Mathematics in the

Modern World
▪ Mahid M. Mangontarum ▪ Mark P. Laurente ▪ Salma L. Naga-Marohombsar ▪ Norlailah M.
Madid ▪ Aslayn H. Datu-dacula ▪ Rodelito M. Aldema ▪ Ednelyn Ranas-Cantallopez ▪ Janet B.
Macoy ▪ Charles B. Montero ▪ Redeemtor R. Sacayan ▪ Gloria A. Rosalejos ▪ Erneta A. Intod ▪
Merry Jane S. Benitez ▪ Amerkhan G. Cabaro ▪ Alyssa Fatmah S. Mastura ▪ Raicah R. Cayongcat-
Rakim

Mathematics Department
College of Natural Sciences and Mathematics

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Chapter 0. Classroom Orientation
Brief Description of the Course

The Course Code is “GEC104” and the Course Description is “Mathematics in

the Modern World”. This is a three-unit course that deals with the nature of
mathematics, appreciation of its practical, intellectual, and aesthetic dimensions, and
application of mathematics in daily life.

Learning Outcomes

At the end of the course, the students should be able to:

1. Discuss and argue about the nature of mathematics, what it is, how it is
expressed, represented, and used;
2. Use different types of reasoning to justify statements and arguments made
about mathematics and mathematical concepts;
3. Discuss the language and symbols of mathematics;
4. Use a variety of statistical tools to process and manage numerical data;
5. Analyze codes and coding schemes used for identification, privacy and security
purposes;
6. Use mathematics and math tools in other areas such as business and finance,
health and medicine, arts and design, and recreation;
7. Appreciate the nature uses of mathematics in everyday life; and affirm honesty
and integrity in the application of mathematics to various human endeavors.

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Grading System

Attendance 10%
Classroom Performance 40%
(quizzes, chapter exams, group/individual activities)
Homework/Project 20%
(assignments, integrating project)
Final Exam 30%
TOTAL 100.0%

Grading Scale

Percentage Grade Remark

96 – 100 1.00
Excellent
92 – 95 1.25
88 – 91 1.50
Very Good
84 – 87 1.75
80 – 83 2.00
Good
74 – 79 2.25
69 – 73 2.50
Satisfactory
64 – 68 2.75
60 – 63 3.00 Pass
Below 60 5.00 Failed

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The Mindanao State University

Mandate
As enshrined in its Charter (RA 1387), MSU was established in Marawi City on
September 1, 1961 to achieve the following mandate:
1. Educate the youth of Mindanao, Sulu and Palawan (MINSUPALA) by offering
degree programs in various fields of learning;
2. Support businesses and industries in the region by providing their manpower
requirements; and
3. Integrate Muslims and other cultural minorities into the mainstream of national
life.

Philosophy
The MSUS is committed to the total development of man and to the search for
truth, virtue and academic excellence.

Vision
The MSUS aspires to be the Premier Supra Regional University in the
MINSUPALA region.

Mission
Committed to the attainment of peace and sustainable development in the
MINSUPALA region, the MSUS will set the standards of excellence in Science, Arts,
Technology and other fields; accelerate the economic, cultural, socio-political and agro-
industrial development of the Muslim and other cultural groups, thereby facilitating
their integration into the national community; preserve and promote the cultural
heritage of the region and conserve its rich natural resources; and infuse moral and
spiritual values.
For collaborative efforts, for diplomatic relations and for international
recognition as a leading institution of higher learning, the MSUS will pursue vigorously
linkages with foreign agencies.

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Chapter 1. Mathematics in our World
The field of Mathematics is a diverse discipline that deals not only with
arithmetic and geometry, but also with data, measurements, and observations from
science; with inference, deduction, and proof; and with mathematical models of natural
phenomena, of human behavior, and of social systems.
Mathematics reveals hidden patterns that help us understand nature, the world
around us, and the universe in general. Through the years, many scientists and
mathematicians have discovered mathematical concepts and patterns in nature which
are also observed in various phenomena. In this chapter, we will learn more of what is
mathematics.

Getting to know more about Mathematics

What is Mathematics?
To help us understand the world of mathematics, we need to understand first
the meaning of mathematics. The following are some common definitions of
mathematics:
1. Mathematics is all about the unbelievable patterns of numbers formed by nature
and of the universe;
2. Mathematics is all about language expressed in different forms like patterns,
shapes, and music, among others;
3. Mathematics is all about what our eyes can see, what our ears can hear and even
what we can perceive in our physical environment;
4. Mathematics is a language we understand.

Aside from these definitions, British mathematician and writer Ian Nicholas
Stewart, also defines mathematics in his book “Nature’s numbers: The Unreal Reality
of Mathematical Imagination” as a formal system of thought for recognizing and
exploiting patterns. The book takes readers on an exciting, lucid voyage of discovery
as Stewart investigates patterns of form, number, shape and movement in the world
around us.
Summing up these ideas lead to the discovery of the great secret uncovered by
mathematics: Nature’s patterns are not just there to be admired, they are vital
clues to the rules that govern natural processes.

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 Mathematics is usually associated with the following notions:
1. Numbers and counting (operations). People get to know mathematics
through counting numbers and performing operations associated with
numbers.
2. Numeric and Geometric patterns. Patterns done either numerically or
geometrically are also one of those common perceptions to mathematics.
3. Patterns of movement. There are moving bodies which follow a pattern that
can be mathematically represented.

Indeed, any person can recognize the beauty of nature’s mathematical patterns
without any mathematical training.

Recognize Deduce the

the clues of underlying
patterns in rules and
nature regularities

The figure above shows how mathematics is related to nature. In this diagram, we see
that in order to understand nature, we may use mathematics by recognizing the clues
in the patterns present in nature.

Where is Mathematics?
Mathematics is indeed everywhere.
1. We see hints or clues of it in nature. Philosopher Galileo once said “The laws
of nature are written in the language of mathematics”. Mathematics can be seen
in nature if we look close enough. The things in nature that we see, hear, touch,
smell and taste can be explained through the help of mathematics.
2. In our daily routine. In our daily routine, mathematics has more involvement
than we know. Students in particular use mathematics in simple activities like
budgeting their weekly allowance, making schedules for studying during exams,
or even when deciding what time to wake up after an overnight movie
marathon.
3. In our work. The use of mathematics is not limited only to mathematicians or
mathematics educators. For instance, teachers from other fields make use of
mathematics in computing grades. Pilots and ship captains require knowledge
in computation, algebra, calculus and statistics in order to properly navigate.

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 Most factory workers nowadays need to understand basic algebra and
trigonometry to operate complex manufacturing electronic equipment.
4. In people and communities. Mathematics plays an important role in people’s
life. For instance, mathematics is very helpful in understanding various features
of the human body starting from body structures to cellular formations.
Populations and livelihood of different communities also make use of
mathematics.
5. In events. Mathematics helps us understand past and present events so that we
may be able to predict a possible recurrence. This is particularly important in
the case of preventing calamities.

What is Mathematics for?

Mathematics is on the list of underappreciated disciplines by most people. Many
are still unaware of the need for every individual to know and appreciate the role that
mathematics plays, some of which are listed as follows.
1. To help us unravel the puzzles of nature, and provides a useful way to
think about nature. Mathematics help provide solutions to anything
concerning the nature. This helps human beings build a better connection to
what surrounds them.
2. Organize patterns and regularities as well as irregularities. With
mathematics, we are able to make arrangements and understand patterns of
various behaviors.
3. To be able to predict. By examining previous occurrences and patterns, we
are able to predict future outcomes using various mathematical tools.
4. To help us control weather and epidemics. Meteorologists make use of
mathematical concepts in studying and understanding the behavior of the
atmosphere in order to prevent a disaster from happening. Also, mathematics
help provide effective solutions in preventing the widespread of epidemics.
5. Provides tool for calculations. Mathematics is best-known for calculation.
6. Provides new questions to think about. Mathematics gives precise
information about anything. Thus, a single idea may lead to a series of questions
which can develop into further research.

What is Mathematics all about?

Mathematics one broad discipline. The following list enumerate some of the
things which are usually associated with mathematics.
1. Numbers, symbols, notations. When people are asked what mathematics is
all about, they usually associate mathematics with numbers, symbols and
notations.

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 2. Operations, equations, functions. People recognize mathematics when
looking at expressions involving operations, or mathematical equations and
functions.
3. Processes and “thingification” of processes (that are abstractions). There
are a few people with adequate knowledge in mathematics who may say that
mathematics is all about the study of certain processes, and giving concrete
representations to things that are usually abstract in form.
4. Proof – a story rather than a sequence of statements. Mathematics also
serves to clarify and render precise information which can be used as a proof in
testing the credibility of an idea being studied.

How is Mathematics done?

For us to understand the world of mathematics, there is a need for us to
understand how it is done. The following is a list of guidelines that may help one to
study mathematics:
1. With curiosity. All mathematical study are motivated by the author’s curiosity.
The need to find answers to questions pushes mathematicians to dig deeper and
conduct more studies.
2. With a penchant for seeking patterns and generalities (inquisitiveness).
Mathematicians do not only depend on a piece of idea. They in fact seek
patterns and combine pieces of information to make generalizations of
particular cases.
3. With a desire to know the truth. One major factor for the continuous
development of mathematics is the desire of individuals in seeking explanations
to various phenomena.
4. With trial and error. Like in any scientific discovery or invention, there are
times when mathematics requires us to undergo numerous trials and experience
failures before arriving at a successful end.
5. Without fear of facing more questions and problems to solve. When
studying mathematics, one must be fearless. Fearless in the sense that when one
person attempts to acquire more knowledge about something, he usually faces
more questions and more problems in the process.

Who uses Mathematics?

1. Mathematicians who specializes in either Pure or Applied fields.
2. Scientists studying either natural or social sciences.
3. Practically everyone uses mathematics in dealing with everyday life activities.

Every individual uses different mathematics at different times for different

purposes using different tools with different attitudes (diversity and universality).

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Why is Mathematics important to know?
Mathematics is intertwined with every element of our lives either directly or
indirectly. In order to help those who seek to understand the importance of
mathematics and its connections with the real world, mathematics educators/teachers
must convince them first to see mathematics as something necessary in life. This will
help inspire them to hone their mathematics skills. The following are some of the
reasons why it is important to know mathematics:
1. It puts order in disorder. With the help of mathematics, we can organize well.
There are available methods in mathematics that can be utilized in assigning
courses to teachers, arranging schedule of classes for students, deciding where
to build hospitals, finding strategic areas to place CCTV’s and more. When we
are faced with disarray, one may look at possible solutions in mathematics.
2. It helps us become better persons. Adequate knowledge in mathematics may
help us become better persons as it can be used as guide in making decisions.
For instance, a student with knowledgeable in operations can easily make use
of mathematical computations in budgeting his allowance to ensure that it will
be sufficient.
3. It helps make the world a better place to live in. Mathematics help explain
everything in nature which in return help people build a strong relationship with
their surroundings.

ACTIVITY
Watch the following videos:
1. “Nature by Numbers” by Cristóbal Vila
Link: https://www.youtube.com/watch?v=kkGeOWYOFoA
2. “The Fingerprint of God: Fibonacci numbers & Golden ratio” by
Happy2bmuslim93
Link: https://www.youtube.com/watch?v=7Uo4Oond1e8
Write a 1-page essay about what you have learned after watching the said videos.

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Fibonacci Sequence

Fibonacci (1170–1250), also known as Leonardo

Bonacci, Leonardo of Pisa, or Leonardo Bigollo
Pisano (which means Leonardo the Traveller from Pisa)
is one of the best-known mathematicians of medieval
Europe. In 1202, after a trip that took him to several
Arab and Eastern countries, Fibonacci wrote the book
Liber Abaci. In this book, he introduced the so-
called modus Indorum (method of the Indians), today
known as the Hindu–Arabic numeral system, and
explained why the Hindu-Arabic numeral system that
he had learned about during his travels was a more
sophisticated and efficient system than the Roman
numeral system. Moreover, in the said book, Fibonacci
http://totallyhistory.com/fibonacci/
solved a problem that he himself created. The problem
is concerned with the birth rate of rabbits based on idealized assumptions. Here is a
statement of Fibonacci’s rabbit problem.
“At the beginning of a month, you are given a pair of newborn rabbits. After a month
the rabbits have produced no offspring; however, every month thereafter, the pair of
rabbits produces another pair of rabbits. The offspring reproduce in exactly the same
manner. If none of the rabbits dies, how many pairs of rabbits will there be at the
start of each succeeding month?”
The solution of this problem is a sequence of numbers that we now call the
Fibonacci sequence. This solution can be represented by the following figure that
shows the numbers of pairs of rabbits on the first day of each of the first six months.
The larger rabbits represent mature rabbits that produce another pair of rabbits each
month. The numbers in the blue region—1, 1, 2, 3, 5, 8—are the first six terms of the
Fibonacci sequence.

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 In this diagram, it can be seen that the number of pairs of rabbits for any month
after the first two months can be determined by adding the numbers of pairs of rabbits
in each of the two previous months. For instance, the number of pairs of rabbits at the
start of the sixth month is 3+5=8.
This can be used as a basis in giving a formal definition to the sequence. A
recursive definition for any sequence is one in which each successive term of the
sequence is defined by using some of the preceding terms. In this case, if we use the
notation 𝐹𝑛 to represent 𝑛𝑡ℎ Fibonacci number, then the sequence of numbers 𝐹𝑛 ,
where 𝑛 = 1,2, … , is defined by the linear recurrence equation

𝐹𝑛 = 𝐹𝑛−1 + 𝐹𝑛−2 ,

for 𝑛 ≥ 3 and with 𝐹1 = 𝐹2 = 1. As a convention, we set 𝐹0 = 0.

Example. Use the definition of the Fibonacci numbers to find the 7th and 8th Fibonacci
numbers.

Solution. Recall that the first six terms in the Fibonacci sequence are 1, 1, 2, 3, 5, and 8.
Using the recursive definition of 𝐹𝑛 , we have

𝐹7 = 𝐹6 + 𝐹5 = 8 + 5 = 13

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and

𝐹8 = 𝐹7 + 𝐹6 = 13 + 8 = 21.

Thus, the 7th and 8th Fibonacci numbers are 13 and 21, respectively.

Another way of finding the terms in the Fibonacci sequence is through the use
of Binet’s formula given by
𝑛 𝑛
11 + √5 1 − √5
𝐹𝑛 = [( ) −( ) ].
√5 2 2

This formula can be used to find the 𝑛𝑡ℎ term of the Fibonacci sequence in an explicit
and non-recursive manner. The advantage of this formula over the recursive definition
is that you can determine the 𝑛𝑡ℎ Fibonacci number without finding the two preceding
Fibonacci numbers. It was named after mathematician Jacques Philippe Marie Binet.
Binet derived this formula by using the roots of the characteristic equation
𝑥 2 − 𝑥 − 1 = 0.

Binet’s formula can also be written as

𝛼 𝑛 − 𝛽𝑛
𝐹𝑛 =
𝛼−𝛽

1+√5 1−√5
where 𝛼 = and 𝛽 = . Here, 𝛼 is also known as the golden ration.
2 2

Example. Use Binet’s formula to find the 20th, 30th, and 40th Fibonacci numbers.

Solution. To solve for the 20th Fibonacci number, we only need to substitute 𝑛 = 20 in
Binet’s formula to get
20 20
1 1 + √5 1 − √5
𝐹20 = [( ) −( ) ].
√5 2 2

We may use a calculator to get 𝐹20 = 6765. Now, for the 30th and 40th Fibonacci
numbers, we have
30 30
1 1 + √5 1 − √5
𝐹30 = [( ) −( ) ] = 832040
√5 2 2

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and
40 40
1 1 + √5 1 − √5
𝐹40 = [( ) −( ) ] = 102334155.
√5 2 2

EXERCISE

1. Use the Binet’s formula to find the 8th Fibonacci number without using a
calculator.

REFERENCES

R. N. Aufmann, J. S. Lockdown, R. D. Nation, & D. K. Clegg, Mathematical Excursions,

3rd Edition, Brooks/Cole Cengage Learning, 2013.

E. Kilic, The Binet formula, sums and representations of generalized Fibonacci p-

numbers, European J. Combin. 29 (3), (2008), 701–711.

I. Stewart, Nature’s Number: The Unreal Reality of Mathematics Imagination, BasicBook: A

Division of Harper Collins Publishers, 1995.

https://artofproblemsolving.com/wiki/index.php/Binet%27s_Formula

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