The Development of the Concept of Irrational Numbers
Irrational numbers are real numbers that cannot be written as a simple fraction or a whole number. For example, irrational numbers can be included in the category of √2, e, Π, Φ, and many more. The √2 is equal to 1.4142. e is equal to 2.718. Π is equal to 3.1415. Φ is equal to 1.6180. None of these numbers are “pretty” numbers. Their decimal places keep going and do not end. There is no pattern to the numbers of the decimal places. They are all random numbers that make up the one irrational number. The concept of irrational numbers took many years and many people to discover and prove (I.P., 1997).
There are many people that contributed to the discovery of irrational numbers. Some of these people include Hippasus of Metapontum, Leonard Euler, Archimedes, and Phidias. Hippasus found the √2. Leonard Euler found the number e. Archimedes found Π. Phidias found the golden ratio. Hippasus found the first irrational number of √2. In the 5th century, he was trying to find the length of the sides of a pentagon. He successfully found the irrational number when he found the hypotenuse of an isosceles right triangle. He is thought to have found this magnificent finding at sea. However, his work is often discounted or not recognized because he was supposedly thrown overboard by fellow shipmates. His work contradicted the Pythagorean mathematics that was already in place. The fundamentals of the Pythagorean mathematics was that number and geometry were not able to be separated (Irrational Number, 2014).
Zeno of Elea was the next person who attempted to prove irrational numbers by challenging the Pythagorean mathematics as well. He lived from 490BC to 430BC. Zeno had influence from Socrate...
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...r position in mathematics and their relation until about the 5th century. People began to have a drive to find more about the irrational numbers. Euler put a symbol with Π and e, but he was not the first to discover these wonderful numbers that help people in every day activities and jobs.
Works Cited
Burton, D. (2011). The History of Mathematics: An Introduction. (Seventh Ed.) New York, NY. McGraw-Hill Companies, Inc.
I.P. (1997). Assessing irrational irregularity. Science News, 151(22), 340.
Irrational Number. (Apr. 4, 2014). Irrational Number. .
O’Connor, J. J. & Robertson, E. F. (Sept. 2001). The Number e. .
Ramasinghe, W. (2005). A Simple Proof e2 is Irrational. International Journal of Mathematical Education in Science and Technology, 36(4):407-441
In an earlier section of The Ascent of Man titled “The Music of the Spheres” Bronowski taught us more about numbers and their origin in the section that states:
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Fundamentally, mathematics is an area of knowledge that provides the necessary order that is needed to explain the chaotic nature of the world. There is a controversy as to whether math is invented or discovered. The truth is that mathematics is both invented and discovered; mathematics enable mathematicians to formulate the intangible and even the abstract. For example, time and the number zero are inventions that allow us to believe that there is order to the chaos that surrounds us. In reality, t...
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Euclid and Archimedes are two of the most important scientists and mathematicians of all time. Their achievements and discoveries play a pivotal role in today’s mathematics and sciences. A lot of the very basic principles and core subjects of mathematics, physics, engineering, inventing, and astronomy came from the innovations, inventions, and discoveries that were made by both Euclid and Archimedes.
Countless time teachers encounter students that struggle with mathematical concepts trough elementary grades. Often, the struggle stems from the inability to comprehend the mathematical concept of place value. “Understanding our place value system is an essential foundation for all computations with whole numbers” (Burns, 2010, p. 20). Students that recognize the composition of the numbers have more flexibility in mathematical computation. “Not only does the base-ten system allow us to express arbitrarily large numbers and arbitrarily small numbers, but it also enables us to quickly compare numbers and assess the ballpark size of a number” (Beckmann, 2014a, p. 1). Addressing student misconceptions should be part of every lesson. If a student perpetuates place value misconceptions they will not be able to fully recognize and explain other mathematical ideas. In this paper, I will analyze some misconceptions relating place value and suggest some strategies to help students understand the concept of place value.
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By 1904 Ramanujan had begun to undertake deep research. He investigated the series (1/n) and calculated Euler's constant to 15 decimal places. He began to study the numbers, which is entirely his own independent discovery.
The history of mathematics has its roots on the African continent. The oldest mathematical object was found in Swaziland Africa. The oldest example of arithmetic was found in Zaire. The 4000 year old, Moscow papyrus, contains geometry, from the Middle Kingdom of Egypt, Egypt was the cradle of mathematics. The great Greek mathematicians, including Pythagoras, Thales, and Exodus all acquired much of their mathematics from Egypt, including the notion of zero. This paper will discuss a brief history of mathematics in Africa. Starting with the Lebombo bone and the Ishango Bone, I will then present Egyptian mathematics and end with a discourse on Muslim mathematics in African. “Most histories of mathematics devote only a few pages to Africa and Ancient Egypt... Generally they ignore the history of mathematics in Africa … and give the impression that this history either did not exist or, at least …is not knowable.”
Melville, Duncan J, Tokens: the origin of mathematics, St Lawrence University IT Retrieved January 19th 2014, from St Lawrence University: http://it.stlawu.edu/~dmelvill/mesomath/tokens.html
The history of math has become an important study, from ancient to modern times it has been fundamental to advances in science, engineering, and philosophy. Mathematics started with counting. In Babylonia mathematics developed from 2000B.C. A place value notation system had evolved over a lengthy time with a number base of 60. Number problems were studied from at least 1700B.C. Systems of linear equations were studied in the context of solving number problems.