Renaissance

Mathematics is by far the most valuable subject we can teach to the children of tomorrow. Simply knowing 3x3=9 is only one of the many keys to understanding mathematics. By teaching youth the fundamentals of mathematics they will have the building blocks necessary to understand everything from calculus to even the most high-level theoretical physics. Of course a child knowing their times tables does not automatically enable them to understand vector bundles but helping them memorize the multiplication table for 0⇔9 retains the characteristic of being a tremendous benefit to intellectual development for all ages. 

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By introducing the simple times table a child can more easily gain an understanding of the applicable functions later in life when they learn about specific functions and applications within various conceptual regimes of mathematics. Just by having them understand the innate relationships associated with the simple numeric times table they can easily associate concepts like the multiplicative identity of zero, the exponential value of one, and the basic concepts associated with factorials. The idea is that people, as they age, should have an easier time recognizing the theoretical realms of mathematics they are learning about from day to day. As someone learns about more advanced calculations they will inherently implement approximated numeric values associated with any equations they come across based on their unconscious understanding of the simple times table.

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While curriculums vary from state to state these calculations remain carved in stone. Regardless of whether somebody is able to learn geometric functions of area when they are 5 or 55 is irrelevant to their ability as a human to recognize this concept. Age does not determine whether somebody is able to understand the functions of mathematics. Every member of humanity whether male, female, young, or old is nonetheless susceptible to the beneficial nature of understanding the theoretical function of the potential equations associated with geometry and algebraic expressions. 

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While geometry and algebra are currently taught as two separate subjects based on the age of people, I find that teaching the basic functions of either remain just as functional in application no matter what age somebody is if they were to learn them simultaneously. Understanding the simplistic nature of an algebraic function is vital to recognizing their importance. While being something akin to (y=mx+b) may be difficult in terms of pronunciation and recognition when considering algebra, once geometry and trigonometry are introduced the function y=mx+b doesn’t seem so intimidating. 

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Humans have developed so many evolutionary traits associating mathematics to the physical world that most of the words we use in the modern day have linguistic roots in mathematical terminology developed over the course of humanity. Although the Einsteinian Psuedo-Riemannian metric wasn’t introduced until after Albert Einstein discerned his theories associated with gravity, Issac Newton developed mathematical gravitation functions such as calculus in the 1600s that were necessary for Einstein to discern how own theory of gravity. That means it took over 300 years for gravity to go from describing the motions of the planet to predicting the existence of gravio-electromagnetic waves which were detected experimentally in the year 2015. That means in total it took over 400 years and the collective effort of some of the greatest minds in history just to prove that an apple falls at the same rate whether it is striking Sir Isac Newton on the head or Albert Einstein. Many other theoretical physicists throughout history have aided in the development of modern day topics such as quantum mechanics and string theory.

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Even in the most advanced technology utilizing modern day theoretical physics relies on the natural equational functions derived from the simple harmonic oscillator. Whether that be quantum mechanics or nuclear physics, all equations within physics come out of the relationship between a weight on a spring. While positive void coefficients only apply to nuclear physics, even learning something as simple as the basic numeric table of multiplicatives can be used as a basis for understanding the variables associated with these regimes of mathematics and science. While coefficients themselves may not be introduced linguistically until a child grows out of adolescence the concept of exponentiation can be introduced fairly early on in life. 

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Exponents conceptually aid with the logical progression of various mathematical theorems. By explaining the difference between the value of the base digit and its associated identity to exponentiation we can begin to understand how numeric values grow in terms of graphing. By raising any whole number (x) to power (N) we can easily identify the relationship between a base digit and the exponential power it’s being raised to. While two squared is equal to four we can introduce the idea that two cubed is equal to eight. By introducing all the various forms of terminology even before the conceptual basis for the language has been presented children generally associate things they do not understand at one point in life and use it as a reference point later in life.

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It is the case that while linguistically identifying “two raised to the power of two” is isomorphic with “two squared”, anyone who may have not heard either expression previously would now have the ability to associate the two functional methodological approaches despite the duality of terminology associated with either expression as they are identical in terms of numeric value. If a reader or listener is unfamiliar with the specific terminology associated with mathematics the dictionary definition of these words are based on the mathematical functions associated with great minds of history including Galileo Galilee and Sir Issac Newton.