Module 2

Mathematics as a
Language
 Learning Outcomes:
At the end of the module, the student will be able to:
1. discuss the language, symbols, and conventions of mathematics;
2. use mathematical notations, concepts and procedures in
understanding and communicating mathematical ideas; and
3. recognize that mathematics is a relevant and a useful language.
 Module 2 Topics
1. Characteristics of mathematical language
2. Expressions vs sentences
3. Conventions in the mathematical language
4. Four basic concepts: set, function, relation, binary operation
Something to Think About…
Why do you think only few people like
mathematics?
Mathematics is like a foreign language.

It is only for those people who likes

This maybe some
numbers and computation.
of the reasons…
Only those who are genius and those who
wants to use their brain always.

It is not in the family’s genes.

Mathematics has its own symbols, syntax and rules…
“The language can be a major pedagogical tool. Once students understand
HOW things are said, they can better understand WHAT is being said,
and only then do they have a chance to know WHY it is said.
Robert Jamison

“Mathematics can be ‘seen’ only with the ‘eyes of the mind’. The only way
to appreciate Mathematics is to learn how to ‘sight-read’ the symbols.”
Keith Devlin
 What is the language of Mathematics?

formulas
words
algebraic
diagrams
expressions letters pictures

Abstract
Notation Symbols
1. Characteristics of Mathematical Language
The language of mathematics makes it easy to express the kinds of
thoughts that mathematicians like to express. It is:
• precise  able to make very fine distinctions
• concise  able to say things briefly;
• powerful  able to express complex thoughts with relative ease.
The language of mathematics can be learned, but requires the efforts
needed to learn just like any foreign language.
2. Expressions vs. Sentences
• Expressions are considered as `nouns' of mathematics which are
used to name mathematical objects of interest.
• It can be a number, a letter, a combination of number and letter
with a at least one fundamental operations (+, , , ). Extraction
of roots and power is also included.
Nouns Expression
Seven 7
Three plus twenty-seven 3 + 27
Two times the difference of eight and 2(85)
five
• An expression can use variable(s) to denote the unknown object(s) A
variable is a letter used when the quantity may have different values (or
changes).

Noun Representation of Expression

the Unknown(s)
The sum of a number and 9 𝑥 𝑥+9
The difference of a number and 10 𝑎 𝑎  10
Six times a number 𝑦 6𝑦
One-third of a number 𝑛 (1/3)𝑛
• An expression can also use greek alphabet to denote the unknown
object(s).
• Some greek letters and its use are as follows:
Name Symbol Use to represent
𝑝𝑖 𝜋 3.14159...
𝑡ℎ𝑒𝑡𝑎 𝜃 angle
sigma  Addition of several
numbers
• Expressions have lot of different names, the same as the concepts
of “synonyms” in English language. Expressions are said to be
equivalent if they have the same value.
• The symbols +, -, ×,÷ are called connectors. They are use to
connect to or more expressions to form another expression.
Symbol Meaning/Word Associated with it
+ ‘plus’, ‘add’, ‘increase’, and ‘positive’
 ‘minus’, ‘subtract’, ‘take away’, ‘negative’, and ‘decrease’
 ‘multiply’, ‘lots of ’, and ‘times’
Parenthesis and dot are similar symbols to denote multiplication
 ‘divide’, ‘ratio’, ‘quotient’
Fraction bar (vinculum) and slash are similar symbols.
The number ’27’ is synonymous with (equivalent to) the following:
12 + 15 31  4
3x9 3+3+3+3+3+3+3+3+3
54  2 5(10  7) + (3  4)
There are many more synonyms for this number.
Can you think of other expressions that is equivalent to 27?
Is 33 is a synonym for 27?
• Some expressions can be simplified. To simplify an expression means
to get a different name for the expression, that in some way is simpler.
• ‘Simpler’ could mean using fewer symbols or fewer operations

For instance,
1. 1+4+3 and 8 are both names for the same number, but 8 uses
fewer symbol.
2. 5+5+5+5+5 and 5(4) are both names for the same number, but
5(4) uses fewer operation.
• Sentences (statements) are considered `sentences' of mathematics
which state complete mathematical thoughts. A sentence contains two
expressions connected by a ‘verb’ showing the relationship between
these expressions.
The following are commonly used mathematical verbs:
Symbol Meaning Example
= equals 3+5=8
≠ not equal 794
≤ is less than or equal 7 + 10  17
≥ is greater than or equal 15  9  8
< is less than 2<3
> is greater than 6>5
• Just like an expression, a sentence may also contain variable(s) to
represent unknown(s) object.
Sentence Representation of Mathematical
the Unknown(s) Statement
The sum of a number and 6 is 12. 𝑥 𝑥 + 6 = 12
The product of two numbers is less 𝑥, 𝑦 𝑥𝑦 < 21
than 21.
Six less than twice a number is 𝑛 2𝑛 − 6 > 45
more than 45
Five times the sum of a number and 𝑥 5(𝑥 + 4) = 21
4 yields 21
 • A sentence can be true or false. The notion of truth (i.e., the
property of being true or false) is of fundamental importance in the
mathematical language.
The following sentences are true: The following sentences are false:
1. The sum of 5 and 3 is 8. 1. Twenty-one divided by three is six.
2. 7 + 6 > 10 2. 2 > 3

The sentence 2𝑥 − 5 = 7 may be true or false depending

on the value of 𝑥. It is true if 𝑥 = 6.
 3. Conventions in the mathematical language
• Mathematics has its own symbols, syntax and rules.
• To gain confidence in this language and effectively communicate any
ideas, there is a need to understand its meaning and the following can
facilitate one’s understanding:
1. context - the particular topics being studied or working on, and
2. convention - a fact, name, notation or usage which is generally
agreed upon by mathematician.
Some mathematical conventions
1. Naming of variable
1.1. Numbers  lowercase letters
variable with universal set R (set real numbers) 
lowercase at end of the alphabet (𝑡, 𝑥, 𝑦, 𝑧)
variable with universal set Z (integers)  lowercase at the
middle alphabet (𝑘. 𝑚. 𝑛)
1.2. Sets  uppercase letters (𝐴, 𝐵, 𝐶, 𝐷, 𝑈)
2. Writing of variables
2.1. typeset in an italic style (i.e. instead of x write 𝑥)
2.2. a variable multiplied by a number, write specific number first
before the variable (i.e. write ‘y multiplied by 3’ as 3𝑦)
3. Order of operations  rules in determining the which operations
should be performed first.
1. Perform all the operations within the Grouping symbols.
2. Evaluate all Exponential expressions.
3. Do all Multiplications and Divisions in order in which they occur,
working from left to right.
4. Do all Additions and Subtractions in order in which they occur,
working from left to right.
What do you think should be done first if we would like to simplify:
5(10  7) + (3  4)?
To simplify 5(10  7) + (3  4),
perform the operations inside the two parentheses
5(10  7) + (3  4) = 5(3) + 12 then multiplication
= 15 + 12 and lastly addition.
= 27
Therefore, the simplest form of 5(10  7) + (3  4) is 27.
4. General approach in solving problem
4.1. Give a name to the unknown
4.2. Write a mathematical sentence based on the problem involving
the unknown.
4.3. Figure out when the sentence is true.
Number problem: Two times a number plus five is twenty-three. What
is the number?
Step 1. Give a name to the unknown.
Consider a variable that suggest the thing you want know, since we are
looking for a number, then we use letter 𝑛. So,
Let 𝑛 be the number
Number problem: Two times a number plus five is twenty-three. What
is the number?
Step 2. Write a mathematical sentence based on the problem involving the
unknown.
This would mean we have to analyse the sentence in the problem.
Two times a number plus five is twenty-three.
2 x 𝑛 + 5 = 23
Note: 2 × 𝑛 = 2 ∙ 𝑛 = 2𝑛, so we can write the sentence as
2𝑛 + 5 = 23
Number problem: Two times a number plus five is twenty-three. What
is the number?
Step 3. Figure out when the sentence is true.
In this step, we are required to solve the sentence. One can try solving
this by inspection, creating a table of values, or even transforming the
sentence into one that is easier to work with or will give an obvious
value for the unknown. Other strategies in problem solving will be
considered in next module.
By inspection, you simply examine the sentence and mentally think of
the value for the unknown that will make it true.
Can you think of a number for 𝑛 that will make 2𝑛 + 5 = 23 true?
By creating table of values, you need to assign a real number to 𝑛 and
check if the sentence is true.

𝑛 2𝑛 + 5 = 23 Truth in the sentence

1 2(1) + 5 = 23 False
7 = 23
2 2(2) + 5 = 23 False
9 = 23
3 2(3) + 5 =23 false
11 = 23
⋮ ⋮ ⋮
9 2(9) + 5 = 23 true
23 = 23
By transforming the sentence, you need to transform the sentence into
one that is easier to work with or will give an obvious value for the
unknown.
To transform 2𝑛 + 5 = 23, you need to add 5 both sides and then
divide both sides of the new sentence by 2,
2𝑛 + 5 = 23
2𝑛 = 18
Notice that the same value for
2𝑛 18 the variable is obtained. Hence
=
2 2 the value for n that will make
2𝑛 + 5 = 23 is 9.
𝑛=9
 4. Four basic concepts
• In some cases, we can consider the concepts on set, function, relation,
and binary operation in writing sentences in symbols and transforming
sentences.
• Not at all times the verb ‘is’ means ‘equals’ in a sentence.
Consider the following sentences, which do you think can be replaced by equals?
4 is the square of 2. 5 is more than 3. 7 is a prime number.
The words ‘a prime number’ indicate
The ‘is’ can be replaced by The ‘is’ here cannot be replaced that 7 is an example of a prime
‘equals’, which says that 4 equals by ‘equals’, as the words ‘more number. This may not be written at
‘square of 2’. In symbol, 4=22 than 3’ is like an adjective. In once in symbol without the use of
symbol, 5 > 3. other concepts.
 Concepts on Set
• Set is a collection of well-defined objects such numbers, points in a space, or
other sets. Each object in the set is called element.
• To name a set, we used capital letters (i.e. A, B, U). Small letters are used for
elements (i.e. a, b, c).
• There are three ways of describing a set:
• Descriptive method is one which start the phrase “The The set of all counting numbers.
set of all…” is followed by a description of the set.
• The roster method indicates a set by listing down
elements separated with comma and enclosing them in {1, 2, 3, 4,5, ….}
braces.
• The rule method (set builder notation) indicates a {x/x is a counting number}
set by enclosing in braces a descriptive phrase which or
begins with the notation {x | x …} or {x:x…} which is {x:x  N}
read as the set of all x such that x….
• Set can be used in writing sentences in defining new mathematical objects and in
proving statement about the process of mathematical reasoning.
How will you write the sentence ‘ 7 is a prime number.’ in symbol?
First, define P to be a collection of prime numbers. Then, the sentence can be
rewritten as ‘7 belongs to set P’ or ‘7 is in P’. The symbol ∈ (lowercase epsilon)
read as ‘is an element of ’, ‘belongs to’ and ‘is in’. Hence, we can write the sentence
as 7 ∈ P.

Write the solution of the sentence 𝑥 + 𝑦 = 5.

Several values for x and y can be used to make the sentence true. The
solution may be written using the set notation. The solution can be
written as { 𝑥, 𝑦 : 𝑦 = 5 − 𝑥, 𝑥 ∈ 𝑅}.
 Concepts on Function
• A function is a set of ordered-pairs of real numbers in which no two ordered-
pairs have the same first coordinate (abscissa) and different second coordinate
(ordinate). The symbols , g, and h are used to denote a function.
• The symbolic notation 𝒇 ∶ 𝑨 → 𝑩 which means that f is a function with
domain A and range B, and 𝒇(𝒙) = 𝒚 which means that f transforms 𝑥 (which
must be an element of A) into 𝑦 (which must be an element of B) are used to
write a function.
• The domain (the set of objects to be transformed) and variable y as its range
(the set of objects allowed to be transformed into)
• The symbol 𝒇(𝒙) , read as “f of 𝑥” or “f at 𝑥” denotes a particular value of y
that corresponds to the value of x.
• Functions can be used to transform a sentence into another sentence.

Find the inverse of the function 𝑓(𝑥) = 𝑥 + 2 if x is a positive integer.

Inverting a function means you have to find another function that undoes it and that
it undoes. So, the inverse of 𝑓(𝑥) = 𝑥 + 2 is 𝑓 −1 (𝑥) = 𝑥 − 2. This
would mean if you add 2 and then subtract 2, or vice versa, you will get the
number where you started.
Can you figure out the inverse of a function that doubles a number?
The function that doubles a number can be written as 𝑓 𝑥 = 2𝑥. The inverse of
this function is a number divided by 2, which can be written in symbol
−1 𝑥
as𝑓 (𝑥) = .
2
 Concepts on Relation
• A mathematical objects that behaves as a general object that can put in order is
called a relation.
• When specifying a relation, it is important to know which objects are to be
related.
• Usually a relation comes with a set A of objects that may or may not be related to
each other but sometimes is based on two sets, A and B.

Consider the use of > in the sentence,

1. ‘Nine is greater than five.’ can be written in symbol as 9 > 5.
2. ‘A number is greater than 1.’ can be written as 𝑛 > 1, where 𝑛 is the number.
 Concepts on Binary Operation
• The use ‘plus’, ‘minus’, ‘times’, ‘divided by’ and ‘raised to the power of ’ are binary
operations. In symbols, +, , , , and 𝑎𝑛 (where 𝑎 is called the base and 𝑛 is the
power/exponent), respectively.
• In function, a binary operation on a set A is a function that takes pairs of elements
of A and produces elements of A from them.
• There are four basic properties of Binary Operations
Let  be an arbitrary binary operation on a set A then Just for Thought:
The binary operation + and
1. Commutative: If 𝑥  𝑦 is always equal to 𝑦  𝑥  are commutative and
associative but not in other
2. Associative: If 𝑥  𝑦 𝑧 is always equal to 𝑥  𝑦  𝑧 binary operations. Do you
agree?
 3. Identity: If 𝑎  𝑥 = 𝑥  𝑎 for every element of x of A and a  A. a is called an
identity element. 0 is the identity element for addition while 1 is the identity element for
multiplication.
4. Inverse: If * has an identity a and x belongs to A, then an inverse for x is an element y
such that 𝑥 ∗ 𝑦 = 𝑦 ∗ 𝑥 = 𝑎.
If * is “plus” then the additive inverse (negative) of 𝑥 is – 𝑥. Since 𝑥 + −𝑥 = 0
1
If * is “times” then the multiplicative inverse (reciprocal) of 𝑥 is 1/𝑥. Since 𝑥 ∙ = 1.
𝑥

Write the sentences into symbols and state whether it is true or false. If true, state the
property illustrate it.
1. Three times five equals to five times three.
In symbol, 3  5 = 5  3 and the sentence is true by commutative property
2. Nine minus fifteen is equal to fifteen minus nine.
The sentence can be written as 9  15 = 15  9. Taking the value of both
sides, we have 6 on the left and 6 on the right, which are not the same. So, the
sentence is false.

3. Two plus the quantity eleven plus seven equals quantity two plus eleven plus
seven.
The word ‘quantity’ means that the next phrase is enclosed by a parenthesis. So
the sentence can be written as 2 + (11+ 7) = (2 + 11) + 7. The sentence is
true by associative property.
4. The sum of twenty two and its additive inverse is zero.
The additive inverse of 22 is 22. So, the sentence can be written as 22 +
(22) = 0. Then the statement is true by identity.
 Summary
• Mathematics is a language in itself and it has its own symbols, syntax and
rules.
• Just like English language, it also has nouns, synonyms, expressions,
sentences and conventions that are use to form mathematical structures.
• As a language, it should concise, precise and powerful.
• Context and convention are necessary in understanding and communicating
mathematical or any important ideas.
• Understanding would mean one must know how to read and write
mathematical ideas both in words and in symbols.
References:
• Blitzer, Robert. Chapter 5. Number Theory and the Real Number System. In Thinking
Mathematically. 6th Ed. Pearson, 247-311.
• Burn, C. (2016 July 23). One mathematical cat,please. Retrieved from
www.onemathematicalcat.org.
• Devlin, K. (2000). Prologue: What is mathematics? In The language of mathematics: Making
the invisible visible (pp. 1- 12). New York, NY: W. H. Freeman and Company.
• Jamison, R. Learning the Language of Mathematics. Retrieved from
https://wac.colostate.edu/docs/llad/v4n1/jamison.pdf
• Sirug, W. (2018). Mathematics in the Modern World. Philippines: Mindshapers, Co. Inc.