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The essay involves analyzing the growth of mathematics and the role that an individual and the culture play in it. The article is also concerned with the increasing problem in mathematics education; study show that as children grow up, they seem to remember very little of the math which they have seen[1]. The strong assumption is that it will make all the difference in the math history of a child if a week junction can be made between the child that does elementary word and the side of the child that handles any challenging intellectual activity[2].
The introduction of math’smath’s problems such as algorithm or calculator solutions does not really cultivate the problem-solving state of mind but what is more notable and therefore memorable is the pattern which is being exploited by the algorithm or the calculator[3], patterns and accompanying ideas are far more likely to capture and hold the interest of children or basically learners in different ways. This difference depends on individuality and culture; in this light, the assay shall focus on researchers who analyzed the History of math with references to individuality and culture.
According to Leonhard Euler[4], the great mathematician and the writer of the introduction to the History of mathematics involve the daily spoken, written, and read language. Euler developed many other concepts such as the Euler-Mascheroni concept, Euler circles, and many others; he worked in cooperation with a number of other individuals to bring the concept that mathematics was a simple masterly of commands and practice and creativity was all it needed.
Euler brought the idea that an individual must ‘’develop’’ by this; he meant that the little knowledge gained should be utilized by expanding one’s knowledge on the specific areas, which will result in new ideas. This is clearly seen in rich sources of information on which include a number of theories, mechanics analysis, music theory, cartography, and naval science.[5].
John Napier also worked together with Matthew Hennessy and brought the idea that distributed systems are fast becoming a norm in computer science[6]. Hence, formal mathematical models and theories of distributed behavior are necessary in order to understand the new technology. Peterson, Ivars[7] proposed a distributed pi-calculus for describing the behavior of mobile agents in a distributed world which was based on an existing formal language.
Shotsberger, Paul. Kepler and Wiles[8] gave an approach to continuity, differentiability, and integration to make it easier to understand the subject considering people have different interests and reason differently. The topic that he generally glossed over is the standard calculus by analyzing reasoning through asking questions which have more than one correct answer to be in a position to analyze the creativity and the level open-minded individuals; examples of questions he placed were; the definition of continuous function and how exactly can one give careful definition of ‘’integral’’. David Alexander questions are one of the mysterious points in a calculus course this is as a result of rigorous treatment of the integration.
In making the concept more understandable by different individuals the latter has enhanced the use of graded examples and exercise which have complete solutions to assist in guiding the students through the difficult points. (Leonhard Euler, 1707-1783,”” 273-277).
Dean Paul p. Boyd[9] interest in the field of mathematics especially philosophical or purely theoretical phases of the subject seem handicapped this based on comparison with the co-workers in the other fields especially those related with the ‘’man in the streets’’. Paul states that a practical man looks upon exposure to achieve his goals but still this depends on societal indifferences to realities, in addition he says mathematics goes the serene way of his spiritual and mental life knowing that the unseen can not be separated to the world of sense, this meant that if there is to be any answer to the Riddle of universe there is need to have a change in the human progress.
The individuals must come out from the usual thinking to a better and broad way, it is sometimes difficult to convince the non-mathematical man, if there be such, that the life of the mathematical philosopher is well spent. Some of the oldest works of art made by Plato a philosopher in a stream of ever-increasing volume which unlocking the doors of science as pervasive in the structure of modern life as mathematics may not be able to justify this. Paul finally stated that mathematics can only develop if individuals will is enhanced.[10]
In conclusion, the development of mathematics is based on individual cultural and social practices which also enhance the spread and understanding of the day to day living.
References
- Berndt, Bruce C. Srinivasa Ramanujan. The American scholar (Online) Spring89, Vol. 58 Issue 2, p. 234.
- Liljedahl, Peter. Mathematical Discovery: Hadamard Resurrected International Group for the Psychology of Mathematics Education, 28th Bergen.
- Thebault, V. A A French Mathematician of the Sixteenth Century: Jacques Peletier (1517-1582). Mathematics Magazine.
- Leonhard Euler, The Mathematical Community, page 10, Appendix, page 27.
- Johannes Kepler, The Mathematical Community, page 10, Appendix, page 26.
- John Napier, Appendix, page 26.
- Peterson, Ivars. Unveiling the Work of Archimedes. Science News, 01/29/2000, Vol. 157 Issue 5, p77, 1/5p.
- Shotsberger, Paul. Kepler and Wiles: models of perseverance. Mathematics Teacher 93 no8.
- Boyd, Dean Paul. Mathematics as a Personal Experience. National mathematics magazine.
- Alexanderson, G.L. Ars Expositionis: Euler as Writer and Teacher. Mathematics magazine (Online): Volume 56, Number 5, (1983).
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