Imagine we had been born with 12 fingers. An odd thought I admit but allow me to explain. We work in a base 10 number system in mathematics which uses ten digits (0,1,2,3,4,5,6,7,8,9), but it wasn’t always this way and nor is it this way everywhere in the world. Binary, for example, is a base 2 number system and in the north of England a system known as ‘Yan tan’ exists for counting sheep which contains 20 individual digits and hence is a base 20 number system. We even switch to a different base when telling the time! (Base 60, 24, or 12).

So the question I am really asking is ‘Why base 10?’ Certainly it has been suggested that by switching to a base 12 number system containing 12 digits (0,1,2,3,4,5,6,7,8,9,Χ,ε) we could simplify the learning and teaching of maths in many areas such as fractions. For instance the fraction 1/3 in our current system is written 0.333333….(a recurring number). 1/3 written in base 12 would be written 0.4 and besides being far more aesthetically pleasing this decimal is much easier to use in calculations. It is because of this easier division of fractions we work in dozens when buying and selling food. The implications of this are that the conversion of fractions to decimal, a subject once feared by teacher and student alike, becomes not only easier to teach but easier to learn. The full extent of the advantages of a base 12 number system can be found here.

So if simpler number systems exist, again I ask ‘Why base 10?’ It comes down to 10 simple things. Our fingers. We have 10 of them. Our love of counting on our fingers has dictated the use of a second rate number system. I do concede that during the initial learning of mathematics being able to count on our hands is incredibly helpful. However in retaliation to this children could just as easily be taught to count on the joints of their fingers on each hand, which, luckily enough, there happen to be 12 of…

So, it would seem that a shift in our number system is in order. But is it really that much better? I have already, paraphrasing the Dozenal Society PDF (linked earlier in this post), stated that fractions would become easier to convert to decimal values however this is not entirely true. 1/5 in our current number system coverts to 0.2. 1/5 in the dozenal system becomes 0.41666667. Not exactly easy to work with.

In conclusion, is the slightly easier fractional system (and only in some cases) really worth completly upending our entire concept of number for? …Well, in my opinion, no. The transition for children already versed in our current system would be confusing and messy and I suspect we won’t be switching any time soon.