1, 2, 3, 4, 5, Many..

Looking back, it seems that numerals are around 5500 years old and some anthropologists believe that because of trading, numerals were created. Numerals are important in mathematics as they are the symbol that represent the number. For example: there are four people living in my household. “Four” is the spoken representation of the number whereas “4” is the symbol used for written representation (Barmby, pg 12, 2009). As we know, English have a base ten number system which makes numerals a lot easier to remember. The following for the first ten written representation of numerals are:

1, 2, 3, 4, 5, 6, 7, 8, 9 and 10.

These first ten numbers are called units. We then begin to see a pattern with the next ten numbers that appear in the system:

11, 12, 13, 14, 15, 16, 17, 18, 19 and 20.

The second numbers are repeated where as a “1” is put in front to represent the tens. This would be “ten and one = 11, ten and two =12, ten and three =13” and so on. Likewise, twenty is based on “two tens”. For example: two tens and one = 21, two tens and 2 = 22, two tens and three = 23. Although this may seem complicated at first, it is much easier than a number system that has different symbols and spoken words for each number up to 100. This would be impossible which is evidence that proves a patterned number system, like our own, is the sensible way to go.

During a lecture with Richard we were asked to try write our own number system. Without even realising it we had borrowed our idea from our own base ten number system. It became clear how difficult it is to move away from base ten and try another form.15050045_1204511272948173_1328498317_n

However, do we need that many numbers? An English philosopher in the 1690s called John Locke believed that although numbers “were helpful in learning to count and calculate” it is not completely “necessary in the possession of numerical ideas” (Butterworth, 2004).

A great example of the would be the Munduruku tribe. The tribe were studied by a French team that found this tribe only used numbers up to 5 (BUTTERWORTH, 2004). Any number after 5 would be used by the word “many”. This would be impossible for us to use in today’s world. Imagine In a maths exam and any answer over 5 would have to be written as “many”. Now that’s a maths exam I would like to sit. However, the French found that Munduruku rarely needed to use counting in their everyday lives which is why they don’t use a vast number system like our own. They did not need symbols of written or spoken representation. All they needed was the small knowledge of mathematical concept of numbers 1-5 in their head. Proving that Locke did speak some truth when saying we do not need numerals in written or spoken representation.

This links with my profound understanding of fundamental mathematics as it allows me to see how mathematics works in a world of different societies. I now see the importance of learning the backgrounds of different societies and their connection with mathematics. In our society, it shows the importance of numerals in written and spoken terms, as we depend on them a great deal. Without them it would be hard to do simple, day to day tasks. On the other hand, if I lived in the amazon with the Munduruku tribe I would have learnt to live without this fascination of mathematics. Making it possible to live without. Despite this I am quite happy using the number system the English have developed. It saves the confusion when somebody asks how many students are studying primary education. Many, of course

 

B, Butterworth. (2004). Viewed at: https://www.theguardian.com/education/2004/oct/21/research.highereducation1 [Accessed on: 11th November 2016]

P, Barmby. (2009). Primary Mathematics. Teaching for Understanding. The McGraw Hill Company: London

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