Mathematics in the Modern World

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Mathematics in the Modern World

Mathematical Language and Symbols

Joel Reyes Noche, Ph.D.

jnoche@gbox.adnu.edu.ph

Department of Mathematics
Ateneo de Naga University

Council of Deans and Department Chairs of Colleges of Arts and Sciences Region V
Conference and Enrichment Sessions on the New General Education Curriculum
Ateneo de Naga University, Naga City
September 2, 2017–September 3, 2017
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Mathematical Language and Symbols

Like any language, mathematics has its own symbols, syntax, and rules

Learning outcomes
I Discuss the language, symbols, and conventions of
mathematics.
I Explain the nature of mathematics as a language.
I Perform operations on mathematical expressions correctly.
I Acknowledge that mathematics is a useful language.
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Learning the Language of Mathematics

(Jamison, 2000)

Unlike the language of ordinary speech, mathematical language is

I nontemporal
I devoid of emotional content
I precise

Example: The word “any” in ordinary speech is ambiguous.

Can anyone work this problem? (existential qualifier)
Anyone can do it! (universal qualifier)
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An example of formal mathematical writing

Definition
A real number  is said to be small if 2 < .

Theorem
If  ∈ R is small, then 0 <  < 1.

Proof.
By Definition 1, 2 < . Assume  < 0. Then dividing both sides of
2 <  by  results in  > 1, a contradiction. Thus, either  = 0 or
 > 0. Assume  = 0. This leads to 02 < 0, a contradiction. Thus,
 > 0. Then dividing both sides of 2 <  by  results in  < 1.
Thus, 0 <  < 1.
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Definitions
(Jamison, 2000)

A definition is a concise statement of the basic properties of an

object or concept which unambiguously identify that object or
concept.

Every concept is defined as a subclass of a more general concept

called the genus. Each special subclass of the genus is
characterized by special features called the species.

Good definition
A rectangle is a quadrilateral all four of whose angles are right
angles.
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Definitions (continuation)
(Jamison, 2000)

Poor definition (not concise)

A rectangle is a parallelogram in which the diagonals have the same
length and all the angles are right angles. It can be inscribed in a
circle and its area is given by the product of two adjacent sides.

Poor definition (not basic)

A rectangle is a parallelogram whose diagonals have equal lengths.

Bad definition (ambiguous)

A rectangle is a quadrilateral with right angles.

Unacceptable definition (no genus)

rectangle: has right angles
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An example of using the incorrect genus

(Karagila, 2011)
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Implications
(Jamison, 2000)

If a figure is a square, then it is a rectangle. Hypothetical

A figure is a square only if it is a rectangle.
A figure is a rectangle whenever it is a square.
All squares are rectangles. Categorical
For a figure to be a square, it must Necessity
necessarily be a rectangle.
A sufficient condition for a figure to be a Sufficiency
rectangle is that it be a square.
A figure cannot be a square and fail to be a Conjunctive
rectangle.
A figure is either a rectangle or it is not a square. Disjunctive
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Implications (continuation)
(Jamison, 2000)

1. An implication is not the same as a conjunction.

“If quadrilateral ABCD is a square, then it is a rectangle.”
is not the same as
“Quadrilateral ABCD is a square and a rectangle.”
2. An implication is not the same as its converse.
“If quadrilateral ABCD is a square, then it is a rectangle.”
is not the same as
“If quadrilateral ABCD is a rectangle, then it is a square.”
3. The relationship between premise and conclusion is not one of
causality, and the premise and conclusion can be implicit in a
turn of phrase that is not an explicit if-then statement.
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Aristotle “insisted that the subclasses (species) of each genus be

disjoint: they could not overlap and one subclass could not include
another. Thus for Aristotle, a square was NOT a rectangle. [...]
From the modern point of view this is inconvenient. Virtually
everything one wants to prove about non-square rectangles also
holds for squares, so it is a nuisance to have to state and prove two
separate theorems. The modern standard is that squares are
special cases of rectangles, so theorems about rectangles also apply
to squares.” (Jamison, 2000, p. 53)
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Disjunctions
(Gowers, 2008, p. 13)

Disjunctions in ordinary speech can be ambiguous.

A: “I like my coffee with sugar.”
B: “I like my coffee without sugar.”
A ∨ B: “I like my coffee with sugar or
I like my coffee without sugar.”
Is A ∨ B the same as “I like my coffee with or without sugar”?

Question: “Would you like your coffee with or without sugar?”

Answer: “Yes please.”
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Implications
(Gowers, 2008, p. 13)

Implications in ordinary speech can be ambiguous.

At the supper table, my young daughter once said, “Put

your hand up if you’re a girl.” One of my sons, to tease
her, put his hand up on the grounds that, since she had
not added, “and keep it down if you’re a boy,” his doing
so was compatible with her command.

G H G ⇒H
G: “I am a girl.” false false true
H: “I put my hand up.” false true true
true false false
true true true
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Quantifiers
(Gowers, 2008, p. 14)

Quantifiers in ordinary speech can be ambiguous.

1. Nothing is better than lifelong happiness.

2. But a cheese sandwich is better than nothing.
3. Therefore, a cheese sandwich is better than lifelong happiness.

The word “nothing” is used differently in (1) and in (2).

1. (To have) nothing is better than (to have) lifelong happiness.

2. But (to have) a cheese sandwich is better than (to have)
nothing.
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Quantifiers (continuation)
(Gowers, 2008, p. 14)

Quantifiers in ordinary speech can be ambiguous.

1. Everybody likes at least one drink, namely water.

2. Everybody likes at least one drink; I myself go for red wine.

The clause “Everybody likes at least one drink” is used differently

in (1) and in (2).

1. There exists a drink D such that, for every person P, P likes D.

2. For every person P there exists a drink D such that P likes D.
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Quantifiers (continuation)
(Gowers, 2008, p. 14)

“The numbers a, b, m, and n are positive integers.”

a, b, m, n ∈ Z+
“The number m is a prime number.”
∀a, b, (ab = m) ⇒ ((a = 1) ∨ (b = 1)), m > 1
m ∈ P, where P is the set of prime numbers
“There are infinitely many primes.”
∀n, ∃m, (m > n) ∧ (m ∈ P)
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Negation
(Gowers, 2008, p. 15)

Let Z+ be the set of positive integers and A be a set of positive

integers. (That is, A ⊆ Z+ .)

P: “Every number in the set A is odd.”

¬P: “Every number is the set A is even.”

P: ∀n ∈ A, n is odd
¬P: ∀n ∈ A, ¬(n is odd)
¬(∀n ∈ A, n is odd)
∃n ∈ A, n is even

¬P: “There exists a number is the set A that is even.”

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Free and bound variables

(Gowers, 2008, p. 15)

∀a, b, (ab = m) ⇒ ((a = 1) ∨ (b = 1))

The variable m is called a free variable because it denotes a

specific object.

The variables a and b are called bound (or dummy) variables

because they do not denote specific objects.

“For which values of m is the statement true?”

“For which values of a (or of b) is the statement true?”
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Levels of formality
(Gowers, 2008, p. 16)

P: “Every nonempty set of positive integers has a least element.”

Q: “Set A is a nonempty set of positive integers.”

R: “Set A has a least element.”
P: “For every set of positive integers, if it is nonempty,
then it has a least element.”

Q: ∃n ∈ Z+ , n ∈ A
R: ∃x ∈ A, ∀y ∈ A, (y > x) ∨ (y = x)

P: ∀A ⊆ Z+ ,
(∃n ∈ Z+ , n ∈ A) ⇒ (∃x ∈ A, ∀y ∈ A, (y > x) ∨ (y = x))
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Sample exam questions

1. For an implication A ⇒ B, its contrapositive is ¬B ⇒ ¬A, its

inverse is ¬A ⇒ ¬B, and its converse is B ⇒ A. Let an
implication be “Every repeating decimal is a rational
number.” Express in words its
(a) contrapositive:
(b) inverse:
(c) converse:

2. The statement “Even numbers are either positive or negative”

is found in the Simple English Wikipedia page for “Even
number.” (https://simple.wikipedia.org/w/index.php?title=Even number&oldid=5654255)
(a) Express this statement symbolically.
(b) Explain why the statement is incorrect.
Mathematics in the Modern World
References 20/20

Gowers, T. (2008). The language and grammar of mathematics.

In T. Gowers (Ed.), The Princeton companion to
mathematics (pp. 8–16). Princeton, New Jersey: Princeton
University Press.
Jamison, R. E. (2000). Learning the language of mathematics.
Language and Learning Across the Disciplines, 4(1), 45–54.
Karagila, A. (2011, January 31). Mathematical “urban legends”.
MathOverflow. Retrieved April 25, 2017, from
https://mathoverflow.net/q/53905