As we get higher, branches begin to form creating more specialized forms of numerical comprehension and schools of mathematical thought. Some examples of these are the applications into chemistry, economics and computers. Further up the tree we see the crown beginning to form with the introduction of calculus based organization. Calculus, a theoretical school of mathematical thought, had its creation in the middle ages with Newton.
The main use of calculus is its application in advanced physics. Mathematics is everywhere because that is where we put them, everywhere. We, humans, represent everything with numbers, which therefore means that we impose mathematics on to the universe. Starting at childhood, education begins with the forced mind track of comparison.
Parents teach their offspring to be fair or equal, and that they should share to make it fair. This is the beginning of the mathematical state of mind which stays with the child for the rest of his/her life, the summing up of what they themselves have and comparing it to what the other person has, so that both sides can be equal. This lesson is considered essential in the raising of children and since everyone is supposed to understand, people assume that everyone does. This assumption is a flaw that begins early. An example of how this can have a not so positive effect on people is if the “spoiled brat” wants to have more toys than the other children, and thus becomes, mathematically superior.
When one plus one is taught to be two, two plus two to be four and so on, the idea of a pattern emerges. Patterns are another rudimentary concept taught early to assist in the comprehension of numbers. When a child sees a cat being chased by a dog that is followed by his unhappy owner, the child subconchisly devises the pattern, cat-dog-owner, or a-b-c, a link to the alphabet. Such as in the film ?, where the main character believes that there are patterns in nature, the child begins to seek out other patterns, whether they be twenty-six digit patterns which represent the basic sound makeup of the spoken language or, three digit sequences of common events. Patterns are mathematical routes of recognizing the frequency or outcome of events and thus are a mathematically imposed organization.
As children grow older, they are introduced to more complex and for most, more difficult ways of using mathematics to organize the world they see around them. One of these methods of mathematical organization is a system known as algebra. Algebra is a more advanced way of dealing with problems than simple arithmetic is. This is because algebra can graphically demonstrate and compare equations, which helps those who are more visual learners, as well as introducing students to the Cartesian Coordinate Plane, the most important graphical assistant in higher mathematics.
Algebra has a plethora of large branches within the mathematical community, reaching from the simple solving of linear functions to the complex and secretive factoring and algorithmic functions of cryptology. The more advanced techniques of mathematics are taught to students later on in their scholastic career then simple math. This is because, the average seven year old mind has trouble making all of the connections and fullfilling the thought processes required for simple mathematics, and introducing them to the concept that there are an infinite amount of numbers between 1 and 2 would be more of a hinderence then a help. Computers are simply, complex (no pun intended) calculators with the ability to preform massive amounts of calculations at once. Though the basic underlying method of computer “comprehension” is bianry code, the computer transforms the “on” “off” sequence into algorithms.
Bianary code is a series of “0” and “1”, “0” meaning off and “1” meaning on, which when arrranged in a certian specified order gives the computer instructions for what to do. In the nintee’s, computers have gone a step above that simple and restrictive way of programming to algorithms. An algorithm is “a series of computational steps” 7or, an equation with multiple variables having different outcomes or answers. With this in mind, it is easier to see why computers would use this type of equation, “algorithms can give surprising results” 6. Since the computer plugs its own numbers into the variables, humans are not needed to input the information and can thus learn from the data given by the algorithm.
These kinds of high level mathematics are the cutting edge because, in advanced computers, “the data output is close to something which could only be described as artificial intelligence” 8. Calculus, algebra, simple mathematics and even the language of humans were created by humans for humans. Because of the human influence in the induction of these schools of thought and cognition, there is not any way to discern whether or not beings separate from our sphere of understanding will understand what we are doing. With the suggestion that “Aliens from outer space” will recieve our signals beamened out into the cosmos and comprehend the numbers and ideas which we are trying to convey, the human race makes quite an assumption. The assumption is that other beings’ symbols for numbers as we know them are the same and, that the symbols will represent the same idea. Greacian cultures use the word “ena” to represent the number “1”.
Hispanic cultures use the word “uno” to represent the number “1”. With the dissimilarity held on earth between cultures, think of the disparity between what our intergalactic niegbors might use to represent their single unit, it could be anything from “road” to somthing bazarre such as, “67484dgfh48-dfsg-=sfgg-34897fsdgy^&%GFGF^tyhg^%FYUEGF^u^&%F”. Try to pronounce that when some weird green goope is sucking up the oceans. None of the mathematical systems or ideas were created with the formation of the universe in the Big Bang, they were thought up by mortal men with mortal minds.
With this fact in mind, there is no way to totally understand the universe or for example, predict what will occur when a material is cooled to absolute zero on earth. The human race devised the language of mathematics and numerals and digits in the same fashion we developed the exorbitante amount of spoken languages which litter the planet. To state that the universe imposed mathematics upon humanity is upsurd, nearly to the extreme of lunicy. The point of mathematics is to be able to represent the universe in numbers, which are the most rudimentary language in the know world, and organize everything to the point of universal enlightenment. Humans begin their knowledge of the world in a comparison view, two is greater than one, and mom does not equal dad, but how can we compare our world to anything else? We cannot, there is nothing to compare our world to.
With this perspective, people are submerged into a universe of mathematics where everything is represented with numbers and units infused upon the surrounding environment by humans.