Importance of Mathematics in Daily Life
The mathematical tools that he can use for this purpose could be logical reasoning, problem solving ability, basic arithmetic etc. Basically it is the ability to think from various view points that helps him the most. And that itself is a part of mathematics.
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The invention and ideas of many mathematicians and scientists led to the development of the computer, which today is used for mathematical teaching purposes in the kindergarten to college level classrooms. With its ability to process vast amounts of facts and figures and to solve problems at extremely high speeds, the computer is a valuable asset to solve the complex math-laden research problems of the sciences as well as problems in business and industry. Major applications of computers in the mathematical sciences include their use in mathematical biology, where math is applied to a discipline such as medicine, making use of laboratory animal experiments as surrogates for a human biological system. Mathematical computer programs take the data drawn from the animal study and extrapolate it to fit the human system. Then, mathematical theory answers the question of how far these data can be transformed yet still preserve similarity between species. Mathematical ecology tries to understand the patterns of nature as society increasingly faces shortages in energy and depletion of its limited resources. Computers can also be programmed to develop premium tables for life insurance companies, to examine the likely effects of air pollution on forest productivity, and to simulate mathematical model outcomes that are used to predict areas of disease outbreaks. Mathematical geography computer programs model flows of goods, people, and ideas over space so that commodity exchange, transportation, and population migration patterns can be studied. Large-scale computers are used in mathematical physics to solve equations that were previously intractable, and for problems involving a third dimension, numerous computer graphics packages display three-dimensional spatial surfaces. A byproduct of the advent of computers is the ability to use this tool to investigate nonlinear methods. As a result, the stability of our solar system has been checked for millions of years to come. In the information age, information needs to be stored, processed, and retrieved in various forms. The field of cryptography is loaded with computer science and mathematics complementing each other to ensure the confidentiality of information transmitted over telephone lines and computer networks. Encoding and decoding operations are computationally intense. Once a message is coded, its security may hinge on the inability of an intruder to solve the mathematical riddle of finding the prime factors of a large number. Economical encoding is required in high-resolution television because of the enormous amount of information. Data compression techniques are initially mathematical concepts before becoming electromagnetic signals that emerge as a picture on the TV screen. Mathematical application software routines that solve equations, perform computations, or analyze experimental data are often found in area-specific subroutine libraries which are written most often in Fortran or C. In order to minimize inconsistencies across different computers, the Institute of Electrical and Electronics Engineers (IEEE) standard is met to govern the precision of numbers with decimal positions. The basic configuration of mathematics learning in the classroom is the usage of stand-alone personal computers or shared software on networked microcomputers. The computer is valued for its ability to aid students to make connections between the verbal word problem, its symbolic form such as a function, and its graphic form. These multiple representations usually appear simultaneously on the computer screen. For home and school use, public-domain mathematical software and shareware are readily available on the Internet and there is a gamut of proprietary software written that spans the breadth and depth of the mathematical branches (arithmetic, algebra, geometry, trigonometry, elementary functions, calculus, numerical analysis, numerical partial differential equations, number theory, modern algebra, probability and statistics, modeling, complex variables, etc.). Often software is developed for a definitive mathematical maturity level. In lieu of graphics packages, spreadsheets are useful for plotting data and are most useful when teaching arithmetic and geometric progressions. Mathematics, the science of patterns, is a way of looking at the world in terms of entities that do not exist in the physical world (the numbers, points, lines and planes, functions, geometric figuresâ€”â€”all pure abstractions of the mind) so the mathematician looks to the mathematical proof to explain the physical world. Several attempts have been made to develop theorem-proving technology on computers. However, most of these systems are far too advanced for high school use. Nevertheless, the non-mathematician, with the use of computer graphics, can appreciate the sets of Gaston Julia and Benoit B. Mandelbrot for their artistic beauty. To conclude, an intriguing application of mathematics to the computer world lies at the heart of the computer itself, its microprocessor. This chip is essentially a complex array of patterns of propositional logic (p and q, p or q, p implies q, not p, etc.) etched into silicon . see also Data Visualization; Decision Support Systems; Interactive Systems; Physics. Patricia S. Wehman Devlin, Keith. Mathematics: The Science of Patterns. New York: Scientific American Library, 1997. Sangalli, Arturo. The Importance of Being Fuzzy and Other Insights from the Border between Math and Computers. Princeton, NJ: Princeton University Press, 1998.
Mathematics disorder, formerly called developmental arithmetic disorder, developmental acalculia, or dyscalculia, is a learning disorder in which a person's mathematical ability is substantially below the level normally expected based on his or her age, intelligence, life experiences, educational background, and physical impairments. This disability affects the ability to do calculations as well as the ability to understand word problems and mathematical concepts. Mathematics disorder was first described as a developmental disorder in 1937. Since then, it has come to encompass a number of distinct types of mathematical deficiencies. These include: The range and number of mathematical difficulties that have been documented suggests that there are several different causes for mathematics disorder. In addition, several known physical conditions cause mathematics disorder. Turner syndrome and fragile X syndrome, both genetic disorders that affect girls, are associated with difficulty in mathematics. Injury to certain parts of the brain can also cause inability to perform calculations. These conditions appear to be independent of other causes of mathematics disorder. Mathematics disorder is often associated with other learning disorders involving reading and language, although it may also exist independently in children whose reading and language skills are average or above average. The causes of mathematics disorder are not understood. Different manifestations of the disorder may have different causes. Symptoms of the disorder, however, can be grouped into four categories: language symptoms; recognition or perceptual symptoms; mathematical symptoms; and attention symptoms. People with language symptoms have trouble naming mathematical terms; understanding word problems; or understanding such mathematical concepts as "greater than" or "less than." People with recognition symptoms have difficulty reading numbers and such operational signs as the plus or minus signs, or aligning numbers properly in order to perform accurate calculations. Mathematical symptoms include deficiencies in the ability to count; to memorize such basic arithmetical data as the multiplication tables; or to follow a sequence of steps in problem solving. Attention symptoms are related to failures in copying numbers and ignoring operational signs. Sometimes these failures are the result of a person's carelessness. At other times, however, they appear to result from a lack of understanding of the factors or operations involved in solving the problem. In practical terms, parents and teachers may see the following signs of mathematics disorder in a child's schoolwork: These symptoms must be evaluated in light of the person's age, intelligence, educational experience, exposure to mathematics learning activities, and general cultural and life experience. The person's mathematical ability must fall substantially below the level of others with similar characteristics. In most cases, several of these symptoms are present simultaneously. The number of children with mathematics disorder is not entirely clear. The Diagnostic and Statistical Manual of Mental Disorders , which is the basic manual consulted by mental health professionals in assessing the presence of mental disorders, indicates that about 1% of school age children have mathematics disorder. Other studies, however, have found higher rates of arith metical dysfunction in children. Likewise, some studies find no gender difference in the prevalence of mathematics disorder, while others find that girls are more likely to be affected. Mathematics disorder, like other learning disabilities, however, appears to run in families, suggesting the existence of a genetic component to the disorder. Mathematics disorder is not usually diagnosed before a child is in the second or third grade because of the variability with which children acquire mathematical fluency. Many bright children manage to get through to fourth- or fifth-grade level in mathematics by using memorization and calculation tricks (such as counting on fingers or performing repeated addition as a substitute for multiplication) before their disability becomes apparent. Requests for testing usually originate with a teacher or parent who has observed several symptoms of the disorder. To receive a diagnosis of mathematics disorder according to the criteria established by the American Psychiatric Association, a child must show substantially lower than expected ability in mathematics based on his or her age, intelligence, and background. In addition, the child's deficiencies must cause significant interference with academic progress or daily living skills. In addition to an interview with a child psychiatrist or other mental health professional, the child's mathe matical ability may be evaluated with such individually administered diagnostic tests as the Enright Diagnostic Test of Mathematics, or with curriculum-based assessments. If the results of testing suggest mathematics disorder, such other causes of difficulty as poor vision or hearing, mental retardation , or lack of fluency in the language of instruction, are ruled out. The child's educational history and exposure to opportunities for learning mathematics are also taken into account. On the basis of this information, a qualified examiner can make the diagnosis of mathematics disorder. Children who receive a diagnosis of mathematics disorder are eligible for an individual education plan (IEP) that details specific accommodations to learning. Because of the wide variety of problems found under the diagnosis of mathematics disorder, plans vary considerably. Generally, instruction emphasizes basic mathematical concepts, while teaching children problem-solving skills and ways to eliminate distractions and extraneous information. Concrete, hands-on instruction is more successful than abstract or theoretical instruction. IEPs also address other language or reading disabilities that affect a child's ability to learn mathematics. Progress in overcoming mathematics disorder depends on the specific type of difficulties that the child has with mathematics, the learning resources available, and the child's determination to work on overcoming the disorder. Some children work through their disability, while others continue to have trouble with mathematics throughout life. Children who continue to suffer from mathematics disorder may develop low self-esteem and social problems related to their lack of academic achievement. Later in life they may be more likely to drop out of school and find themselves shut out of jobs or occupations that require the ability to perform basic mathematical calculations. There is no known way to prevent mathematics disorder. See also Reading disorder; Disorder of written expression American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 4th ed., text revised. Washington DC: American Psychiatric Association, 2000. Sadock, Benjamin J. and Virginia A. Sadock, eds. Comprehensive Textbook of Psychiatry. 7th ed. Vol. 2. Philadelphia: Lippincott Williams and Wilkins, 2000. Jordan, Nancy, and Laurie B. Hanich. "Mathematical Thinking in Second-Grade Children with Different forms of LD." Journal of Learning Disabilities 33 (November 2000): 567-585. Learning Disabilities Association of America. 4156 Library Road Pittsburgh, PA 15234-1349. (412) 341-1515.
Over the centuries, people have thought of mathematics, and have defined it, in many different ways. Mathematics is constantly developing, and yet the mathematics of 2,000 years ago in Greece and of 4,000 years ago in Babylonia would look familiar to a student of the twenty-first century. Mathematics, says the mathematician Asgar Aaboe, is characterized by its permanence and its universality and by its independence of time and cultural setting. Try to think, for a moment, of another field of knowledge that is thus characterized. "In most sciences one generation tears down what another has built and what one has established another undoes. In Mathematics alone each generation builds a new story to the old structure," noted Hermann Henkel in 1884. The mathematician and philosopher Bertrand Russell said that math is "the subject in which we never know what we are talking about nor whether what we are saying is true." Mathematics, in its purest form, is a system that is complete in itself, without worrying about whether it is useful or true. Mathematical truth is not based on experience but on inner consistency within the system. Yet, at the same time, mathematics has many important practical applications in every facet of life, including computers, space exploration, engineering, physics, and economics and commerce. In fact, mathematics and its applications have, throughout history, been inextricably intertwined. For example, mathematicians knew about binary arithmetic , using only the digits 0 and 1, for years before this knowledge became practical in computers to describe switches that are either off (0) or on (1). Gamblers playing games of chance led to the development of the laws of probability . This knowledge in turn led to our ability to predict behaviors of large populations by sampling . The desire to explain the patterns in 100 years of weather data led, in part, to the development of mathematical chaos theory . Therefore, mathematics develops as it is needed as a language to describe the real world, and the language of mathematics in turn leads to practical developments in the real world. Another way to think of mathematics is as a game. When players decide to join in a gameâ€”say a game of cards, a board game, or a baseball gameâ€”they agree to play by the rules. It may not be "fair" or "true" in the real world that a player is "out" if someone touches the player with a ball before the player's foot touches the base, but within the game of baseball, that is the rule, and everyone agrees to abide by it. One of the rules of the game of mathematics is that a particular problem must have the same answer every time. So, if Bill says that 3 divided by 2 is 1Â½, and Maria says that 3 divided by 2 is 1.5, then mathematics asks if these two different-looking answers really represent the same number (as they do). The form of the answers may differ, but the value of the two answers must be identical if both answers are correct. Another rule of the game of mathematics is consistency. If a new rule is introduced, it must not contradict or lead to different results from any of the rules that went before. These rules of the game explain why division by 0 must be undefined. For example, when checking division by multiplication it is clear that 10 divided by 2 is 5 because 2 Ã— 5 is 10. Suppose 10/0 is defined as 0. Then 0 Ã— 0 must be 10, and that contradicts the rule that 0 times anything is 0. One may believe that 0 divided by 0 is 5 because 0 Ã— 5 is 0, but then 0 divided by 0 is 4, because 0 Ã— 4 is also 0. There is another rule in the game of mathematics that says if 0 divided by 0 is 5 and 0 divided by 0 is 4, then 5 must be equal to 4â€”and that is a contradiction that no mathematician or student will accept. Mathematics depends on its own internal rules to test whether something is valid. This means that validity in mathematics does not depend on authority or opinion. A third-grade student and a college professor can disagree about an answer, and they can appeal to the rules of the game to decide who is correct. Whoever can prove the point, using the rules of the game, must be correct, regardless of age, experience, or authority. Mathematics is often called a language. Numbers and symbols are understood without the barrier of translation, and mathematics can be used to describe many aspects of today's world, from airline reservation systems to theories about the shape of space. Yet learning the vocabulary of mathematics is often a challenge and can be confusing. For example, mathematicians speak of the "bottom" of a fraction as the "denominator," which is a pretty frightening word to a beginner. But, like any language, mathematics vocabulary can be learned, just as Spanish speakers learn to say anaranjado, and English speakers learn to say "orange" for the same color. In Islands of Truth (1990), the mathematician Ivars Peterson says that "the understanding of mathematics requires hard, concentrated work. It combines the learning of a new language and the rigor of logical thinking, with little room for error." He goes on to say "I've also learned that mystery is an inescapable ingredient of mathematics. Mathematics is full of unanswered questions, which far outnumber known theorems and results. It's the nature of mathematics to pose more problems than it can solve." see also Mathematics, New Trends in. Lucia McKay Aaboe, Asger. Episodes from the Early History of Mathematics. New York: Random House, 1964. Denholm, Richard A. Mathematics: Man's Key to Progress. Chicago: Franklin Publications, 1968. Flegg, Graham. Numbers, Their History and Meaning. New York: Barnes & Noble Books, 1983. Peterson, Ivars. Islands of Truth: A Mathematical Mystery Cruise. New York: W. H. Freeman and Company, 1990.
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Answers:Hardly any science can be done without some math. And science drives all technology. You wouldn't have a computer or internet if someone didn't know how to do the math involved in designing circuitry. People who think math and science aren't important should go back to living in caves.
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Answers:You can not image any thing without use of chemistry.Say for medicines, petrochemicals and fertilisers ( Made up of crude oil and natural gas or any other C-H compound), Inorganic Chemistry is used for metals and its derivatives a long list of such items.Organic Chemistry just we cannot image. and the derivatives from this like soap, cosmetics,medicines,furniture, switchs,power, cells, circuits,cables,insulation,pipes, -------
Answers:You need homework in English. I'm sure the homework assignment is only for you to realize that chemistry is everywhere and without we would not be a civilized and highly technical world. Chemistry Explains... * Cooking Chemistry explains how food changes as you cook it, how it rots, how to preserve food, how your body uses the food you eat, and how ingredients interact to make food. * Cleaning Part of the importance of chemistry is it explains how cleaning works. You use chemistry to help decide what cleaner is best for dishes, laundry, yourself, and your home. You use chemistry when you use bleaches and disinfectants and even ordinary soap and water. How do they work? That's chemistry! * Medicine You need to understand basic chemistry so you can understand how vitamins, supplements, and drugs can help or harm you. Part of the importance of chemistry lies in developing and testing new medical treatments and medicines. * Environmental Issues Chemistry is at the heart of environmental issues. What makes one chemical a nutrient and another chemical a pollutant? How can you clean up the environment? What processes can produce the things you need without harming the environment? We're all chemists. We use chemicals every day and perform chemical reactions without thinking much about them. Chemistry is important because everything you do is chemistry! Even your body is made of chemicals. Chemical reactions occur when you breathe, eat, or just sit there reading. All matter is made of chemicals, so the importance of chemistry is that it's the study of everything.