Here the author presents some argumental views of mathematics, consisting with the title Ã¢â‚¬Ëœwhy the pure mathematical model is unacceceble for the worldÃ¢â‚¬â„¢ in social-framework. It is fact that mathematics drives the universe. As an universal subject, it can be applied to all (both visible and non-visible things/beings/states etc.). But it becomes rigid and rough when we are applying mathematics in the social field. It results some contradiction as well as insufficient looking towards the presentations, used in pure mathematics. Overall, it can be said that mathematics as an universal subject , every function occurred in the universe can be mathematized. But catastrophly, it is failed in the social field. And our motto is to point out some mathematical statements in analoging with respect to the sociaty.

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Here the author presents some argumental views of mathematics, consisting with the title Ã¢â‚¬Ëœwhy the pure mathematical model is unacceceble for the worldÃ¢â‚¬â„¢ in social-framework. It is fact that mathematics drives the universe. As an universal subject, it can be applied to all (both visible and non-visible things/beings/states etc.). But it becomes rigid and rough when we are applying mathematics in the social field. It results some contradiction as well as insufficient looking towards the presentations, used in pure mathematics. Overall, it can be said that mathematics as an universal subject , every function occurred in the universe can be mathematized. But catastrophly, it is failed in the social field. And our motto is to point out some mathematical statements in analoging with respect to the sociaty.

© All Rights Reserved

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Conceptual Characteristics

S.K.Patro

U.G. Student

Department of Mathematics

Khallikote University, Berhampur

Abstract Here the author presents some argumental views

of mathematics, consisting with the title why the pure

mathematical model is unacceceble for the world in socialframework. It is fact that mathematics drives the universe.

As an universal subject, it can be applied to all (both visible

and non-visible things/beings/states etc.). But it becomes

rigid and rough when we are applying mathematics in the

social field. It results some contradiction as well as

insufficient looking towards the presentations, used in pure

mathematics. Overall, it can be said that mathematics as an

universal subject , every function occurred in the universe

can be mathematized. But catastrophly, it is failed in the

social field. And our motto is to point out some

mathematical statements in analoging with respect to the

sociaty.

Key words: Mathematics, Mathematical Education, Society

discipline sits between mathematics in one hand and a range

of other disciplines from which it draws underpinning

research findings and concepts. The status of finding in

mathematics education is mixed. Some results described in a

very deep way the basic interaction of human brain and

mathematical idea. [2]

Actually, the possibility of any result in

mathematics may be represented as the networks of

interconnected states. [3]

I. INTRODUCTION

Ab initio, before focousing the light towards our motto

(intentional presentation), we have to clear about

mathematics, its range and mathematics studies. Actually

the word MATHEMATICS was derived from two latin

words- MATHEM (Soul) and ATICS (which activates).

Overall, it is the subject which activates the soul. To

describe the soul indian- sloka says- Dipam jyoti parambramaha [1]

That means soul is just a ray of light, which is

linear. So we may say that mathematics is the subject of

linearty. From deep internalizing, it can be said that one

dimensional body may have infinite dimensions and vice

versa. So we can say that mathematics has the range as of

the soul.

Now, mathematics education is in focus. So how to

teach mathematics better? Actually for clear, comprehensive

and better teaching of mathematics, it require understanding

of other disciplines such as psycology, human development,

sociology, philosophy , curriculum study, policy study and

It is that a characteristics of mathematics education

that political and social consideration plays a major role in

determining the research question of mathematics education,

although the field matures, increasing its research agenda is

internally driven. As society, education, technology, all are

changes, the environment for learning mathematics can be

altered, which affect the direction of research.

Now we are ready to present some mathematical

identities with its definition, argument with respect to social

field and possible drawbacks .The main point of analoging

mathematics with both social and psychological aspects is

that each and every definition , equation , theorem etc. those

are used in mathematics are nothing but the unifiedstatements(Bija-mantra) of the universe and its functional

aspects .

A. In foundation mathematics i.e in our school -day, we

repeatedly use BODMAS rule for simplification.

Definition For simplification, we have to go through the

order B-O-D-M-A-S .Here

B Bracket (4 types)

O Of (one type of multiplication)

D Division

M Multiplication

A Addition

S Subtraction.

For ex. Simplify: (20 / 2 * 5 +3 2 ) .

As usual, by BODMAS rule ,we answered it as (10

* 5) + 3 -2 = (50 3) 2 = 53 -2 = 51

It is okay. But our point is to say that why division

gets first priority?

397

The Design of a Pure Mathematical Model and its Unaccecebility with Conceptual Characteristics

(IJSRD/Vol. 3/Issue 09/2015/097)

1) Argument 1:

If we simply change the order of D-M-A-S only, because B

(Bracket) and O(Of) are okay as usual . Then the outcome is

as follows

Let us consider above example (20 / 2 * 5 + 3 2).

There will be 24 types of answers if we change the order (DM-A-S can arrange themselves in 4! ways) as-

suppose we are in some problematic situation, consisting up

of several people, then it is sure that we get some people

those are equivalent, some are different and some are unique

in themselves for opinion. Here one worthy point is to say

that all are right. [4]

But we obey only the order DMAS and answer

=51 (for the above case), which is the point of rigidity and

roughness .Actually our point is to say that there must be a

relation between every answers/orders. Also from NumberNotation theory (Scale of notation), we know that 5213 can

be represented as 21125 etc. [5]

2) Drawback 1:

From an experiment consisting up of several students from

all categories , regarding this concept . Their overall view is

that DMAS is the correct and others are wrong .Now it is

clear that it is a theory which make the mathematics rigid .

B. In probability theory, we are reading and analising both

theory and problems.

Suppose we are asked to find out the probability of getting

Head whenever one coin is tossed. Simply we answer it as

50%. Because

A = {H}, S = {H, T} so P = A/S =1/2 = 50%.

1) Argument 2:

Philosophically, it is accepted that Life is like a coin,

sorrow and happiness are two sides of it. In sociaty, it is

seen that some people are happiness, some are in sad

condition and some are in neither in happiness nor in

sorrow, which is the astonishing feature to consider. So

there must be some factor for this irregularity. So we can

say that there must be some other term in sample space (in

above case). Let us suppose that the surface is very rough,

whenever we toss a coin, the coin stands up; not going to

flat having head or tail. In this case we cant say the

probability is . Because there is a unknown sample space.

That is S= {H , T, Undeterminacy} as in the figure. [6]

concepts.

C. Generally, we are more acquainted with Interval

concept

Definition A subset A of R is called an interval if A

contains At least two distinct elements ,

Every element lies between any two member of A.

[7]

It is of 3 types

Open interval , --notation : (), O = { x: a < x < b }

Closed interval , notation : [ ], C = {x: a x b },

Semi closed interval, notation : ] ] or [ [, S = {x:

a< x b} or S = {x : a x < b }.

Also we can use this interval concept as

Functional interval

Interval functin, For example - (2x+5, 8x+2), 2[x,y]

+ 4 [3x+9, 7y+9] +9 = 0, etc.

1) Argument 3:

Just analoging to the society, suppose that a and b are the

father and mother of a family. Since the concept of family is

bounded, we can use it as an interval.

Let (a, b) represent a non-conservative family,[a,b]

represent a highly conservative family,]a,b] represent a semi

conservative family with open hearted father, and [ a ,b [

represent semi conservative family with open hearted

mother . Deep analising the human behavior in the society,

it will be clear that there exists some parents, who are open

hearted for looking (from psychology point of view), but

they are internally very conservative. So we may say that

there exists some functions which satisfy both the condition

{x : a < x < b ] and { x : a x b }.

2) Drawback 3:

The complex-network of human behavior w.r.t social aspect

is not well presented in mathematics, which is absolutely

required.

D. In mathematics, we are familiar with bounded-ness

concept also.

Definition

A subset S of real number is said to be bounded

above if there exists a real no. k such that every

member of S is less or equal to k i.e. x k , for all x

belongs to S , then k is called upper bound.

A subset s is said to be bounded below if there

exists a real number k such that k x , for all x

belongs to s, then k is said to be the lower bound.[9]

1) Argument 4

Let the subset s be a community. According to the above

definition there should be some members who are dominant

over some suppressive people. But actually, if this is

existed, then they are dominant/suppressive w.r.t something

like religion, humanity, or finance etc. So we may say that

the above definition is satisfied when some other unknown

factor is considered .

2) Drawback 4

The sufficient analysis is not done in this concept.

398

The Design of a Pure Mathematical Model and its Unaccecebility with Conceptual Characteristics

(IJSRD/Vol. 3/Issue 09/2015/097)

namely Rolles theorem.

1) Definition 5:

If a function f is defined on [ a ,b ] is

Continuous on [ a ,b ] ,

Derivable on ] a ,b [ ,

f(a) = f(b)

Then there exists at least one real no. c between a

& b such that f(c) = 0. [10]

2) Argument 5

Lets suppose that there is a function f (such as annual

party, New Year celebration etc.) Which is well marked in a

conservative family. It is continuous on [a,b] means the

function is continuous from one member to all .And it is

derivable on ] a , b [ means all members are also abide to

this rule . And the intention of both father and mother is

same i.e f(a) = f( b ) . Then there exists at least one member

who is in cerebral balanced state ( stitapragyana) i. e

Dukhesu udvignamana sukhesu bigataspruha Bhitaraga

bhaya krodha stirtadhi muni ruchyate [11]

Means one member must have a balanced mind.

Which is really not guarrented.

3) Drawback 5

There should exists some functions and c, where f(c) 0

and is helpful for future research in Rolles theorem.

Actually, to point out all the mathematical

statements w.r.t this regard is really the out of the scope of

current presentation.

A. Open problems

1) Can the factors force, synergy, love, emotion, light etc.

be implanted in mathematics?

2) What is the internal relation between the field and

space?

3) Can we construct a master equation?

4) Can we use MATHEMATICS for therapy practice?

5) Can we make mathematicalmusics? etc.

REFERENCES

[1]

[2]

[3]

[4]

Trends in mathematics education: by Kaye stacey,

Practical thinking by Edward werner,

Neutrosophic dialogue florentin smarandache fing

liu ,

[5] Higher algebra by Hall & knight,

[6] Neutrosophic probability florentin smarandache ,

[7] Mathematical analysis by S. arora,

[8] Study of natural class interval using (-,) and (,-),

by Khandaswamy, smarandache et al.

[9] Elementary real analysis by William F. Trench,

[10] Introduction to real analysis by William F. Trench,

[11] Bhagabat Gita, gita press, Gorakhpur,

II. CONCLUSION

There are so many statements, theorems in mathematics

which are really insufficient to study the world. Also it

should be implanted with some other factors like force,

emotion, light presence & synergy etc. in mathematics.

From the above arguments, it is clear that both the

psychology and human behaviour is not well studied in

mathematics. One of the focal point to internalize is that the

mathematics is not changed w.r.t time. As a result of which

the accessibility become rigid and rough. So if we can make

a new mathematical model, which can be changed w.r.t time

and has appropriate boundary restrictions, then surely it will

become flexible. That is each and every equation should

have ability to be changed with time. Means the platform of

mathematics should be dynamic. Respecting to the scope of

this article, Im not presenting some other related aspects

and arguments. One of such aspect is suppose just looking

a mathematical equation, can you tell wheather the light

present or absent in that function. Which is must to implant

in mathematics, because each and every function occurred in

the universe are in light and dark in alternative manner

.Actually our motto should be to make a new mathematical

model by means of which it can be both applicable and

accessible to the world. As a result, the thinking

mathematics is very tough & require some extra strain to

the brain etc. of majority of students as well as of a normal

person can be discarded completely. So that a healthy

platform can be created for mathematics studies. Finally we

can conclude that mathematics can be acceceble to the world

as a whole only when it became flexible and time updated,

consisting with some new factors/ idea. For further research

399

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