Chapter2 –Mathematics of Language and Symbols

Learning Objectives:
 discuss the language, symbols and conventions in mathematics;
 explain the nature of mathematics as a language; and
 acknowledge that mathematics is a useful language.
Introduction

Language is important to understand and express one’s ideas, feelings or opinion.

Language serves as the transmitter of information and knowledge. It helps to construct social
identity. Misunderstanding of one’s language leads to confusion and misconceptions.

Mathematics has its own language. It was designed so we can write about things
(numbers, sets, functions, etc.) and can do something (add, subtract, multiply, divide etc.)on
those things.
And just like human languages, mathematics language consists of structural and rules governing
the use of symbols representing mathematical objects.

Definition of Language
Language is a systematic way of communicating with other people by the use of sounds
or conventional symbols. It is a system of words used in a particular discipline. It is also a system
of abstract codes which represent antecedent events and concepts and arranged in order sequence
to form words, with rules for combining these words into sequences or strings that express
thoughts, intentions, experiences, and feelings; comprised of phonological, morphological,
syntactical, semantic and pragmatic components (Speech and Language Therapy Glossary of
Terms). According to Noam Chomsky, language is a set (finite or infinite) of sentences, each
finite in length and constructed out of a finite set of elements.

Importance of Language
Language was invented to communicate ideas to others (to transmit information), to
understand the expressed ideas, to acquire knowledge or information and to construct social
identity.
The language of mathematics was designed so we can write about things such as
numbers, sets functions, etc. and what we do with those things like perform operations such as
addition, subtraction, multiplication, and division.

Components of the Language of Mathematics

Some things associated with language are also associated with the Language of
Mathematics. These are the following:
1. Discreteness conveys that language consists of minimal units.
2. Grammar tells language consists of rules and patterns to arranged units
3. Productivity shows that language can create totally novel statements that could be
understood.
 4. Displacement reveals that language can convey imaginary, distant, past, present, and
future statements.

The Vocabulary of Mathematics

The language of mathematics has an abundant vocabulary of specialist and technical
terms and also uses symbols instead of words which are essential to the power of modern
mathematics.

Some of the symbols commonly used in Mathematics are the following:

 The 10 digits: 0, 1, 2, . . . 9
 Symbols for operations and sets: +, -, x, ÷, ∩, U, С, Ↄ, etc.
 Symbols that “stand in” for values: x, y, …
 Special symbols: π, =, ˂, ≤ …
 Logic symbols: ᴧ, ᴠ, ᴟ, ∑, etc.
 Set notations: N, Z, R, Q, C, etc.

Often (but not always) letters are used in a mathematical statement. And these letters
have special uses:

Examples What they usually mean

Start of the alphabet: a, b, c, …. Constant (fixed values)
From I to n: I, j, k, l, m, n, Positive integers (for counting
End of the alphabet: ….x, y, z Variables (unknowns)

The Grammar of Mathematics

The mathematical notation used for formulas has its own grammar, not dependent on a
specific natural language, but shared internationally by mathematicians regardless of their
mother tongues. This includes the conventions that the formulas are written predominantly left to
right, even when the writing system of the substrate language is right-to-left, and that Latin
alphabet is commonly used for simple variables and parameters.

The Language, Symbols, Syntax and Rules of Mathematics

The Language of Mathematics is the system used by mathematicians to communicate

mathematical ideas among themselves. This language consists of a substrate of some natural
language (for example English) using technical terms and grammatical conventions that are
peculiar to mathematical discourse, supplemented by a highly specialized symbolic notation for
mathematical formulas.

Mathematics as a language has symbols to express a formula or to represent a constant. It has

syntax to make the expression well-formed to make the character and symbols clear and valid
that does not violate the rules. Mathematical symbols can designate numbers (constants),
variables, operations, functions, brackets, punctuations, and grouping to help determine order of
operations, and other aspects of logical syntax. A mathematical concept is independent of the
symbol chosen to represent it. In short, convention dictates the meaning.
Mathematical Convention

A Mathematical Convention is a fact, name, notation, or usage which is generally

agreed upon by mathematicians. For instance, the fact that one evaluates multiplication before
addition in the expression (2 + 3) x 4 is merely conventional. There is nothing inherently
significant about the order of operations. Mathematicians abide by conventions to allow other
mathematicians to understand what they write without constantly having to redefine basic terms.

The following symbols are commonly used in the operations:

Symbol Meaning Example
+ Add 3+4=7
- Subtract 5–2=3
x Multiply 4 x 3 = 12
÷ and / Divide 20 ÷ 5 = 4
ᴨ pi A = ᴨ r2
∞ infinity ∞ is endless
= Equals 1+1=2
≈ Approximately equals to ᴨ ≈ 3.14
≠ Not equal to ᴨ≠2
< and ≤ Less than, less than or equal to 2 <3
> and ≥ Greater than, greater than or equal to 5 >1
√ Square root (radical) √4 = 2
0
degrees 200
‫؞‬ therefore a=b‫ ؞‬b=a

There are structural rules governing the use of symbols representing mathematical objects.

Characteristics of the Mathematics Language

 Precise (able to make very fine distinctions or definitions)
Example: The use of mathematical symbol is only done based on its meaning and
purpose. Like + means add,- means subtract, x means multiply and (/) (÷) means
divide.
 Concise (able to say things briefly)
Example: The long English sentence can be shortened using mathematical
symbols. Eight plus two equals ten means 8 + 2 = 10.
 Powerful (able to express complex thoughts with relative ease)
Example: The application of critical thinking and problem solving skill requires
the comprehension, analysis and reasoning to obtain the correct solution.

Difficulties
 The word “is” could mean equality, inequality, or membership in a set.
 Different use of a number (cardinal, ordinal, nominal, ratio)
 Mathematical objects may be represented in many ways such as sets and
functions.
 The word “and” and “or” mean differently in mathematics from its English use.
Conversion of Mathematical Statement and Algebraic Expressions to English Statement

Basic Mathematical English Translation

Statements
 Three plus four equals seven.
 Three plus four is equal to seven.
 Three increased by four is seven.
 Three augmented by four equals seven.
3+4=7 Common Errors:
 Three plus fouris equals to seven. (Grammar)
 The sum of three and four equal to seven. (Grammar)
 Ten minus two is eight.
 Ten less two is eight.
 Two less than ten is equal to eight.
10 – 2 = 8  The difference of two and ten is eight.
Common Errors:
 Ten less than two is eight. ( Connotes different meaning)
 The difference of two and ten is eight. (Connotes different meaning)
 Seven times two is fourteen.
 The product of seven and two is fourteen.
 Twice the number seven is fourteen.
7 (2) = 14 Common Errors:
 Double the seven is fourteen. (Grammar)
 Twice the product of two and seven is fourteen. (Redundant)
 Six divided by two is three.
 The quotient of six and two is three.
 The ratio of six and two is three.
6÷2 = 3 Common Errors:
 The quotient of two and six is three (Connotes different meaning)
 The ratio of two and six is to three. (connotes different meaning)
Combined
Mathematical English Translation
Statements
 The sum of six and two all over four is two.
6 + 2= 2  The ratio of six plus two, and four is equal to two.
 Two is the quotient when the sum of six and two is divided by four.
4 Common Errors:
 Six plus two divided by four is two (Connotes different meaning)
 Twice the difference of twelve and four is sixteen.
 The product of two and twelve less the product of two and four is sixteen.
Common Errors:
2 (12 – 4) = 16  Double the difference of twelve and four is sixteen. (Connotes different
meaning)
 Twelve minus four times two is sixteen. Connotes different meaning)
Algebraic Statements English Translation
2x =14  Twice a number is equal to fourteen.
 Two times a number is fourteen.
3 (2x – 1) = 4  Trice the difference of twice a number and one is four.
 Three, multiplied to the difference of twice a number less one, is four.
2 (x + 1) = 5  The ratio of twice the sum of a number and one, and three is equal to five
3
REFERENCES

Aufmann, R, J. Lockwood, R. Nation, and D. Clegg. 2018. Mathematics in the Modern World
14th Edition, Cengage Learning

Daligdig, Romeo. 2019. Mathematics in the Modern World. Lorimar Publishing Inc.

Rodriguez, MJ, I. Salvador, F. Ragma, E. Torres, E. Manalang, N. Oredina, and J. Ogoy. 2018
Mathematics in the Modern World. Nieme Publishing House Co. Ltd.Philippine
Copyright.

Note:

You can use all your available resources most convenient to you in our course.

THANK YOU AND KEEP SAFE EVERYONE

Assessment Task(4)

Name: ___________________________ Course, Year & Section: _______________ Score:

_______

A. Translate each of the following phrases into a mathematical expression. (Use x, y & z to
represent a variable)
1. The sum of a number and 10.
______________________________________________________
2. The product of two numbers.
______________________________________________________
3. One – half times the sum of two numbers.
____________________________________________
4. Twice a number.
________________________________________________________________
5. Four times the square of a number.
__________________________________________________
6. Three less than twice a number.
____________________________________________________
7. Five more than three times a number.
________________________________________________
8. One – half of a number.
___________________________________________________________
9. The square of the sum of 5 and a certain number.
______________________________________
10. The sum of the square of two numbers.
______________________________________________

B. Translate each of the following mathematical expression into English phrases.

1. x + 5
________________________________________________________________________
2. x – y = 10
____________________________________________________________________
3. y ≥ 10
_______________________________________________________________________
4. ½ x
________________________________________________________________________
_
5. x + 3 ≈ 20
____________________________________________________________________
6. 2x2_____________________________________________________________________
____
7. x – 20 ≠ 12
___________________________________________________________________
8. 3x – 5
_______________________________________________________________________
9. x2 +
y2______________________________________________________________________
_
10. ( x + y )
2
____________________________________________________________________
Assessment Task (5)

Name: ___________________________ Course, Year & Section: _______________ Score:

_______

Summative Test/Multiple Choice Tests

DIRECTIONS: Choose the letter of the correct answer and write it on the blank provided before
the number.
_____1. Why is language important?
a. To understand and express one’s ideas, feelings or opinions.
b. Language serves as the transmitter of information and knowledge.
c. Language helps to construct social identity.
d. a,b,c
_____2. The Language of Mathematics was designed to _________________.
a. Write about things such as numbers, sets, and functions.
b. Do something about things such as add, subtract, multiply, and divide.
c. Govern the use of symbols representing mathematical objects.
d. All of these
_____3. The mathematical symbol (+) is used to ______
a. Add b. increase c. plus d. All of these
_____4. Which of the following mathematical symbols is used to multiply numbers?
a. - b. + c. x d. ÷
_____5. The following are definitions given to Language, except one. Which is it?
a. Language is a systematic way of communicating with other people by the use
of sounds or conventional symbols.
b. Language is the use of words in order to understand one another.
c. Language is a system of words used in a particular discipline.
d. Language is a system of abstract codes which represent antecedent events and
concepts and arrange in order sequence to form words.
_____6. Which of the following is / are components of the language of Mathematics?
a. Grammar tells language consists of rules and patterns to arranged units.
b. Discreteness conveys that language consist of minimal units.
c. Displacement reveals that language can convey imaginary, distant, past, present
and future statements
d. All of these
_____7. The alphabet starts with a,b,c, and this usually mean ______.
a. positive integers b. constant c. variables d.
unknown
_____8. Which of the following mean positive integers?
a. ...x,y,z b. a,b,c c. I,j,k,l,m,n d.
m,n,o,p
_____9. What do you call the system used by mathematicians to communicate mathematical
ideas among themselves?
a. Mathematical system b. Language of Mathematics
c. Mathematical Symbol d.. Mathematical Formulas
_____10. Mathematics as a language has syntax to _________.
a. make the expression well – formed
b. make the character and symbols clear and valid that does not violate the rules
c. Both a & b
d. None of these
_____11. Which of the following describes Mathematical Conventions?
a. It is a fact b. It is a name c. It is a notation d. all
of these
_____12. In the following example of mathematical operation ῆ ≈ 3.14, the symbol ≈ means
a. not equal to b. square root c. approximately equal to d. degrees
_____13. How does the mathematical symbol therefore be presented?
a. √ b.ῆ c ____‫____________؞‬ d. ≠
_____14. When the mathematical language is able to express complex thoughts with relative
ease, then it is __
a. Precise b. Concise c. Powerful d.
Exercise

_____15. One characteristic of the mathematical language is that it is precise. What does it
mean?
a. Able to make very fine distinctions or definitions.
b. Able to express complex thoughts with relative ease.
c. Able to say things briefly
d. All of these
_____16. Which characteristic of the mathematics language is described as being able to say
things briefly?
a. Powerful b. Plentiful c. Precise d, Concise
_____17. Mathematical Language has its own difficulties. Which of the following is the
difficulty?
a. Different use of a number (cardinal, ordinal, nominal, ratio)
b. The word “and “ and “ a “ mean differently in Mathematics from the English
use.
c. The word “is” could mean equality, inequality or membership in a set.
d. a,b,c
_____18. Which expression represents a number ?
a. 3 b. { 3 } c. ( x, y ) d. [ ]
_____19. An ordered pair is expressed as _____
a. 3 b. { 3 } c. ( x,y ) d. [ ]
_____20. Which of the following is a False sentence in the language of mathematics?
a. 1+ 2 = 3 b. 1 + 2 = 4 c. 2 + 2 = 4 d. 1 + 3 = 4