Notes Unit 1: How to Learn, Write, and Research Mathematics

Lecture-1
Why learn Mathematics?

• Interest in Mathematics – Many people study mathematics simply because they find the subject
fascinating.
• Curiosity in Mathematical Problems – Solving mathematical problems can be engaging and
intellectually stimulating.
• Love for Mathematics History – Some learners are drawn to mathematics because of its rich
historical background and the stories of great mathematicians.
• Appreciation of Mathematical Beauty – The beauty and logical order of mathematics make it a
delightful subject.
• Application to Real-World Situations – Mathematics is essential for solving practical problems in
various fields like physics, engineering, and economics.
• Enjoyment of Discussion and Teaching – Many individuals enjoy discussing mathematical concepts
and teaching them to others.
• Career Opportunities – A strong foundation in mathematics opens up various job prospects in
academia, research, finance, technology, and other industries.

How to Study Mathematics?

• Stay Consistent with Study and Practice

1. Mathematics builds upon previous lessons, so it is crucial to stay up to date with reading and
homework assignments.
2. Avoid procrastination, as missing one topic can make understanding future concepts difficult.
• Engage Actively with the Material
1. Simply watching or listening to lectures isn’t enough; mathematics requires active
participation.
2. Read with a pen and paper, trying to work through examples, find counterexamples, and detect
possible errors.
• Copy and Analyze Definitions and Theorems
1. Writing down definitions and theorems from textbooks helps in memorization and deeper
understanding.
2. Example:
a) A sequence {𝑎𝑛 } is increasing 𝑎𝑛 > 𝑎𝑛+1 for all 𝑛 ≥ 1.
b) A sequence {𝑎𝑛 }is bounded above if there exists a real number 𝑀 such that 𝑎𝑛 ≤ 𝑀
for all 𝑛 ≥ 1.
• Illustrate Concepts with Examples
1. For every new definition, think of examples that fit the definition and counterexamples that do
not.
2. Example:
a) The sequence {𝑛} is increasing.
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b) The sequence {𝑛} is bounded above (by 𝑀 = 1).
• Test Theorems with Examples and Counterexamples

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 1. Understanding theorems requires verifying when they hold and when they don’t.
2. Example:
a) Theorem: A sequence that is increasing and bounded above converges.
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b) The sequence {2 − 𝑛} is increasing, bounded above (by 𝑀 = 2), and converges to 2.
c) What if a sequence isn’t increasing or bounded? Try finding counterexamples to test
the theorem’s conditions.
• Apply Knowledge Through Problem-Solving
1. Solving problems is the best way to reinforce concepts and remember definitions and theorems.
2. Attempt various types of problems to deepen understanding and improve problem-solving
skills.
• Study in Groups for Better Retention
1. Discuss definitions and theorems with peers.
2. Quiz each other and cross-check homework solutions.
3. Collaborate in constructing and writing proofs to improve reasoning skills.

Role of Homework Assignments and Problem-solving

• Enhanced Explanation Skills – Writing homework assignments in complete sentences with detailed
explanations improves clarity in mathematical thinking.
• Refinement through Revision – Revising solutions helps in developing a deeper understanding and
making explanations more elegant and easier to follow.
• Structured Approach – Working in stages—solving problems and refining written solutions—
improves problem-solving efficiency.
• Better Understanding of Concepts – Paying close attention to lectures and mathematical proofs
enhances comprehension.
• Justification of Steps – Practicing the "HOW and WHY" approach ensures logical reasoning and
effective communication of solutions.
• Skill Development – Problem-solving is best learned through continuous practice with examples,
reinforcing mathematical concepts.

For examples: See book [1] pages: 7-9.

Role of Tests
Tests help in learning mathematics by encouraging preparation, which makes the task enjoyable and boosts
confidence. Predicting test questions and practicing similar problems enhance math knowledge. Writing down
definitions, theorems, and examples ensures an understanding of the basics, which is essential for solving
problems. Utilizing all available test time maximizes performance and learning.

Inspiration in Learning Mathematics

• Mathematics as a Privilege and Endeavor

a) Mathematics is a rewarding, challenging, difficult, and fascinating subject.
b) It is one of the great creations of human minds and a continuously growing body of
knowledge.

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 c) Learning, teaching, and discovering mathematics contribute to the total sum of mathematical
thought.
• Perspectives on Mathematics

a) “The highest form of pure thought is in mathematics.” — Plato

b) “Pure mathematics is, in its way, the poetry of logical ideas.” — Albert Einstein
c) “Mathematics is like looking at a house from different angles.” — Thomas Storer
d) Many more…

• Advice for Learning Mathematics

a) Work on mathematics every day to build understanding and improve problem-solving skills.
b) Ideas continue to develop even at rest, leading to deeper insights over time.
c) Consistent effort will help you progress further and discover more each day.

Questions for practice: Exercise (Chapter 1)

Lecture-2
How to write mathematics
The most important feature of good mathematical writing is the revision process: writing and rewriting.

What is the goal of mathematical writing?

• Clear Communication – The goal of mathematical writing is to ensure clear communication of

mathematical ideas.
• Accuracy – Mathematical writing must be accurate to convey correct information.
• Precision – It should be precise, avoiding ambiguity in explanations.
• Conciseness – Writing should be concise, presenting ideas efficiently without unnecessary details.
• Essential Skill – Writing is important in nearly all fields, including mathematics.
• Understandability – Proper writing helps others follow and understand your work.
• Improvement Through Practice – Mathematical writing is a skill that can be developed and
improved with practice.

General principles of mathematical writing

Practice the three most important principles that apply to all types of writing:

1. Say something worthwhile.

2. Proofread.
3. Revise.

Mathematical writing has some further requirements:

a) Write complete sentences. Complete sentences help you organize your thoughts and convey your
message clearly.
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 b) Write accurately, precisely, and concisely. Don’t write opinions, meaningless examples, or extraneous
expressions. Avoid using the words “you” and “I” in math proofs.
c) Avoid overly wordy and overly symbolic writing. Use a balance of words and symbols.
d) Use mathematical terms and expressions properly.
e) In long solutions or proofs, tell the reader in advance what you are trying to accomplish.
f) Pay attention to all aspects of your writing: punctuation, spelling, mathematical content, readability,
etc.

Writing Mathematical Sentences

• Mathematical writing is built on sentences.

▪ A good mathematical argument consists of well-structured sentences arranged in paragraphs.
• Every sentence should have a clear purpose.
▪ It should help prove a theorem, give an example, or show how to solve a problem.
• Make your writing easy to understand.
▪ Your work should be readable and clear to others, not just yourself.
▪ Think from the reader’s perspective.
• Mathematical sentences must be grammatically correct.
▪ Insert mathematical symbols and expressions logically within proper sentences.

Example:
Let 𝑆 = {1,2,3,4}. There are 16 subsets of 𝑆, including 𝑆 itself and the empty set ∅.

Avoiding Errors

Here are some examples of flawed and better mathematical writing:

1. Begin each sentence with a capital letter and end it with a period.

FLAWED: let 𝑥 = 5, then 𝑥 + 10 = 15

BETTER: Let 𝑥 = 5. Then 𝑥 + 10 = 15.

2. Begin sentences with words, not symbols.

FLAWED: 𝑥 is a positive real number, so 𝑥 has a real square root.

BETTER: Since 𝑥 is a positive real number, 𝑥 has a real square root.

For more examples see: Book [1]; Pages (15-16)

Writing mathematical solutions and proofs

See examples 2.1 to 2.3 (Pages:16-18)

Lecture-3

What is Mathematical Research?

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Mathematical research is both a process of discovery and creation. While research can involve gathering
information, in academia, it focuses on investigating new facts or revising existing theories. In mathematics,
research often means generating new knowledge or providing a structured explanation of existing concepts.
The skills developed in studying mathematics are highly applicable to conducting mathematical research.

Finding a Research Topic

Choosing a research topic should be guided by personal interest. Potential sources of inspiration include
courses that sparked curiosity, professors working in intriguing areas, or discussions with peers. Exploring
books, articles, seminars, and mathematics meetings can help identify a suitable topic.

A strong mathematical result often possesses characteristics such as novelty, generality, applicability, or
aesthetic beauty. Key questions to consider include:

• Is the result new or surprising?

• Does it generalize a known result?
• Does it connect different mathematical areas?
• Does it solve a long-standing problem?
• Can it be applied to fields like biology, physics, or computer science?
• Does it offer new insights into established mathematics?

While groundbreaking results are not expected, a well-defined and well-presented modest contribution is
highly valued.

General Advice

Mathematician Donald J. Lewis advised researchers to work on multiple problems simultaneously to increase
the chances of making breakthroughs. Similarly, Fan Chung emphasized that mathematical knowledge is built
gradually. Key recommendations include:

• Speed is not critical unless facing a deadline.

• Generating examples help clarify concepts.
• Asking questions fosters deeper understanding.
• Writing and updating findings continuously ensures clarity.
• Explaining ideas to others strengthens understanding and provides useful feedback.
• Presenting findings in talks or reports improves communication skills and refines ideas.

Taking Basic Steps

Successful research follows structured steps:

1. Data – Generate examples.

2. Observations – Identify patterns.
3. Conjectures – Formulate possible truths based on observations.
4. Proofs – Establish the validity of conjectures, starting with smaller ones.
5. Generalizations – Extend results to broader conditions.
6. Connections – Relate findings to other mathematical areas.

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Fixing Common Problems

Researchers may face common challenges, which can be addressed as follows:

• Lack of results – Focus on generating examples and patterns. Even minor observations can lead to
valuable insights.
• Overly abstract writing – Mathematics should be clear and comprehensible. Simplify notation and
explanations to highlight essential truths.
• Discovering known results – This is a common occurrence. Recognizing existing results indicates
strong research abilities. Such findings can be turned into historical or expository works.
• Difficulty in writing – Start with examples to frame the significance of the research. Writing should
be an ongoing process rather than a final step.

Using Computer Resources

Mathematical research is enhanced by computational tools:

• Exploration Software: Mathematica, Maple, Maxima, MATLAB, Octave.

• Typesetting Software: LaTeX, accessible via PCTeX, MiKTeX, or TeX Live.
• Web Resources: MathWorld, Wikipedia, MathSciNet, JSTOR.

These tools facilitate data generation, pattern recognition, mathematical writing, and access to research
literature.

Practicing Good Mathematical Judgment

Mathematical judgment is a key aspect of research, influencing topic selection and presentation style. A good
research problem should interest both the researcher and a broader audience. Avoid excessive abstraction or
overly broad theorizing; instead, focus on well-defined, concrete results. Continually assess whether the
research is explainable and engaging for others. Presenting work early and frequently ensures clarity and
relevance.

Further contents of Unit 1: See Books [Ref: 7 & 8], Chapter 1 and Chapter 4 (Section: 4.1)