Mathematics in the Modern World

Chapter 1

The Nature of Mathematics

 Chapter 1: THE NATURE OF MATHEMATICS
Introduction

Mathematics relies on both logic and creativity, and it is pursued both for a
variety of practical purposes and for its intrinsic interest. For some people, and not only
professional mathematicians, the essence of mathematics lies in its beauty and its
intellectual challenge. For others, including many scientists and engineers, the chief
value of mathematics is how it applies to their own work. Because mathematics plays
such a central role in modern culture, some basic understanding of the nature of
mathematics is requisite for scientific literacy. To achieve this, students need to
perceive mathematics as part of the scientific endeavor, comprehend the nature of
mathematical thinking, and become familiar with key mathematical ideas and skills.

Learning Objectives

At the end of this chapter, the student is expected to:

 Explain the importance of mathematics in one’s life;
 Identify patterns in nature and regularities in the world; and
 Appreciate the application of the golden ratio .
Duration

Topic 1: Mathematis in Our World = 1 hour

Topic 2: Fibonacci Numbers = 1 hour
Topic 3: The Golden Ratio = 1 hour

Lesson Proper

1.1 Mathematics in Our World

Have you ever wondered how well jeepney drivers give you your change when
you hand your fare? How about when you buy street food? Most food vendors do not
make a mistake in giving you your change after buying a grilled hotdog on a stick for
example, without even using calculators. Routine transactions like these, knowingly or
unknowingly, are mathematics at work because they involve computing numbers most
of the time. How much time do you allot travelling to avoid getting late for class?
Before that, do you track every second you spend taking the shower, eating breakfast,
changing into school clothes, or preparing your things for school? Most importantly, do
you check if you still have enough money for fare, food, and other expenses for school?
Just like budgeting allowance, time is also mathematics at work. Are you watching your
weight and your food caloric intake? Do you read the nutrition information from the
packages of chocolates, cookies, candies, and drinks you buy? Consciously or
unconsciously, all of these activities engage some form of mathematics.
The heart of mathematics is more than just numbers, numbers which many
supposed to be meaningless and uninteresting. Have you ever gone for beach trips or
did mountain climbing perhaps and noticed in awe the beautiful world around you? The
different shapes you see around, the changing hues of the sky from sunrise to sunset,
the clouds transforming from stratus to cumulus, the contour of the rainbow in the
horizon are all beautiful because of harmony. The degree of changing hues of color has
to be of exact measurement to appear pleasing and harmonious to the human eye. “And
it is mathematics that reveals the simplicities of nature, and permits us to generalize
from simple examples to the complexities of the real world. It took many people from
many different areas of human activity to turn a mathematical insight into a useful
product” (Stewart, 1995, pp. 71-72).
If you count the number of petals of most flowers, notice that they are either of
one petal, two petals, three petals, five petals, eight petals, or thirteen. This sequence of
numbers forms the set {1, 1, 2, 3, 5, 8, 13, …} whose pattern was discovered by
Fibonacci, a great European mathematician of the Middle Ages. His full name in Italian
is Leonardo Pisano, which means Leonardo of Pisa, because he was born in Pisa, Italy
around 1175. Fibonacci is the shortened word for the Latin term “filius Bonacci,” which
stands for “son of Bonaccio.” His father’s name was Guglielmo Bonaccio.
The German mathematician and astronomer Johannes Kepler (known for his
laws of planetary motion) observed that dividing a Fibonacci number by the number
immediately before it in the ordered sequence yields a quotient approximately equal to
1.618. This amazing ratio is denoted by 𝜑 called the Golden Ratio. Kepler once claimed
that “[g]eometry has two great treasures; one is the Theorem of Pythagoras; the other,
the division of a line into extreme and mean ratio. The first we may compare to a
measure of gold, the second we may name a precious jewel” (Stakhov and Olsen, 2009).
The Golden Ratio is so fascinating that proportions of the human body such as
the face follow the so-called Divine Proportion. The closer the proportion of the body
parts to the Golden Ratio, the more aesthetically pleasing and beautiful the body is.
Many painters, including the famous Leonardo da Vinci, were so fascinated with the
Golden Ratio that they used it in their works of art.
The world and the whole universe are imbued with mathematics. “The
Pythagoreans believed that the nature of the universe was directly related to
mathematics and that the whole numbers and the ratios formed by the whole numbers
could be used to describe and represent all natural events’ (Aufmann, 2014). Can the
course of natural events such as winning in a contest or a game of chance be actually
explained? What is your chance of winning the lottery? Have you ever heard of
probabilities? Johann Carl Friedrich Gauss (1777-1855) was a remarkable
mathematician who made many contributions to the mathematics of probabilities. An
important aspect of studying probabilities is the so-called combinatorics, a
mathematical field pioneered by Blaise Pascal, the mathematician whose famous
Pascal’s Triangle finds useful application in algebra and statistics.
Nature has its laws. These laws, such as the law of freely falling bodies, were
laid down by Isaac Newton. Newton and Gottfried Leibniz developed modern calculus
in the 17th century. This development would not have been possible without the
Cartesian coordinate system-- the fusion of geometry and algebra by Rene Descartes
(1596-1650). Albert Einstein (1879-1955), who made a name for his mass and energy
equation, E = mc2, would not have gone farther in his theory of relativity without
mathematics. Marie Sklodowska Curie (1867-1934) a Polish chemist and
mathematician received the 1911 Nobel Prize in chemistry for developing techniques
of isolating radioactive elements. Biological scientists have also recently used
mathematics extensively to theoretically investigate treatment procedures by modeling
and simulating biological processes. Without mathematics, all these inventions and
discoveries are not possible.
The 20th century saw many breakthroughs in the fields of sciences and
engineering which creatively and critically employed mathematics. From the first
personal computer named Programma 101 that was released in 1965, to the first landing
of man on the moon on July 20, 1969, and to the first Global Positioning System (GPS)
satellite launched in 1989 for military use, all of these show that Mathematics plays a
vital role in the affairs of humanity. Today, there are 24 GPS satellite in orbit helping
people locate their travel destinations such as Google Maps or Waze on personal
computers, tablets, or smartphones.
Despite all these scientific achievements, many “millennials” are hesitant in
taking science courses partly because they feel anxious of anything intimately
connected with mathematics. The interests of millennials in gadgets, games, and
technologies that appeal to their senses have also interfered with the study of
mathematics and the sciences. Unknowingly, however, these technologies employ
gadgets, to the instructions one places on the newly bought device which operate based
on mathematical logic.
Finally, Ian Stewart (1995) explains in his book Nature’s Numbers that
mathematics is a systematic way of digging out the rules and structures that lie behind
some observed pattern or regularity and using these rules and structures to explain what
is going on. Now, think of one of the most loved animation characters Dora the
Explorer. When Dora gets lost in the jungle, what does she needs? A map. Thanks to
Rene Descartes, who made the Cartesian map for without it, Dora will never find her
way.
Mathematics is everywhere because it finds many practical applications in daily
life. God, the Mathematician Architect, designs everything in this universe to follow
rules or formulas. Whether following regular or irregular patterns, His creation benefits
humankind, His greatest masterpiece. As Johannes Kepler wrote, “Those laws [of
nature] are within the grasp of the human mind; God wanted us to recognize them by
creating us after his image so that we could share in His thoughts” (Stewart, 2020).

1.2 Fibonacci Numbers

Fibonacci observed numbers in nature. His most popular contribution perhaps
is the number that is seen in the petals of flowers. A calla lily flower has only 1 petal,
euphorbia has 2, trillium has 3, hibiscus has 5, cosmos flower has 8, corn marigold has
13, some asters have 21, and a sunflower can have 34, 55, or 89 petals. Surprisingly,
these petal counts represent the first ten numbers of the Fibonacci sequence.

Calla Euphorbia Trillium Hibiscus

Lily
 Cosmos Marigold Aster

Not all petal numbers of flowers, however follow this pattern discovered by
Fibonacci. Some examples include the Brassicaceae family having four petals.
Remarkably, many of the flowers abide by the pattern observed by Fibonacci.
The principle behind the Fibonacci sequence is as follows:

 Let xn be the nth integer in the Fibonacci sequence, the next (n + 1)th term xn +1
is determined by adding nth and the (n – 1)th integers.
 Consider the first few terms below: Let x1 = 1 be the first term, and x2 = 1 be
the second term, the third term x3 is found by x3 = x1 + x2 = 1 + 1 = 2.
 The fourth term x4 is 2 + 1 = 3, the sum of the third and the second term.
 To find the new nth Fibonacci number, simply add the two numbers
immediately preceding this nth number.

n = 3: x3 = 1 + 1 = 2 n = 6: x6 = 3 + 5 = 8 n = 9: x9 = 13 + 21 = 34
n = 4: x4 = 1 + 2 = 3 n = 7: x7 = 5 + 8 = 13
n = 5: x5 = 2 + 3 = 5 n = 8: x8 = 8 + 13 = 21

These numbers arranged in increasing order can be written as the sequence {1,
1, 2, 3, 5, 8, 13, 21, 24, 55, 89, …}.

Fibonacci Spirals in Sunflowers

Similarly, when we count the clockwise and counterclockwise spirals in the

sunflower seed, it is interesting to note that the numbers 34 and 5 occur—which are
consecutive Fibonacci numbers. Pineapples also have spirals formed by their
hexagonal nubs. The nubs on many pineapples form eight spirals that diagonally
upward to the left and 13 that rotate diagonally upward to the right, again these are
consecutive Fibonacci numbers (Aufmann, 2015). The same is also observed in the
clockwise and counterclockwise spirals of a pine cone.
 Pineapples Grow in a Numerical Sequence

Pine Honeycom
Cone b
Another interesting pattern in nature is the honeycomb. According to Merriam-
Webster dictionary, “a honeycomb is a mass of hexagonal wax cells built by honeybees
in their nest to contain their brood and stores of honey.” But why build hexagonal cells?
Why not squares? Jin Akiyama, a Japanese mathematician, explains it well in an
experiment made on his regular TV show Jinjin Math. In the experiment, a student is
asked to step on one mass made up of square cells and the result is unbelievable! The
mass with hexagonal cells resisted the weight of the student while the mass with square
cells was completely destroyed. It is amazing to know that the mass made up of
hexagonal cells is stronger than the one made up of square cells. Moreover, these
patterns exist naturally in the world.
Another interesting observation is the
rabbit population beginning from a baby pair
of the first generation. Since it takes the first
generation to mature before giving birth to an
offspring, there is an adult pair for the second
generation, which is ready for reproduction.
So, there are two rabbit pairs, the parents and
baby pairs, of the third generation. Next, the
adult pair begets a baby pair but the previous
baby pair simply matures, so a family of three
rabbit pairs for the fourth generation exists,
and so on. The number of total rabbit pairs at
each generation constitutes a Fibonacci
sequence. Denoting by Fn the Fibonacci sequence of n generations is the set of
Fibonacci numbers {Fn}, that is:
{Fn} = {1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, …}.
In particular, denote F1 = 1 for the 1st generation, F2 = 1 for the 2nd generation, F3 = 2
for the 3rd generation, F4 = 3 for the 4th generation, and so on. It is interesting to point
out that the Fibonacci numbers Fn obey the following relationship:
𝐹1 = 𝐹2 = 1
{
𝐹𝑛 = 𝐹𝑛−1 + 𝐹𝑛−2 , 𝑛 ≥ 3
That is, Fn is given by the sum of the two previous Fibonacci numbers, 𝐹𝑛−1 and
𝐹𝑛−2 , 𝑛 ≥ 3.
For example: F3 = F2 + F1
F3 = 1 + 1
F3 = 2
It is also seen that F4 = F3 + F2 = 2 + 1 = 3 and F10 = F9 + F8 = 34 + 21 = 55.
Let us investigate the ratio of two adjacent Fibonacci numbers as n becomes
large.
𝐹
The following tables gives values of the ratio 𝐹 𝑛 as n approaches ∞.
𝑛−1

n 𝐹𝑛 n 𝐹𝑛
𝐹𝑛−1 𝐹𝑛−1
3 2/1 = 2 10 55/34 = 1.617647059
4 3/2 = 1.5 11 89/55 = 1.618181818
5 5/3 = 1.6666667 12 144/89 = 1.617977528
6 8/5 = 1.6 13 233/144 = 1.61805556
7 13/8 = 1.625 14 377/233 = 1.618025751
8 21/13 = 1.615384615 15 610/377 = 1.618037135
9 34/21 = 1.619047619 16 987/610 = 1.618032787

It is interesting to note that the ratio of two adjacent Fibonacci numbers

𝐹
approaches the golden ratio; that is, 𝐹 𝑛 = 1.6180339887 … as n becomes large. This
𝑛−1
is indeed a mystery. What does the golden ratio have to do with a rabbit population
method?

1.3 The Golden Ratio

The ratio of two consecutive Fibonacci numbers as
n becomes large, approaches the golden ratio; that is,
𝐹
lim 𝐹 𝑛 = 1.6180339887 … This can be verified by
𝑛→∞ 𝑛−1
measuring some parts of the human body: the length of the
arm, height, the distance of the fingertips to the elbow.
According to Markowsky (1992), “the ratio of a
person’s height to the height of his or her navel is roughly
the golden ratio. We are not told why this is significant; the
navel is a scar of no great importance in an adult human being.” You may verify this
for yourself. Did you get a value close to 1.6180339887 … ?

The ratio between the forearm and the hand also yields a value close to the golden ratio!

Another name for golden ratio is divine proportion. This must be so because human
beauty is based on the divine proportion. The photo on the next page illustrates the
following golden ratio proportions in the human face:
 center of the pupil: bottom of
the teeth: bottom of chin
 the outer and inner edge of an
eye: center of nose
 outer edges of lips: upper
ridges of lips
 width of the center tooth:
width of the second tooth
 width of an eye: width of the
iris

The golden ratio denoted by 𝜑 is sometimes called the golden mean or golden
section:
1 + √5
𝜑= = 1.6180339887 …
2
The golden ratio can be expressed as the ratio between two numbers if the latter
is also the ratio between the sum and the larger of the two numbers. Geometrically, it
can also be visualized as a rectangle perfectly formed by a square and another by a
square and another rectangle, which can be repeated infinitely inside each section.
Golden Rectangle with the Golden Spiral

a b
a+b
 Suppose that a line segment is cut into two pieces of length: a and b. Below it
is shown that a is longer than b. Clearly, the length of the original segment is a + b.

𝑎 𝑎+𝑏
Now, two ratios are formed: 𝑏 and . The first is the ratio of the longer piece
𝑎
a to the shorter piece b, and the second ratio is the whole length to the longer piece a.
It is now ideal to ask, when are the two ratios equal? This is an algebraic question that
can be solved by equating the two ratios:

𝑎 𝑎+𝑏
= (1)
𝑏 𝑎

𝑎 𝑏
Simplifying the right side of equation (1), we get 𝑏 = 1 + 𝑎.
𝑎
Denoting the ratio 𝑏 by 𝜑, we end up with
1
𝜑 =1+𝜑 (2)

On the other hand, dividing both the numerator and denominator of the right
side if equation (1) by b, we get
𝑎
𝑎 +1
𝑏
= 𝑎 (3)
𝑏
𝑏

𝑎 𝜑+1 1
which by writing 𝑏 = 𝜑 becomes 𝜑 = or 𝜑 = 1 + 𝜑 as in (2). Now, by
𝜑
multiplying both sides of equation (2) by 𝜑, we get a quadratic equation

𝜑2 − 𝜑 − 1 = 0 (4)

Using quadratic root formula, we find two roots of equation (4); the first root is
𝜑 = 1.6180339887 …, and the second root is 𝜑 = −1.6180339887 ….The first root
is the ratio of 𝜑 = 1.618 that we are looking for, and we ignore the second root because
it is negative number. Hence, the value we are looking for is

1 + √5
𝜑= = 1.6180339887 …
2

The golden ratio 𝜑 = 1.6180339887 … is a strange number. It is the only

number that if you subtract one from it, 𝜑 − 1= 0.6180339887 …, you end up with its
1
own reciprocal = 0.6180339887 …
𝜑

Shapes and figures that bear in the golden rectangle are generally considered to
be aesthetically pleasing. As such, the ratio is visible in many works of art and
architecture such as in the Mona Lisa, the Notre Dame Cathedral, and the Parthenon.
In fact, the human DNA molecule also contains Fibonacci umbers, being 34 ångstroms
long by 21 ångstroms wide for each full cycle of the double helix spiral. It is also visible
the patterns of golden spiral in our nature.
Mona Lisa The Parthenon Notre Dame
Cathedral

DNA molecule of a Golden Spirals in Nature

human
References/Additional Resources/Readings

Aufmann, R. et al. (2018). Mathematical Excursions 4th Edition.

www.cenage.com/students/MINDTAP

Baltazar, E. C. et al. (2013). Mathematics in the Modern World. Quezon City: C&E
Publishing, Inc.

Knott, R. (2013). Life and Numbers of Fibonacci. Plus Magazine. Retrieved March 9,
2018, from https://plus.maths.org/content/life-and-numbers-fibonacci

Markowsky, G. (1992). Misconceptions about the Golden Ration. The College

Mathematics Journal, 23(1), 2-19, doi: 10.1080/07468342.1992.11973428

MathIsFun. (2015). Nature, the Golden Ratio and Fibonacci too… Retrieved March 9,
2018, from https://www.mathisfun.com/numbers/nature-golden-ratio-
fibonacci.html

MathIsFun. (2016). Fibonacci Sequence. Retrieved March 9, 2018, from

https://www.mathisfun.com/numbers/fibonacci-sequence.html

Meisner, G. (2012). The Golden Section in Nature: Animals. The Golden Numer.
Retrieved from https://www.goldennumber.net/nature

Nocon, R.C. & Nocon, E.G. (2018). Essential Mathematics for the Modern World. Quezon
City: C&E Publishing, Inc.

Quintos, R.T. et al. (2018). Mathematics in the Modern World. St. Andrew Publishing
House

Simmons, J. R. (n.d.). Fibonacci Numbers and Nature. Retrieved March 9, 2018 from
http://jwilson.coe.uga.edu/EMAT6680ProjectFibonacci.html
 Activity Sheet 1

Name: __________________________________________ Date: ________________

Year & Section: ___________________________________ Score: _______________

Direction: Write an essay about the nature of mathematics using the following guided
questions: (at least 150 words)
 What is mathematics for you?
 Where do you apply the principles of mathematics?
 Do you need mathematics in daily life? Why?
 What have you learned from school on mathematics so far?
 Do you appreciate mathematics? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Scoring Rubric: Your essay will be graded based on this rubric. Consequently, use
this rubric as a guide when doing your work and check it again before you submit it.
Score Description
 The essay is well-related to the topic.
 The main ideas are clear and are well supported by detailed and
20
accurate information.
 It consists at least 150 words.
 The essay is related to the topic.
 The main ideas are clear but are not well supported by detailed
15
information.
 It consists at least 150 words.
 The essay is somehow related to the topic.
10  The main ideas are somewhat clear.
 It consists less than 150 words.
 The essay is not much related to the topic.
5  The main ideas are not clear.
 It consists less than 150 words.
0  No essay presented.
 Activity Sheet 2

Name: __________________________________________ Date: ________________

Year & Section: ___________________________________ Score: _______________

Direction: Identify and discuss briefly five (5) applications of mathematics existing in
our world.
List Discussion
1.

2.

3.

4.

5.
Scoring Rubric: Your output will be graded based on this rubric. Consequently, use
this rubric as a guide when doing your work and check it again before you submit it.
Score Description
 The identified application is well-related to the concept.
4  The main ideas are clear and are well supported by detailed and
accurate information.
 The identified application is related to the concept.
3  The main ideas are clear but are not well supported by detailed
information.
 The identified application is somehow related to the concept.
2
 The main ideas are somewhat clear.
 The identified application is not much related to the concept.
1
 The main ideas are not clear.
0  No answer at all.
 Activity Sheet 3

Name: __________________________________________ Date: ________________

Year & Section: ___________________________________ Score: _______________

Direction: Identify five (5) patterns and regularities in your surroundings (nature
related) by taking photos, describe each by applying principles of fibonacci numbers.

Photo Description
1.

2.

3.

4.

5.
Scoring Rubric: Your output will be graded based on this rubric. Consequently, use
this rubric as a guide when doing your work and check it again before you submit it.
Score Description
 The photo has patterns and regularities that is well-related to the
topic.
4
 The main ideas are clear and are well supported by detailed and
accurate information.
 The photo has patterns and regularities that is related to the topic.
3  The main ideas are clear but are not well supported by detailed
information.
 The photo has patterns and regularities that is somehow related
2 to the topic.
 The main ideas are somewhat clear.
 The photo has patterns and regularities that is not much related
1 to the topic.
 The main ideas are not clear.
0  No answer at all.
 Activity Sheet 4

Name: __________________________________________ Date: ________________

Year & Section: ___________________________________ Score: _______________

Direction: Apply the concept of the golden ratio by measuring each of the given your
body parts(in centimeters).
1. Height and height of the navel
Height = ________
Navel = ________
2. Foot and hand length
Foot = ________
Hand = ________
3. Length of forearm and length of hand
Forearm = ________
Hand = ________
4. Width of the center tooth and width of the second tooth
Center Tooth = ________
Second Tooth = ________
5. Shoulder length and waistline
Shoulder = ________
Waistline = ________

Follow-up Question: Are the results roughly the golden ratio? If not, what must be the
ratios to get the golden ratio?

Scoring Rubric: Your output will be graded based on this rubric. Consequently, use
this rubric as a guide when doing your work and check it again before you submit it.
Score Description
 The data is complete for each item.
4  Every item has correct and accurate measurement.
 It contains clear and correct explanation in each item.
 The data is complete for each item.
3  Every item has correct and accurate measurement.
 It contains explanation in each item.
 The data is complete for each item.
2  Every item has measurement.
 It contains explanation in each item.
 The data is complete for each item.
1  Incorrect measurement.
 No explanation.
0  No presented output.
Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ______________________Section: ______________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Module: ________ Number: _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

If No, state your reason?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

How do you want it to be enhanced?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

NOTE: This is an essential part of course module. This must be submitted to the subject
teacher (within the 1st week of the class).