MATH: A PATH TOWARDS UNIVERSALITY
(Poem)
MODULE 1 PROJECT
MATHEMATICS IN THE MODERN WORLD
Aquino, Paolo Miguel P.
Gelilang, Vic Therese Diane C.
Lagadia, Yvan Emmanuel A.
Melad, Jakob Dylan A.
Pacia, Anatalie Joyce V.
MAPUA UNIVERSITY
Department of Mathematics
NATURE OF THE PROJECT
The project aims to understand the deeper concept of universal mathematics. Using a poem, the
history, and supremacy of mathematics are discussed. Both mathematics and poetry are forms
that can convey multiple meanings. In mathematics, one object or idea can take many forms. A
quadratic equation can be understood in the form of its algebraic formula or its graph. A French
polymath gave a similar meaning to mathematics in the early 20th century stating “the art of
giving the same name to different things.” Similarly, poets create layers of meaning using words
and images with multiple interpretations and associations. Mathematicians and poets strive for
carefulness and precision, choosing the exact words necessary to convey meaning. An obvious
connection between these 2 subjects is counting.
BRIEF DESCRIPTION OF SPECIFIC OUTPUT
Our understanding of mathematics will be the project's main focus, solely on outside
observations. It is a free verse poem composed of six stanzas. The poem also highlights the
complexity of our natural world by describing what was initially thought of as nature's randomness
yet is now recognized as complex mathematical applications. As the poem goes, "By intellectual
capacity, the world changes. Human civilization has made discoveries." This elucidates that we
can discover and change our civilization and era through our minds. Like mathematics that
evolved through time by conjoined ideas of people and researchers with different races and
languages, mathematics is dynamic, chooses no race, and is a universal language for all.
MATHEMATICAL CONCEPTS COVERED IN THE PROJECT
Mathematics is more than just the numbers we encounter daily. We can observe mathematics at
work in nature to create symmetrical patterns and changing rhythms. It mimics everything we see,
echoes everything we hear, and resembles all we touch.
To begin with, our poem “Math: A Path Towards Universality” introduces to us how Mathematics
can be a source of exhibiting patterns in nature. It agrees with Ian Stewart’s Nature’s Numbers
concept of the beautiful connection between nature and mathematics, the beauty of mathematics
as shown in nature, and the beauty of nature as revealed by mathematics. Mathematics can show
symmetry which we usually see in rotations and reflections. It also tackles different principles of
seeing and applying math everywhere in other fields.
The first stanza of our poem says how Mathematics, from prehistoric until modern times, has
served as a way to “discover the undiscovered” in our world. As if we were learning a language,
Mathematics translates the system of our world so that we can better understand it. However, this
also states that by no means have humans created Mathematics. In an article by Sam Baron
(2021), Mathematics explains so much to people that it cannot be possible that the people
created Mathematics, only that it is found by the people.
Although Mathematics is simply discovered and learned by us, it does not mean we cannot take
credit for how we use Mathematics. Many, if not all, fields of specialization use Mathematics to
some degree. As students taking different Math subjects, Mathematics is present in various
formulas, like area, volume, Pythagorean Theorem, and many more, which we can apply once we
start working on our chosen field. Even in our daily lives, from learning how to measure
ingredients for cooking to understanding Math in finance for taxes and investments, the language
of Mathematics is everywhere.
We believe that Mathematics requires deeper understanding since it involves logic and reasoning.
It enables us to see the world's wonders, uncover what more it offers, and show us. However, we
must first learn the ones that have been discovered by our predecessors and master it. It is a
universal language that keeps growing through various concepts and theories, which can help us
continuously develop our society.
References
Baron, S. (2021, November 22). Pythagoras’ revenge: humans didn’t invent mathematics, it’s
what the world is made of. The Conversation. https://theconversation.com/pythagoras-
revenge-humans-didnt-invent-mathematics-its-what-the-world-is-made-of-172034
Accomplishments
List of members with their corresponding assigned tasks.
Aquino, Paolo Miguel P. - He was assigned to the video editing and managed to do the
accomplishment part of the project documentation.
Gelilang, Vic Therese Diane C. - She stood as the leader and gave the task of separating the
corresponding assigned task for the group. Also, she did some parts on the mathematical concept
part of the project documentation.
Lagadia, Yvan Emmanuel A. - He was tasked to do the mathematical concepts covered in the
project of the project documentation by briefly explaining them.
Melad, Jakob Dylan A. - He did the nature of the project part for the first part of the
documentation.
Pacia, Anatalie Joyce V. - She was tasked with the brief project description for the
documentation.
All members participated in writing the poem by sharing their ideas. The group divided the parts
for each stanza to present in the video presentation and the project documentation.
GROUP INTERACTION
Member’s Aquino, Gelilang, Vic Lagadia, Melad, Pacia,
Name Paolo Therese Yvan Jakob Dylan Anatalie
Miguel P. Diane C. Emmanuel A. Joyce V.
A.
Rating 10 10 9 8 7
