circumstance & apply the suited anecdote, which takes us directly to our next principle, “recall by association!”

Anyone can become a math wiz by developing or strengthening her ability to recall by association. The mnemonic link system, commonly referred to as the chain method, is an approach of remembering sets of (listed) information that is based on creating an association between the elements of that or those sets. For example, in memorizing the list (square, green, lazy, fast) one may create the story, “an enormous green-square lazy boy chair has horse like legs for fast running” illustrating the argument that the story becomes easier to recall than the list itself. Where as an alternative process to this method would be to associate the first item on the list to the second with a mental image or symbol representative of that item and so forth. For example, using the previous list one could imagine a square being green and a lazy (boy chair) running fast giving way to the idea of open double-linking and an ability to recall the listed set of

information conversely, backwards or forwards at will. Again, using the logic that the absurd images are not only easier to recall but able to be cached better locally for retrieval. So you see, we haven’t discussed much math at all up to this point! A perspective being demonstrated with regard to effective tools and principles to be administered throughout all common mathematical execution. The development of understanding the founding theory in the discipline, as Bertrand Russell and Alfred North Whitehead have shared in their three volume contribution, “Principia Mathematica,” points principally to many offset exercises partial to recollection and class & types of relations therein. In refining one’s ability to retain & recall sets of information by association -she is halfway to the success point of becoming a math wiz. Mathematics is largely relational in theory and therefore drawing on methods to grow one’s mental abilities in association and organizing predispose her to greater understanding of execution. With those two characteristics attained, our final perspective on becoming a math wiz intuitively sets itself up to be broken down to it’s core of understanding with an identical philosophy being used in that of the learning of a new language, beginning with it’s vocabulary! How effective would we be able to communicate if we didn’t know what words to use, what they meant & how to use them in a sentence correctly -not very effective at all. The language of Mathematics is no different.

Anyone can become a math wiz by learning & understanding (the foundation of) the language in mathematical science on a customary level. To date, it is widely accepted that mathematics is the globally -leading system of communication for the quantitative, rational/relational and reasoning sciences comprehensively. Being that global system for communication of identified sciences as a standard throughout renders mathematics, as a discipline, unchangeable at its core on a conventional level. An idea familiar to that of any language or system of communication whereas the foundation for that system becomes a base for relational growth. In theory and in recent, (conclusive) psychological study it is found that a person who speaks multiple languages draws on the profuse nature of the concept of a language rather than the myriad of arbitrary exchanges. From a language perspective, the base of it’s vocabulary is utilized to build on phrasing & form to complete statement structure, a process governed by predetermined rules of correctness in grammar. That very same concept should be applied when embarking on an understanding of mathematics. For example, to understand how or when to use a plus sign (+) in arithmetic one must learn the symbol by physical characteristic and function. Further, to use that specific sign in a mathematical statement correctly one must know the predetermined rule of the function for the symbol’s use, such as to add or increase in variation. This concept mimics across each of the symbols to be used in a scientific method of articulation. Don’t get in over your head! In the US, it is well documented that the traditional curriculum of mathematics being taught through grade levels one (1) to twelve (12) segments itself from a small faction of exercises that have each been solved for-for over five thousand years in most instances. This fact leverages itself greatly on the opportunity for one to become better focused on solidifying their base of understanding in the founding principles of the overall language of mathematics. In other words, there is nothing to be figured out or solved for so your chances of becoming a math wiz increase with your thorough commitment to formally understanding the symbols (vocabulary), functions & correctness (laws) of the mathematical statements presented in theory.

The evidence is vast: anyone can become a math wiz given their solid commitment to time in matriculation and in solidifying a few basic principles in the foundation of the language of mathematical science. The key is to align a perspective of the discipline to that of learning a foreign language using the very same principles. We must encourage our educators to motivate our learners in this regard while supporting the mental functions necessary to accomplish this understanding. When this approach is utilized one is then able to see mathematics as a system of communicating just as she may view Spanish, French, German, Arabic or other. Thus eliminating the idea of solving for a solution and introducing a more familiar concept of communicating correctly -via predetermined rules of governance. An interpretation that draws from one’s procedural memory which is proven most efficient under a fixed set of circumstances. Consequently, five thousand year old (solved-for) exercises fits that criteria which favorably implies that you are well on your way to becoming a customary math wiz

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