Sunday, 18 February 2018

STORY OF RAMANUJAN

Srinivasa Ramanujan was born in southern India in 1887. After demonstrating an intuitive grasp of mathematics at a young age, he began to develop his own theories and in 1911 published his first paper in India. Two years later Ramanujan began a correspondence with British mathematician G. H. Hardy that resulted in a five-year-long mentorship for Ramanujan at Cambridge, where he published numerous papers on his work and received a B.S. for research. His early work focused on infinite series and integrals, which extended into the remainder of his career. After contracting tuberculosis, Ramanujan returned to India, where he died in 1920 at 32 years of age.

Intuition

Srinivasa Ramanujan was born on December 22, 1887, in Erode, India, a small village in the southern part of the country. Shortly after this birth, his family moved to Kumbakonam, where his father worked as a clerk in a cloth shop. Ramanujan attended the local grammar school and high school, and early on demonstrated an affinity for mathematics.
When at age 15 he obtained an out-of-date book called A Synopsis of Elementary Results in Pure and Applied Mathematics, Ramanujan set about feverishly and obsessively studying its thousands of theorems before moving on to formulate many of his own. At the end of high school, the strength of his schoolwork was such that he obtained a scholarship to the Government College in Kumbakonam.

A Blessing and a Curse

But Ramanujan’s greatest asset proved also to be his Achilles heel. He lost his scholarship to both the Government College and later at the University of Madras because his devotion to math caused him to let his other courses fall by the wayside. With little in the way of prospects, in 1909 he sought government unemployment benefits.
Yet despite these setbacks, Ramanujan continued to make strides in his mathematical work, and in 1911 published a 17-page paper on Bernoulli numbers in the Journal of the Indian Mathematical Society. Seeking the help of members of the society, in 1912 Ramanujan was able to secure a low-level post as a shipping clerk with the Madras Port Trust, where he was able to make a living while building a reputation for himself as a gifted mathematician.

Cambridge

Around this time, Ramanujan had become aware of the work of British mathematician G. H. Hardy — who himself had been something of a young genius — with whom he began a correspondence in 1913 and shared some of his work. After initially thinking his letters a hoax, Hardy became convinced of Ramanujan’s brilliance and was able to secure him both a research scholarship at the University of Madras as well as a grant from Cambridge.
The following year, Hardy convinced Ramanujan to come study with him at Cambridge. During their subsequent five-year mentorship, Hardy provided the formal framework in which Ramanujan’s innate grasp of numbers could thrive, with Ramanujan publishing upwards of 20 papers on his own and more in collaboration with Hardy. Ramanujan was awarded a bachelor of sciences for research from Cambridge in 1916 and in 1918 became a member of the Royal Society of London.

Doing the Math

"[Ramanujan] made many momentous contributions to mathematics especially number theory," states George E. Andrews, an Evan Pugh Professor of Mathematics at Pennsylvania State University. "Much of his work was done jointly with his benefactor and mentor, G. H. Hardy. Together they began the powerful "circle method" to provide an exact formula for p(n), the number of integer partitions of n. (e.g. p(5)=7 where the seven partitions are 5, 4+1, 3+2, 3+1+1, 2+2+1, 2+1+1+1, 1+1+1+1+1). The circle method has played a major role in subsequent developments in analytic number theory. Ramanujan also discovered and proved that 5 always divides p(5n+4), 7 always divides p(7n+5) and 11 always divides p(11n+6). This discovery led to extensive advances in the theory of modular forms."
Bruce C. Berndt, Professor of Mathematics at the University of Illinois at Urbana-Champaign, adds that: "the theory of modular forms is where Ramanujan's ideas have been most influential. In the last year of his life, Ramanujan devoted much of his failing energy to a new kind of function called mock theta functions. Although after many years we can prove the claims that Ramanujan made, we are far from understanding how Ramanujan thought about them, and much work needs to be done. They also have many applications. For example, they have applications to the theory of black holes in physics."
But years of hard work, a growing sense of isolation and exposure to the cold, wet English climate soon took their toll on Ramanujan and in 1917 he contracted tuberculosis. After a brief period of recovery, his health worsened and in 1919 he returned to India.

The Man Who Knew Infinity

Srinivasa Ramanujan died of his illness on April 26, 1920, at the age of 32. And even on his deathbed had been consumed by math, writing down a group of theorems that he said had come to him in a dream. These and many of his earlier theorems are so complex that the full scope of Ramanujan’s legacy has yet to be completely revealed and his work remains the focus of much mathematical research. His collected papers were published by Cambridge University Press in 1927.
Of Ramanujan's published papers — 37 in total — professor Bruce C. Berndt reveals that "a huge portion of his work was left behind in three notebooks and a 'lost' notebook. These notebooks contain approximately 4000 claims, all without proofs. Most of these claims have now been proved, and like his published work, continue to inspire modern-day mathematics." 
A biography of Ramanujan titled The Man Who Knew Infinity was published in 1991 and a movie of the same name starring Dev Patel as Ramanujan and Jeremy Ironsas Hardy, premiered in September 2015 at the Toronto Film Festival.

BUILDINGS BUILT WITH THE HELP OF MATHEMATICS


GUESS THE NAME OF THE BUILDINGS

USES OF PROBABILITY


MATHEMATICAL TEACHING AIDS



MATHS AND FOOD



TYPES OF PYRAMIDS



TIPS TO LEARN MATHS

7 Tips for Maths Problem Solving
  1. Practice, Practice & More Practice. It is impossible to study maths properly by just reading and listening. ...
  2. Review Errors. ...
  3. Master the Key Concepts. ...
  4. Understand your Doubts. ...
  5. Create a Distraction Free Study Environment. ...
  6. Create a Mathematical Dictionary. ...
  7. Apply Maths to Real World Problems.

HISTORY OF SET SQUARE

Set Square Signed Nicolas Bion

<< 1 OF 2 >>
DESCRIPTION
A square is an instrument used to draw lines perpendicular to other lines. It also can be used to test whether two lines are perpendicular. Squares in which the arms are fixed date from ancient times. By the 16th century, they also were made from two rules hinged together at one end so that they fold up compactly, allowing them to fit conveniently into a case of drawing instruments. See MA.316914, MA.335353, 1979.0876.01, and 1984.1070.01.
Early modern squares often had plumb bobs for finding a vertical axis, as in a building under construction. While most others in the collection were lost before they arrived at the Smithsonian, this fixed-leg, L-shaped brass instrument retains its plumb bob, which is tied to a string that runs through a pinhole at the square's vertex. On one side, the long leg of this instrument has a scale divided into units of about 7/16". The scale is numbered by tens from 10 to 100 and is marked: Echelle De 100 parties [scale of 100 parts]. The first unit is divided into tenths and numbered from 1 to 10. This side is also marked: N Bion AParis.
On the other side, the long leg has a scale divided into units of about 7/8". The scale is numbered by tens from 60 to 10 and is marked: Echelle de 60 parties [scale of 60 parts]. The first unit is divided into tenths and numbered from 10 to 1. The outer edge has a scale of French inches (about 1-1/16" English inches) numbered by ones from 5 to 1. The largest unit is divided into twelfths and numbered by threes from 12 to 3. This scale is marked: Pouce de Roy [inch of the French king].
The short leg has a scale divided into units of about 1-25/32". The scale is numbered by tens from 10 to 20 and is marked: Echelle de 20 parties [scale of 20 parts]. The first unit is divided into tenths and numbered from 1 to 10. The outer edge has a scale of French inches numbered by ones from 1 to 4. The largest unit is divided into twelfths and numbered by threes from 3 to 12. This scale is marked: pouce de roy [inch of the French king].
Nicolas Bion (about 1652–1733) made and sold mathematical instruments in Paris in his own shop and as royal maker for Louis XIV. He prepared a famous 1709 manual on the construction and use of mathematical instruments. 1980.0580.05 and MA.321675, two sectors in the collections, also came from his workshop. The Smithsonian acquired this object in 1959. Henry Russell Wray, the previous owner, graduated from the University of Pennsylvania and was a businessman in Colorado Springs, Colo., in the early 20th century.
References: Maya Hambly, Drawing Instruments, 1580–1980 (London: Sotheby's Publications, 1988), 105; Nicholas Bion, The Construction and Principal Uses of Mathematical Instruments, trans. Edmund Stone (London: for John Senex, 1723), 12, Plate 2.

HISTORY OF GALILEO'S COMPASS

HISTORY OF AN INVENTION
Throughout the Renaissance (fig.1many attempts were made to develop a universal instrument (fig.2) that could be used to perform arithmetical calculation and geometric operations easily. (fig.3) This need was felt especially in the military field, where the technology of firearms called for increasingly precise mathematical knowledge. To satisfy these requisites, the first proportional compasses (fig.4) were developed in the second half of the sixteenth century, among them some singular instruments known as the “radio latino” (fig.5) and the “proteo militare” (fig.6). The geometric and military compass of Galileo belonged to this class of instruments. Invented in Padua in 1597, the instrument is also linked to Galileo’s activity (fig.7) in the Accademia Delia (fig.8), founded in Padua to provide mathematical instruction for young noblemen training for a military career. (fig.9) With the seven proportional lines traced on the legs of the compass and the four scales marked on the quadrant, it was possible to perform with the greatest of ease all sorts of arithmetical and geometric calculations, ranging from calculating interest to extracting square and cube roots, from drawing polygons to calculating areas and volumes, from measuring gauges to surveying a territory. Between 1598 and 1604, Galileo instructed several European sovereigns on the use of his compass, (fig.10) among them Prince John Frederick of Alsace, Archduke Ferdinand of Austria, the Landgrave Philippe of Hesse and the Duke of Mantua.
THE SUCCESS OF THE INSTRUMENT
The success of the instrument encouraged Galileo to divulge his invention still further. In 1606 he published 60 copies of Le operazioni del compasso geometrico e militare (fig.11), each of which he sold privately along with one of the instruments. (fig.12) The production of compasses, from which Galileo earned a substantial profit, was entrusted to an instrument-maker whom the scientist housed for some years in his own home. The publication of the treatise immediately aroused great interest, so intense as to provoke bitter arguments in the academic world over the authorship of the invention. Already in 1607 Baldassarre Capra, one of Galileo’s pupils, tried to claim credit for the invention of the instrument among erudite circles by publishing a treatise in Latin on its operations (fig.13). Other adversaries of Galileo (fig.14) claimed that the instrument had been invented first by the Dutch mathematician Michel Coignet. Many variations in the instrument were made (fig.15) and, with the addition of new proportional lines, its fields of application were later extended. Specific treatises (fig.16) were written by Michel Coignet, who called it “compasso pantometro”, by Muzio Oddi who called it “compasso polimetro” (fig.17), by Ottavio Revesi Bruti who, adding proportional lines for architectural drawing, called it “archisesto” (fig.18), by Girard Desargues and other French mathematicians who, adding proportional lines for perspective drawing, called it the “optical or perspective compass”. Numerous variations (fig.19) were developed throughout the seventeenth and eighteenth centuries, while during the course of the nineteenth, the proportional compass was gradually replaced by the dissemination of highly refined slide rules (fig.20) which survived in the technical studios of engineers, architects and geometers up until the very recent advent of the computer.

HISTORY OF ABACUS



ADVANTAGES OF VEDIC MATHS


ADVANTAGES OF LEARNING MATHEMATICS


DIFFERENCE BETWEEN INTEGRATION AND DIFFERENTIATION



MATHEMATICAL POEM

Met-a-Four

“Met-a-Four”


I “met a four”
when I was three
and oh the things
it did to me
and fingers counting
one-two- three.
When the four
brought in a five
all my counting fingers
came alive.
Reaching for the
other hand
said “times two”
is oh so grand.
They ran through
six, then seven – eight
danced with the nine
to celebrate.
Then the quantum leap
to ten
and shouts of 
let’s do it again.
Somehow the
ones and two and threes
increase in size
exponentially.
Still, my fingers are
mathematically smitten
seeking warmth
within a mitten.


John G. Lawless

HISTORY OF PROTRACTOR

Protractors are mathematical drawing instruments used to draw and to measure angles. Americans typically encounter them in elementary or middle school, when they are learning to produce reasonably accurate geometrical figures in order to explore mathematical relationships between those figures. Perhaps many people then never have reason to consider these objects again. However, protractors are not merely tools for enhancing learning but rather have a lengthy history of application in a variety of fields. The protractors in the mathematics collections of the National Museum of American History (NMAH) illustrate stories of technical work and innovation in navigationsurveyingengineering, and war.
The protractor is over 500 years old. Although there were earlier instruments that were used for angle measurement in addition to other mathematical tasks, Thomas Blundeville described a tool specifically for drawing and measuring angles in his 1589 Briefe Description of Universal Mappes & Cardes. As the title indicates, he used the protractor in the preparation of maps, particularly navigational charts for use at high latitudes. It is not clear that Blundeville invented the protractor, for other European mathematical practitioners wrote about similar objects around the same time period. Regardless of who was first to describe the instrument, protractors entered the standard practices of navigators at sea and surveyors on land by the early 17th century. By the 18th century, the makers of mathematical instruments were explaining the manufacturing process for protractors, while the objects were beginning to appear in surveying textbooks and in introductions to geometry.
By the 19th century, machinists were devising a variety of specialized forms of protractors.
Image of a Draftsman’s Protractor by Brown & Sharpe
Draftsman’s Protractor By Brown & Sharpe, 1887
By the 20th century, protractors had become commonplace in school mathematics.

TYPES OF GRAPH


TIMELINE OF CALCULATORS


Traditional Views of Mathematics

Traditional Views of Mathematics


Most adults will acknowledge that mathematics is an important subject, but few understand what the discipline is about. For many, mathematics is a collection of rules to be mastered, arithmetic computations, mysterious algebraic equations, and geometric proofs. This perception is in stark contrast to a view of mathematics that involves making sense of mathematical objects such as data, form, change, or patterns. A substantial number of adults are almost proud to proclaim, "I was never any good at mathematics." How has this debilitating perspective of mathematics as a collection of arcane procedures and rules become so prevalent in our society? The best answer can be found in the traditional approaches to teaching mathematics. Traditional teaching, still the predominant instructional pattern, typically begins with an explanation of whatever idea is on the current page of the text followed by showing children how to do the assigned exercises. Even with a hands-on activity, the traditional teacher is guiding students, telling them exactly how to use the materials in a prescribed manner. The focus of the lesson is primarily on getting answers. Students rely on the teacher to determine if their answers are correct. Children emerge from these experiences with a view that mathematics is a series of arbitrary rules, handed down by the teacher, who in turn got them from some very smart source.