SME 430: History of Mathematics

Week 10 - Linear Equations

1
 Itinerary
Announcements Discussion of Reading
- Solving Linear
Biographies Equations

Timeline Activity - Linear

Systems
Proof Discussion
Closing
Discussion of Reading
- Writing Algebra

Break

2
 Alexander Carl Gustav Jacob
Niels Henrik Abel
Grothendieck Jacobi

Biographies
3
Timeline
4
 Al-Jawhari (800 - 860)
Mahavira (800 - 870)
Govindasvami (800 - 860)
al-Kindi (805 - 873)
Hunayn (808 - 873)
Banu Musa, Ahmad & al-Hasan & Muhammad (810-873)
Al-Mahani (820 - 880)
Prthudakasvami (830 - 890)
Ahmed (835 - 912)
Thabit (836 - 901)
Sankara Narayana (840 - 900)
Abu Kamil (850 - 930)
al-Battani (850 - 929)
Sridhara (870 - 930)
Sinan (880 - 943)
Al-Nayrizi (875 - 940)
Al-Khazin (900 - 971)
Ibrahim (908 - 946)
al-Uqlidisi (920 - 980)
Aryabhata II (920 -1000)
Abu'l-Wafa (940 - 998)
al-Quhi (940 -1000)
Al-Khujandi (940 -1000)
Vijayanandi (940 -1010)
al-Sijzi (945 -1020)
Yunus (950 -1009)

800 A.D. 850 A.D. 900 A.D. 950 A.D. 1000 A.D.

5
 Proof
In small groups discuss the following questions...
What is proof?
How is proof used in mathematics? In math
education? In real life?
How are these the same and how are they
different?
Why do we use proof in these different
contexts?
What is the difference bet ween a deductive
proof and an inductive proof?
6
Deduction vs. Induction
Begin with premises Begin with some data
that are assumed to be and determine what
true. Then determine general conclusions
what else would have can be logically
to be true if the derived from that
premises are true. data.

Suppose for any line k We know that the sum

and any point p not on of the first n integers
that line there exists is equal to n*(n+1)/2.
only one line j such Prove this for n+1
that j is parallel to k numbers.
and passes through p...
7
 Geometric vs.
Algorithmic
(a+b)2 = a +2ab+b
2 2

(a+b)2 = (a+b)*(a+b)
= (a+b)*a+(a+b)*b
b ab b2 = a*(a+b)+b*(a+b)
= a*a+a*b+b*a+b*b
= a*a+a*b+a*b+b*b
= a*a+2*a*b+b*b
a a2 ab = a2+2ab+b2
a b
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 Sketchpad & Proof

Diagonals of a Rhombus

9
 Technology & Proof
4-Color Theorem
1974 - Kenneth Appel & Wolfgang Haken
at the University of Illinois
633 fundamental configurations of maps
Each is reducible to a simpler
configuration
1200 hours of computer time
Computer performed tens of millions of
calculations
1975 article contained...
50 pages of text and diagrams
85 pages of almost 2500 additional
diagrams
400 microfiche pages of further
diagrams and verifications of claims in
the main text.

10
 Discussion of Reading
(Writing Algebra)
What is your own definition/description of algebra?
Is there a formal definition of algebra? (If so, what?)
What are the characteristics of algebra that
distinguish it from other branches of mathematics?
How is a symbolic style different from a rhetorical
style in algebra?
Give an example of each, and state one advantage of
each approach.
11
 Break
(Back in 10 minutes)

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 Discussion of Reading
(Solving Linear Equations)
What is the false position method?
Give some examples of the method.
Consider the problem, a quantity and its fifth
becomes 24.
A third of a quantity is taken from half of a
quantity and becomes 18.
Solve these problems with our traditional algorithm.
How is the mathematics used in these t wo solutions
the same? Different? Are there any similarities
bet ween this method other methods we use today.
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 Discussion of Reading
(Solving Linear Equations)

What are the different approaches we use to solve

these problems today?
Will the false position method method work for all
first degree algebraic problems? How do you know?

14
 Activity
Representations of Linear Equations
Break into groups of three
Complete one problem set
Prepare to explain how you solved
each problem
Take notes on how other groups
solved their problems

15
 Homework
Read the following sketches...
10 - A Square and Things (Quadratic
Equations) p. 105-108
11 - Intrigue in Renaissance Italy
(Solving Cubic Equations) p. 109-112
Respond to the prompts on the
discussion forum.

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 • What is proof?

Proof (provides/is) evidence that something has to be true (or not true). Provides a
reason that something is true (or not true).

I proved the Pythagorean Theorem means…

This means I took a given, and used supporting facts in a step by step (sequential)
manner which can be followed to supports a conclusion, and arrived at a conclusion.

• How is proof used in mathematics? In math education? In real life?

o How are these the same and how are they different?

Mathematics – tend to think it’s something new, uses theorems and theories

Math Education – tend to think it’s something already done, use manipulatives (not
just words), proof can also mean convincing someone, but not necessarily a formal
proof. Visual signals can be convincing. Understanding a proof can lead to greater
understanding of what was proved.

Real life – the scope (one instance vs. all instances), trying to get evidence to be
convinved. Visual signals can be convincing.

All of these areas tend to be about convincing someone that something is true.

o Why do we use proof in these different contexts?

• What is the difference between a deductive proof and an inductive proof?

Discussion of Reading (Writing Algebra)

• What is your own definition/description of algebra?

o Is there a formal definition of algebra? (If so, what?)

Algebra (colloquial) – equations and expressions that include symbols and variables
(that represent quantities). Can use algebra to maipulate equations to isolate a
variable. Solving for an unknown. Manipualtion of plynomials that can also
represent graphs.

Algebra (formal) A part of mathematics in which letters and other general symbols,
are used to represent numbers and quantities in formulae and equations.

Algebra problems (formal) – regardless of how it is written, it is a questions about

numerical operations and relations in which an unknown quantity must be deduced
from known ones.

• What are the characteristics of algebra that distinguish it from other

branches of mathematics?

Equations are already set equal to something, as opposed to being a variable.

Algebra uses arithmetic to find an answer, but arithmetic doesn’t use algebra to find
an answer.

Algebra is a generalization of arithmetic.

Geometry involves shapes/pictures.

Algebra may be used in geometry solutions.

• How is a symbolic style different from a rhetorical style in algebra?

o Give an example of each, and state one advantage of each approach.

X^2+5x+6=0 <- Symbolic algebra

S + 5T + 6 is 0. <- Syncopated algebra

A square and five things and six is equal to zero. <- Rhetorical style uses words.
Discussion of Reading (Solving Linear Equations)

• What is the false position method?

o Give some examples of the method.

o Consider the problem, a quantity and its fifth becomes 24.

o A third of a quantity is taken from half of a quantity and becomes 18.

• Solve these problems with our traditional algorithm.

o How is the mathematics used in these two solutions the same?

Different? Are there any similarities between this method other
methods we use today.

• What are the different approaches we use to solve these problems today?

• Will the false position method method work for all first degree algebraic
problems? How do you know?
Linear Modeling Activity 3/23/10

Name_____________________________

Problem Set A

Try to solve the problem below first by guessing. Then, solve the problem using three
different methods: using pictures, rhetorically, and symbolically.

1. An automobile mechanic is called to a huge parking lot where severe weather has
damaged the vehicles. In the parking lot there are only motorcycles (that have 2
wheels each) and cars (that have 4 wheels each). If the mechanic’s supplies can only
repair 100 tires, how many vehicles can they repair? (Assume the mechanic fixes all
the tires on each vehicle before moving on to another vehicle)

SME430: History of Mathematics

Linear Modeling Activity 3/23/10

Problem Set A (Continued)

Solve the problems below using any method you would like.

2. If the mechanic makes $12 for every car he fixes and $6 for every bike he fixes, what
combination of car and bike repairs will make the mechanic the most money?

3. Each vehicle also has one license-plate holder, which was also damaged in the
storm. The mechanic only has enough supplies to fix 40 license-plate holders. If the
mechanic is fixing the license-plate holders while fixing each vehicle’s wheels, how
many vehicles could the mechanic repair?

SME430: History of Mathematics

Linear Modeling Activity 3/23/10

Problem Set B

Try to solve the problem below first by guessing. Then, solve the problem using three
different methods: using pictures, rhetorically, and symbolically.

1. A toy manufacturer is trying to use up his excess inventory. The manufacturer makes
bicycles (that have 2 wheels each) and tricycles (that have 3 wheels each). If the
manufacture has 150 wheels to use, how many toys can the manufacturer make?

SME430: History of Mathematics

Linear Modeling Activity 3/23/10

Problem Set B (Continued)

Solve the problems below using any method you would like.

2. If the manufacturer earns $9 for every bicycle they make and $14 for every tricycle
they make, what combination of bicycles and tricycles will earn the manufacturer the
most money?

3. Each toy also has one handle bar. The manufacturer only has 60 handle bars in
stock. If the manufacturer is only paying attention to the number of wheels and
handlebars in stock, how many toys could the manufacturer make?

SME430: History of Mathematics

Linear Modeling Activity 3/23/10

Problem Set C

Try to solve the problem below first by guessing. Then, solve the problem using three
different methods: using pictures, rhetorically, and symbolically.

1. A circus clown is preparing to make balloon animals for their guests. The clown
specializes in making spiders (that have 8 legs each) and jumbo ants (that have 6
legs each). If each leg requires its own balloon and the clown has 456 balloons to
use, how many balloon animals can the clown make?

SME430: History of Mathematics

Linear Modeling Activity 3/23/10

Problem Set C (Continued)

Solve the problems below using any method you would like.

2. If the clown earns $5 for every spider they make and $3 for every jumbo ant they
make, what combination of spider balloon animals and jumbo ant balloon animals will
earn the clown the most money?

3. Each balloon animal also contains one specialty balloon that is only used for the body
of each animal. The clown only has 72 of these specialty balloons. Considering the
number of regular balloons and specialty balloons that the clown has, how many
balloon animals could the clown make?

SME430: History of Mathematics