- •Zahola n., Mynda o., Spenik Sz. English for Mathematicians
- •Isbn isbn 978-966-2095-20-3 © Загола н.В.
- •Contents
- •Vocabulary Notes
- •Exercises
- •I. Answer the following questions on the text:
- •II. Read the following numbers:
- •III. Make up a dialogue on the text. Lesson 2 addition
- •Vocabulary notes
- •Exercises
- •I. Answer the following questions on the text:
- •II. Give the Hungarian equivalent for the following words and word combinations. Use them in sentences of your own:
- •Vocabulary Notes
- •Exercises
- •II. Give the Ukrainian for the following words and word combinations. Use them in sentences or questions of your own:
- •Lesson 4 multiplication
- •Vocabulary Notes
- •Exercises
- •I. Answer the following questions on the text:
- •II. Give the Hungarian equivalents for the following words and word combinations. Use them in sentences of your own:
- •III. Multiply the following numbers orally:
- •Lesson 5 division
- •Vocabulary Notes
- •Exercises
- •I. Answer the following questions on the text:
- •II. Give the Ukrainian words for the words and word combinations. Use them in the sentences of your own:
- •III. Divide the following numbers orally:
- •Lesson 6 algebraic expression
- •Vocabulary notes
- •Exercises
- •I. Answer the following questions on the text:
- •II. Give the Hungarian for the following words and word combinations. Use them in sentences of your own:
- •Lesson 7 equations and proportions
- •Vocabulary Notes
- •Exercises
- •I. Answer the following questions on the text:
- •II. Give Hungarian translation for the following words and word combinations. Use them in the sentences of your own:
- •Lesson 8 decimal numerals
- •Vocabulary notes
- •Exercises
- •I. Answer the following questions on the text.
- •II. Are the following statements true or false according to the text?
- •III. Say the following in English.
- •IV. Form derivatives from the following words and translate them into Hungarian:
- •V. Find the following words and word combinations in the text. Guess their meanings. Make up your own sentences with them.
- •VI. Ask questions to which the following sentences could be answers.
- •Lesson 9 decimal and common fractions
- •Vocabulary notes
- •Exercises
- •I. Answer the following questions on the text:
- •III. Write your own examples of different types of fractions and read them in English. Lesson 10 mathematical sentences
- •Vocabulary notes
- •Exercises
- •I. Answer the following questions on the text:
- •II. Read the following mathematical sentences and decide whether they are open or closed, true or false.
- •IV. Say the following in English.
- •V. Translate the following sentences into Hungarian paying attention to the words in bold type.
- •VI. Make up 5 open and 5 closed true/false sentences.
- •VII. Find the odd word out:
- •Lesson 11 rational numbers
- •Vocabulary notes
- •Exercises
- •I. Answer the following questions on the text.
- •II. Find the following words and word combinations in the text. Guess their meanings. Make up your own sentences with them.
- •III. According to the text the following statements are either true or false. If you think they are false, say why. Begin your statements with:
- •IV. Say the following in English.
- •VI. Ask questions to which the following sentences could be answers.
- •Lesson 12
- •Irrational numbers
- •Vocabulary notes
- •Exercises
- •I. Answer the following questions on the text.
- •II. Change the sentences to negative and to question form.
- •III. Form derivatives from the following words and translate them:
- •IV. Find in the text the following words and word combinations. Guess their meanings. Make up your own sentences with them.
- •Part II Lesson 1 geometry
- •Vocabulary notes
- •Exercises
- •I. Answer the following questions on the text.
- •II. According to the text are the following statements true or false? If you think they are false, say why. Begin your statements with:
- •III. Find the following words and word combinations in the text. Guess their meanings. Make up your own sentences with them.
- •IV. Write questions to which the words in bold type in the following sentences are the answers:
- •V. Find synonyms to the following words in the text, translate them into Hungarian:
- •VI. Give English equivalents to the Hungarian nouns in the left column using English verbs in the right column.
- •VII. Translate the dialogue into English and reproduce it in pairs:
- •Vocabulary Notes
- •Lesson 2 from the history of geometry
- •Vocabulary Notes
- •Exercises
- •I. According to the text, are the following statements true or false?
- •V. Find English equivalents to the given sentences in the text.
- •VI. Translate the following sentences into Hungarian, paying attention to the words in bold type. Make your own sentences with them.
- •VII. Match each word on the left with its translation on the right.
- •Lesson 3 the meaning of geometry
- •Vocabulary notes Babylonia – Babilónia
- •Exercises
- •II. According to the text are the following statements true or false? If you think they are false, say why. Begin your statements with:
- •III. Ask questions using the question words in brackets. Translate the given sentences.
- •IV. Find in the text the following words and word combinations. Guess their meanings. Make up your own sentences with them.
- •V. Form derivatives from the following words and translate them into Hungarian:
- •VI. Find in the text antonyms to the following words. Translate them into Hungarian:
- •Lesson 4 rays, angles, simple closed figures
- •Simple Closed Figures
- •Vocabulary Notes
- •Exercises
- •I. Answer the following questions on the text:
- •II. Choose the right name for the following figures. There is one extra name.
- •III. Translate into Hungarian the following geometrical definitions. Learn them by heart.
- •IV. Read the following text, say into how many logical parts it could be divided and render it either in English or Hungarian. Something about Euclidean and Non-Euclidean Geometries
- •Lesson 5 c ircles
- •Vocabulary Notes
- •Exercises
- •I. Answer the questions on the text:
- •II. Write a plan of the text “Circles”.
- •III. Translate the following sentences into Hungarian paying attention to the words in bold type.
- •IV. Say the following in English:
- •Lesson 6 the pythagorean property
- •Proof of the Pythagorean Theorem
- •Vocabulary notes
- •Exercises
- •I. Answer the questions on the text:
- •II. Ask questions using the question-words in brackets:
- •III. A) Speak on the Pythagorean Property. Draw a picture to help you while speaking.
- •IV. Read the text below and render it either in English or in Hungarian. Square Root
- •V. Translate the following into English:
- •VI. Submit your theorem in English according to the pattern.
- •Vocabulary notes
- •Exercises
- •I. Agree or disagree with the following:
- •II. Find out in the text the following word-combinations. Use them in sentences of your own:
- •III. Match each word on the left with its translation on the right.
- •IV. Read the text. Fill in the chart given below about a desktop personal computer Fantasy x22.
- •VI. Translate into Hungarian paying attention to the words in bold type.
- •VII. Try to remember.
- •VIII. Discussion.
- •IX. Choose the proper name to each part of the computer.
- •Lesson 2 from the history of computers
- •Vocabulary notes
- •Exercises
- •I. Read the text. Write the key questions about it to ask your fellow-students.
- •II. In the sentences below some statements are true and some are false. Copy out the true statements.
- •III. Check if you know the meaning of the following words. Translate them into Hungarian:
- •IV. Pay attention to the following words. Try to remember them.
- •V. Translate the following sentences into Hungarian paying attention to the words in bold type.
- •VI. Translate into English.
- •VII. Read the information about masters of invention. Be ready to speak about Charles Babbage and Howard Aiken. Charles Babbage (1792-1871).
- •Charles Babbage, Master Inventor
- •Howard Aiken (1900-1973).
- •Howard Aiken, a Step Toward Today
- •Lesson 3 what is a computer?
- •Vocabulary notes
- •Exercises
- •I. Answer the following questions.
- •II. What is the Hungarian for:
- •IV. Match the word on the left with its translation on the right.
- •V. Pay attention to the following words. Try to remember them.
- •VI. Translate the following sentences into Hungarian.
- •VII. A) Read the text. Computers
- •Lesson 4 computers: the software and the hardware
- •Vocabulary notes
- •Exercises
- •I. Answer the following questions.
- •III. Pay attention to the following terms. Try to remember them.
- •IV. Translate the following sentences into English.
- •V. Translate the following sentences into Hungarian paying attention to the words in bold type.
- •VI. Read the text and put key questions.
- •Lesson 5 windows
- •Vocabulary notes
- •Exercises
- •I. Read the text to find answers to the following questions.
- •II. Find in the text definitions of the terms you find to be the most important to you.
- •III. According to the text agree or disagree with the following.
- •V. Translate into English.
- •VI. Pay attention to the following terms. Try to remember them.
- •VII. Translate into Hungarian.
- •VIII. Topic “The computer we use at the university”.
- •Lesson 6 communication with computer
- •Vocabulary notes
- •Exercises
- •I. Read the text. Write the key questions about it to ask your fellow students.
- •II. In the sentences below some statements are true and some are false. Copy out the true statements.
- •III. Find out in the text the following word-combinations. Use them in sentences of your own.
- •V. Make the right choice and fill in the blanks.
- •VI. Translate the following into Hungarian.
- •VII. Look through the text. List the principal ideas.
- •VIII. Topic for discussion: Modern Programming Languages. Lesson 7 computer networks
- •Vocabulary notes
- •Exercises
- •I. Read the text and answer the following questions.
- •II. According to the text agree or disagree with the following statements.
- •III. Translate into English:
- •IV. Pay attention to the following terms. Try to remember them.
- •V. Translate into Hungarian.
- •VI. Read quickly through the text below, then make the summary.
- •Lesson 8 what is the internet?
- •Vocabulary notes
- •Exercises
- •I. Read the text .Write the key questions about it to ask your fellow students.
- •II. In the sentences below some statements are true and some are false. Copy out the true statements.
- •III. Find out the following word-combinations in the text. Translate them into Hungarian:
- •IV. Translate into Hungarian.
- •V. Translate into English.
- •VI. Read the information about the Internet. List the principle ideas.
- •VII. Retell the text. The name internet
- •Lesson 9
- •Internet innovations
- •I. Do you use the Internet? How often do you use it?
- •II. Before reading the text match the following technological words to their definitions.
- •III. Read the text.
- •What’s New?
- •Vocabulary notes
- •IV. Answer the questions.
- •V. Read the following text and answer the questions after it.
- •Questions
- •VI. Read the text about Internet cheats. Make notes about it. Discuss it with your group mates. Cheating.Com
- •VIII. Choose the correct answer to the questions.
- •Vocabulary notes
- •Exercises
- •I. Answer the following questions on the text:
- •Lesson 2 mathematics – the queen of science
- •Vocabulary notes
- •Exercises
- •I. Answer the questions on the text:
- •II. Find in the text English equivalent for:
- •IV. Find in the text words with the suffixes –al, -ous, -ment, -y, -ly. Define what part of speech they form. Translate the words into Hungarian.
- •Texts for additional reading
- •What is mathematics
- •Text 2 mathematics - the language of science
- •Text 3 myths in mathematics
- •Text 4 mathematics and art
- •Part V Outstanding mathematicians
- •Vocabulary Notes
- •Text 2. Pierre de Fermat.
- •Text 3. N.I.Lobachevsky (1792-1856 ).
- •Text 4. M.V. Keldysh.
- •Text 5. Isaac Newton.
- •Text 6. Johann Carl Friedrich Gauss
- •Text 7. Blaise Pascal
- •Mathematical symbols and expressions
- •Reading of mathematical expressions
- •Список використаної літератури:
- •Загола н.В., Минда о.І., Шпеник с.З., Ярославцева к.В.
- •Навчально-методичний посібник для студентів математичного факультету
Text 4 mathematics and art
Translate the text in class. Write an abstract of the text using the italicized words. Speak on the Russian mathematicians involved in the mathematical analysis of the objects of art.
All science as it grows towards perfection and sophistication becomes mathematical in its ideas.
A.N. Whitehead
Today mathematicians frequently liken maths and its creations to music and art rather than to science. It is convenient to keep the old classification of maths as one of the sciences, but it is more just to call it an art or a game. Unlike the sciences, but like the art of music or a game of chess, maths is foremost a free creation of the human mind. Maths is the sister, as well as the servant of the arts and is touched with the same genius. In an age when specialization means isolation, a layman may be surprised to hear that maths and art are intimately related. Yet, they are closely identified from ancient times. To begin with, the visual arts are spatial by definition. It is therefore not surprising that geometry is evident in classic architecture or that the ruler and compass are as familiar to the artist as to the artisan. Artists search for ideal proportions and math principles of composition. Many trends and traditions in this search are mixed.
Maths and art are mutually indebted in the area of perspective and symmetry which express relations only now fully explained by the math theory of groups, a development of the last centuries. But does not art, in breaking away from academic canons nowadays, also break with mathematics? On the contrary. In the last one hundred years maths also has its liberation. From the science of number and space, maths becomes the science of all relations, of structure in the broadest sense. A mathematician, like a painter or a poet, is a maker of patterns. The mathematician's patterns, like the painter's or the poet's must be beautiful; the ideas, like the colours or the words must fit together in a harmonious way. Beauty and elegance are the true test for both. The revolutions in art and maths only deepen the relations between them. It is a common observation that the emotional drive for creation and the satisfaction from success are the same whether one constructs an object of art or a math theory.
In ancient Greece maths was transformed from a tool for the advancement of other activities to an art. Arithmetic, geometry and astronomy were to the classical Greece music for the soul and the art of the mind; indeed, rational and aesthetic can hardly be separated in Greek thought. Maths and art were fused harmoniously in a single individual during the Renaissance. Though the further developments tended to weaken the connection, it was reinforced again in the last century and recent revolutionary changes in both fields open pew possibilities for interaction without weakening the potential role of each as inspiration to the other. In both areas the creative process involves observation and experiment, judgement and rejection, intuition and feeling, careful calculation and analysis, sophistication, flashes of insight, and possibility results that are thrilling, satisfying and useful to both the artist and his audience. Patterns in either field may illustrate, explain, or inspire work in the other. The new maths and the new art are capable of an intimacy that we have not seen since the Renaissance.
Since maths and the arts often deal with the same material in different idioms, only the most careful study can show which precedes the other, but there is certainly much in modem art to inspire the mathematician, ill1d there are many math ideas whose artistic exploitation may reap a rich harvest. Perhaps modern art expresses intuitively many relations that appear deductively in math theories. The professional mathematician has a strong poetic sense of form in his own language of maths and most mathematicians claim that there is great beauty in their science. Maths means problems, and problems demand solutions. When every mathematician is confronted with a problem, he does his best to solve it by whatever means he can think of. But he also tries, if possible, to solve it in the most beautiful and simple manner which is the most fruitful in the long run. A math problem or theory has a history, which follows the same pattern as in every science. But the fascination of maths has a flavour of its own. Math problems not only appeal to the scientist's delight in solving riddles but they definitely evoke aesthetic emotions. Contrary to the attitude of the experimental scientist, the result alone is not what matters to the mathematician, but the difficulty coped with to obtain it. That is, what is beautiful in maths can never be merely skin-deep; it must penetrate deep into the bottom of the math organism where all difficult problems converge.
In 1933 George Birkhoff, one of the most distinguished mathematicians of his generation, attempted to apply maths to art in the manner that proves so successful in other areas. He began with a precise formulation of the old idea that beauty depends on the relations of the parts of an art object. He defined aesthetic measure as varying inversely with the number of elements present and directly with the number of relations between them. Of course, the difficulty of the problem is to determine these two numbers in specific contents to discover the implications for design and to test and verify the conclusions against human aesthetic judgement. This Birkhoff attempted to do for painting, poetry and music. His work was an integration in the main stream of artistic and math thought and showed great insight, ingenuity and sophistication.
During the many years from the age of Pythagoras to the nineteenth century, mathematicians and musicians alike sought to understand the nature of musical sounds and to find the relationship between maths and music. The climax to this long series of investigations, from a math standpoint, came with the work of the mathematician Joseph Fourier, who showed that all sounds, vocal and instrumental, simple and complex, are completely describable in math terms. Because of Fourier's work not even the elusive beauty of a musical phrase escapes math formulation. Whereas Pythagoras was content to pluck the strings of a lyre, Fourier sounded the whole orchestra. Stated as a theorem of pure maths Fourier's formula y = sin x says about the relations among variables, which can be represented by means of a graph.
The graph shows that the function is regular or periodic; or we may say, the cycle of y-values repeats itself after every 360-unit interval of x-values. This function does not quite represent the sound of music but a very simple modification of it does. A little effort produces the proper modification and it can be summarized by the statement that the function y = a sin bx, where a and b are any positive numbers has the amplitude a and the frequency b in 360 units of x-values. The formula represents sounds mathematically. But of course very few musical sounds are as simple as those that may be represented by the formula. What can the mathematician say about more complex musical sounds?
Part of the answer to the question is learnt by observing the graphs of various sounds. The graphs of all musical sounds show regularity. In "graphic" terms we have, then, the distinguishing feature between pleasing and displeasing sounds, between musical sounds in the broad sense and noise. Unfortunately, such a great variety of musical sounds possesses this feature of regularity that further analysis and characterization is necessary - and yet this seemed impossible until the nineteenth century. Then Fourier entered the scene and dispelled the confusion.
What is the significance of Fourier's theory? In math language the theorem tells us that the formula for any musical sound is a sum of terms of the form a sin bx. Since each term can represent a simple sound, the theorem says that each musical sound, however complex, is merely a combination of simple sounds. The math deduction that any complex musical sound can actually be built up from simple sounds is physically verifiable. This resolution of complex sounds into partials or harmonics helps us describe pathematically the chief characteristics of all musical sounds. Thus, thanks to Fourier, the nature of musical sounds is now clear to us. But what can maths say about harmonic combinations of sounds, about the essence of beautiful musical compositions, about the "soul" of music? The role of maths in music stretches even to the composition itself. Masters such as Bach constructed and advocated vast math theories for the composition of music. In such theories cold reason rather than feeling and emotions produce the creative pattern.
Of course, the math analysis of musical sounds is of great practical importance. The musical sounds of most instruments are considerably improved and perfected by the application of maths. The fact cannot be denied that maths not only aids in the design of musical instruments but sometimes maths rather than the ear is the arbiter of a perfect design. The engineering of practically all the components of complex instruments relies heavily on Fourier's analysis of musical sounds. Even the layman can soon learn to speak Fourier's language. In view of the many shares and bearings of maths to the production and reproduction of musical ideas the modern music lover evidently owes as much to Furier’s as to Beethoven. There are philosophical overtones to Furier’s work. The essence of beautiful music is obviously more than what math analysis can show. Nevertheless, through Fourier’s theorem this major art leads itself perfectly to math description. Hence, the most abstract of the arts can be transcribed into the most abstract of the sciences and the most reasoned of the arts is clearly recognized to be akin to the music of reason.