Some people think that
mathematics only involves calculations. When they do not see numbers they think
it is not mathematics. This thinking limits the application of mathematics. In
fact mathematics is more than doing calculations, solving equations, proving
equations, or doing algebra; more than doing Geometry or calculus and more than
a way of thinking.
Mathematics permeates in
designs such as shapes of buildings, basketry, waves, and puzzles and even in
spirals. Examples of mathematics in nature include, the crest of a wave, the spiral
of a spider’s web, the curve of a palm frond and tessellation patterns of
scales of fish. Mathematics is ancient and yet new. It is linked to so many
ideas and aspects of the universe.
In mathematics you
find numbers, abstract ideas, concepts that appear cold and dull to the
untrained eye or those who keep afar from it. However, when mathematics is seen
as a college, its creativity and beauty emerge. I encourage you to stand back
and view mathematics with open eyes and mind. Each time you look at its
treasures you will be made aware of its beauty. Make it your friend and it will
prove to be a friend in deed. I hope you will marvel at its realm and scope at
the same time experience the joy it can give you.
Today mathematicians
are using the computer to visualize, create models and delve into once
indescribable worlds. The changes in the last few decades are mind boggling.
Professions from many areas are discovering and using computer imagery. For example,
surgeons can use computer images to study surgical areas; architects can view
their designs in completed forms with landscape and different lighting from any
angle. Mathematics is currently finding applications in all walks of life. It
is almost acting as a back-bone.
Also, environmentalists
can predict outcomes of natural phenomena whereas pilots can experience all
sorts of circumstances without leaving the ground. Likewise, the musicians can
create musical scores using the computer as an instrument. Other examples are: the
health officials who can track and anticipate the spread of contagious diseases;
cinematographers and artists who can create a realistic fantasy scene without
lifting a brush; not forgetting the teacher who can use the computer to aid
teaching and many other professions.
Mathematics is an
essential tool in travelling. A traveller needs to calculate distances and even
costs involved. Drivers need to know breaking distances to avoid fatal
accidents. They also need to know their time reaction in to know how fast to
react to stimulus. Speed and acceleration are calculated by mathematics
formulae and rules.
During a pi- day
celebration conducted at Tanzania Institute of Education on 14th
March in 2008, Dr John Maghufuli who was the guest of honour at the occasion
fascinated the participants by saying that he used mathematics to capture the illegal
fishers. “With mathematics you can solve a lot of difficult problems,” he
continued as participants cheered to prise him.
The fascination of
mathematics is fundamentally the same as the fascination of exploration except
that the discoveries are made in the realm of ideas rather than in physical
space. No doubt the pleasure is greatest when an idea is clarified and achieved
after a struggle. It is not leant by rote. It is not possible for our pupils to
rediscover the whole of mathematics for themselves, or even those portions of
it which seem to have the greatest relevancy today, but fortunately the
pleasure seems to be experienced under guided discovery. It is important that
the classroom activities should be carried with a certain degree of expectancy.
New ideas, fresh discoveries and deepened interest are just around the corner
waiting to flourish if we can give them room.
As mathematics
develops into a body of knowledge, new pleasures appear. Ideas which may have
been discovered by intuition or experiment quite separately are found to be logically
connected. The relationship between them can sometimes be traced in peculiarly
satisfying manner that is described as beautiful or elegant, and then they can
give great pleasure. This pleasure seems to vary from person to person. Some
pupils do not acquire this at all. Quite a number of them have claimed that
they got no clue and as a result the got bored.
However, there is
another approach to mathematics which seems to have a wider appeal. This is a
route through its applications, the mathematics being at first a means to an
end desired for other reasons. It may be gaining a career like engineering or
it may be reached through the learner’s interest in doing things and putting
things together as making models, drawing and designing, making patterns and
making simple calculating devices. In this approach the interest of the application
can sustain an interest even in trivial mathematics.
The practitioner sooner
or later discovers that an understanding of principles enables her/him to make
his/her own adaptations of standard methods and to devise new ways of dealing
with difficulties. The judicious use of problems can be very successful.
Grading the problems can increase the fascination among the learners. The art
of using problems in teaching mathematics consists of striking a balance
between setting too many difficult ones and so spreading gloom and despondency,
and setting too many easy ones and so failing to get any fascination at all.
We believe the shift
of paradigm being advocated today is likely to increase the fascination in
Mathematics. One day we may wonder why there are so many people who have
developed interest in mathematics .We will then remark: “Why did it take that
long to achieve this?” We will be able to say in confidence, “fascination in
mathematics has done it.” Do you agree?
END
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