Austin B.

Edwards Discourse Community Genre Writing 4/7/2014

This world is defined, mostly, by groups and members inside them. Disregarding the individuals that make the group work to begin with, the groups they form are what make the difference in the world. They go and create trends (good and bad alike), create ways of thinking, and help to solve problems of the day. One of these groups, the Formal Science community, otherwise known as the logic community, helps to create logical systems to flesh out other sciences and systems that lack a quantitative or otherwise logical backbone to them. Most people refer to logic, the subset of logic called mathematics as a more heard of term, as scary and hard. However, logic, by nature, is linear and easy to understand. We, as humans, are intuitively able to understand logical processes, at the basic level at least, to make decisions in our lives. By our nature, we connect to logic all the time. It only takes this realization for one to understand that this is an easy subject to learn. Those that do, and show interest in this field enough to participate in it, are a part of the Formal Science community. I, a sophomore student in the mathematics department here at UNCC, can be considered a apprentice in this group. Thus, as an apprentice in this field, my reflections upon the nature of this community may or may not be the true nature of it. I shall refer to a subset of the Formal Science, called mathematical logic, otherwise known as math. Also, artifacts, philosophical concepts, and personal experience shall take part in this report.

One of the first tasks a logic group has to tackle is to keep their numbers in a steady, but not superfluous, amount. Good and dedicated are the best. One way to get people without getting overflow is basic math websites that show the overall idea about basic concepts in their field, rather than help people solve basic and practical problems that suit their needs for the issue at hand. This way, only those with the mentality of going in the group, rather than using it, which results in most of the overflow getting flushed out. The website aaamath contains a section for basic mathematical axioms and operators (aaamath). The lessons in this section are detailed, far much more than math classes in public school in this level. This may seem a little bit too information than one needs to excel in the public education. When I was in this level in public schools, not once did I hear the term axiom. This was, by the teachers, implied to be common knowledge, and skipped it on favor of more practical content, such as simple addition and subtraction. Mathematics was considered one of the harder topics in school, and thus the teachers wanted to minimize the content needed to learn there. This shows the disinterest many take towards the field. Again with the scary math idea, most do not like math. Thus, this website is aimed at those who show enough interest in the field, or have parents with such interest, for all else would not wish to take the time to look at such things. Thus, this acts as a test for newcomers, which shall test their patience and work ethic. In mathematics, one must take the time to learn the functions and formulas first to eventually understand the theory behind it. This takes diligence, a trait this community possesses. To succeed here, you must take the initiative to learn the content. Another daunting feat that tests the newcomers would come later, while in college. In the mathematics department, one of the core classes, and a highlight of the degree, that one must take is advanced calculus. Despite its name, it is the class of logic. At this point in the college experience, one has merely learned functions without learning why exactly they work. Thus, you should have no idea of its inner workings. This class goes back to basic roots, and reviews everything, proving, and for some disproving, everything little bit of knowledge about math the student possesses in a clear way. In the

Harvard advanced calculus book, this is clearly shown from the first chapter (Advanced Calculus.) In the first chapter, or chapter 0, it goes over the basic tools necessary to understand the rest of the chapters. As an introduction, it shows the bare basics of the work. However, in next chapter, it jumps straight to vectors, straight and without delay. This requires a student learning from this book to take freshly learn material and use it as if though it was tools they had all their life. Adaptability is another trait required of a member of this group. To survive in this group, one must take they have learned and quickly make it a part of themselves to understand the next subject. For instance, one of my notes for my differential equations classes explains the laplace transformation (Edwards, Austin.) To understand fully the laplace transformation, knowledge of integrals, a concept learned in calculus II, is required. Technically, one takes differential equations right after calculus II. Thus, one would have to make quick work of fully understanding the knowledge in calculus II to survive in differential equations. Such a trait, incredibly useful for one constructing and preserving logic systems, is also a trait those under this alignment possess. To use many of the ideas below, adaptability to new information is a must to keep on track. In regards to integration, one of the most vital parts to this group is the language and symbolism involved in expressing ideas. The first idea one learns here is the idea of equivalence. Mathematics, and all of logic, is relation of two concepts. Equivalence is the heart of relation, and is a must for any mathematical idea to even exist. The = sign places two ideas and compares them as equivalent. From there, life is born. One cannot understand even basic addition if one does not understand that two numbers combined is equivalent to a larger number representing the previous numbers combined. It is the grease that makes everything else work. Without it, there would be no relation, and thus no math. In the notes on differential equation, it describes the functional idea of the laplace transformation (Edwards, Austin.) The function works because of the equivalence of the symbol and the function describing said symbol. Without equivalence, the laplace transformation cannot work, and thus would not exist. In the logic community, it is important to understand the concept of relation and equivalence,

so that systems and logical thought can exist from that. One can see equivalence as the basis of those in this group. Things are described by its relations and equivalence to other things. People here use this to connect mathematical logic to abstract and concrete things alike, such as allowing physical sciences to compare actions in nature and set things as equivalent for future comparison and experimentation. Thus, the idea of equivalence comes to create a strict mentality amongst its practitioners, as one so strict due to how much they have applied it. In regards to equivalence, the next idea that permeates in this group is the concept that all ideas build upon one another, and to get to the next level, one must use what is below them. No idea in math is free from this, even in the core principles, which gets it idea from more concrete sources, such as quantity. This shows a logical side to it, as this building makes math a linear process that discovers true statements using previous true statements as proof. For instance, one may refer to addition and multiplication as distinct ideas. However, multiplication is a more powerful extension of addition. Instead of simply adding two numbers together, it adds the first number involved by itself as many times of the second number. Eight times five is equivalent to forty, which can also be said five additions of eight. Thus, multiplication builds from addition. Series can also be an extension of addition, allowing for the addition for many certain points of a function to get a total sum (Wolfram.) The members of this group, having this as a core belief, are influenced by this idea, by using previous sources to create sources for others to build from that. Thus, there is no true creativity here, as all is built from what is around. However, they come to show true creativity, as they taken was is old, and still make new from it. A final idea expressed in mathematics the concept that there are many means to get to a result. Math is straight, but not always boringly linear. Combining the concepts of equivalence and of building from more basic sources, one can correctly deduce that there are many equivalence methods to

obtaining a result, some more advanced than others. This little fun part of logic shows the difference from novices and experts here. Any old novice can set two things as equivalent and use more advanced functions to find a result, but more experienced players can use many methods to get to the same result with ease. It surely has been fun for me to sometimes play with equivalences to try and find out something new. This a common activity by those in this group, which has led to many discoveries to new ideas. In fact, this part allows this group to play with their curiosity, which certainly helps furthering the process of the logical systems people develop. In differential equations here on campus, you spend most of the semester learning how to solve first and second order differential equations. However, for the last part, in which notes have been taken, you learn of the laplace transformation, which serves as a more efficient method that can solve differential equations given that can be transformed. Though this was meant to understand how to solve them the hard way first, this shows the idea that there is no one true way to getting a certain answer. Also, in terms of addition, one can multiply by a certain number to get the same result, or merely use exponentiation to get there. Using this philosophy, members try to connect mathematics together, as equivalent methods to getting the same result bring all different areas of math together. Ultimately, this allows for the group to create a web based system, strong in its proofs, and fluid in connections. With these ideas and expressions people use, the idea of experience comes into play. It is fairly obvious what a novice, or beginner, is here. One who is new to the work, and starts at the bottom up. However, unlike other groups, the idea of a master doesnt necessarily exist. While other groups have a perceived maximum one can go, there is no true end in math. This is always more to be discovered and developed. Thus, one can only get as far as expert, no matter their abilities and knowledge. This contrasts heavily with swales idea that there are masters and novices (Swales.) There are certainly novices and lower ranked people, but the idea of the group implies mastery is impossible, due to the near unperceivable amount still out there. This idea is supported by the mathematical concept of limits

(mathisfun.) Limits, in math, are what a function comes to when it gets to a certain point. General, this is used all the time with finite numbers, in which we use with models. However, the concept of limits can be measured to infinity, or essentially the end of time. Some functions, more abstract ones, do not have a limit. However, for some, even at the lengths of infinity, they still only yield a finite result. This can be extended into real life. A member of this group, understanding the finite state of their existence, cannot wield unlimited potential, when if given the span of eternity. As such, they come to appreciate what time they have and strive to use it as efficiently as possible. Accepting you cannot do everything isnt all bad. In fact, it is the first step to looking at yourself realistically, and using this knowledge for practical purposes. Many people here use said logic to maximize what they do in life.

Works Cited

-"Basic Axioms of Algebra." Basic Axioms of Algebra. N.p., n.d. Web. 28 Mar. 2014. <http://www.aaamath.com/ac11.htm>. -Edwards, Austin. LaPlace Transformations Notes. Feburary 28th, 2014. Physical Notes. UNCC Math Department, Charlotte. March 21st, 2014.

-"Limits (An Introduction)." Limits (An Introduction). N.p., n.d. Web. 1 Apr. 2014. <http://www.mathsisfun.com/calculus/limits.html>.-Loomis, Lynn H., and Shlomo Sternberg. Advanced Calculus. Reading, MA: Addison-Wesley Pub., 1968. Print. -Loomis, Lynn H., and Shlomo Sternberg. Advanced Calculus. Reading, MA: AddisonWesley Pub., 1968. Print. -"Series." -- from Wolfram MathWorld. N.p., n.d. Web. 1 Apr. 2014. <http://mathworld.wolfram.com/Series.html>. -Wardle, Elizabeth, and Doug Downs. Writing About Writing. Boston, MA: Bedford/St.Martin's, 2011. Print.