Mathematics Is Science: A Topic Revisited in Context of FCS of India

Full Text (PDF, 202KB), PP.17-26

Views: 0 Downloads: 0

Author(s)

Vinay Kumar 1,*

1. NIC, Block A, CGO Complex, Lodhi Road, New Delhi 110 003, India

* Corresponding author.

DOI: https://doi.org/10.5815/ijmecs.2012.06.03

Received: 25 Mar. 2012 / Revised: 15 Apr. 2012 / Accepted: 10 May 2012 / Published: 8 Jun. 2012

Index Terms

Natural Science, Basic Science, Flexible Complementing Scheme, Formal Science, Social Science, Techburea, Bureatech

Abstract

Mathematics is universally accepted as mother of all science. Despite that, Department of Personnel and Training (DOPT) has recently issued a circular mentioning that a person having master degree in mathematics cannot be considered for the post of scientists. The open question of 'Is mathematics a science?' is revisited in this paper under the new perspective to explore scientific practices that sans mathematics arrived knocking, challenging basic understanding of precision and practical sense that makes science. Considering the fact that in India, most crucial policy decisions at a higher level of abstraction in every conceivable arena of our national life are taken by either GOM (Group of Ministers) or GOS (Group of Secretaries), apprehension raises a basic query 'Who decides?' Some decision causes much unexpected consequence, which is noticed when it takes its toll and becomes virtually irreversible. This recent decision of Flexible Complementing Scheme (FCS), wherein mathematics is not considered as science, has potential to damage the very scientific culture and practices in India. This paper is an attempt to place mathematics in its right perspective and to highlight the damage that this decision might do. The paper also suggests ways to control the damage.

Cite This Paper

Vinay Kumar, "Mathematics Is Science: A Topic Revisited in Context of FCS of India", International Journal of Modern Education and Computer Science (IJMECS), vol.4, no.6, pp.17-26, 2012. DOI:10.5815/ijmecs.2012.06.03

Reference

[1]Ball, D. L., Hill, H.C, and Bass, H. :2005, 'Who knows mathematics well enough to teach third grade, and how can we decide?' American Educator, http://www.aft.org/pubsreports/american_educator/issues/fall2005/BallF05.pdf.
[2]Campbell, S.: 2002, 'Constructivism and the limits of Reason: revisiting the Kantian problematic', Studies in Philosophy and Education, 21, 421-445.
[3]Cohen, L., Manion, L., Morrison, K.:2004, Research Methods in Education, 5th ed, RoutledgeFalmer, London.
[4]Colyvan, M.: 2001, 'The miracle of applied mathematics', Synthese, 127, 265-277.
[5]Department Of Personal & Training, GOI, Flexible Complementing Scheme, Frequently Asked Question, doa: September 23, 2011.
[6]Department Of Personal & Training, GOI, Office Order No.FCS-14017/37/2008-Estt-RR dated September 10, 2010, "Modified Flexible Complementing Scheme for Scientists based on the recommendations of the 6Ih Central Pay Commission".
[7]Department Of Personal & Training, GOI, Office Order No.2/41/97-PIC dated November 9, 1998, "Flexible Complementing Scheme for Scientists in the various scientific departments -recommendations of the Fifth Central Pay Commission for modification of the scheme -regarding".
[8]Geertz, C.: 1973, The Interpretation of Cultures, Basic Books, New York.
[9]Gray, E. and Tall, D.: 1994, 'Duality, Ambiguity and Flexibility', Journal for Research in Mathematics Education, 26(2), 115– 141.
[10]Hill, H.C. and Ball, D. L.:2004, 'Learning mathematics for teaching: Results from California's mathematics professional development institutes', Journal for Research in Mathematics Education 35 (5), 330-351.
[11]Hill, H.C., Rowan, B. and Ball, D.L.:2005, 'Effects of teachers' mathematical knowledge for teaching on student achievement', American Educational Research Journal 42 (2), 371- 406.
[12]J. A. Sethian (1996), Level Set Methods: Evolving Interfaces in Geometry, Fluid Mechanics, Computer Vision, and Materials Sciences, Cambridge University Press.
[13]J. Keener and J. Sneyd (1998), Mathematical Physiology, Springer-Verlag , Berlin.
[14]Jaworski, B.: (2007) 'Theory in developmental research in mathematics teaching and learning: social practice theory and community of inquiry as analytical tools.' Paper presented at CERME 5 (Group 11) in Cyprus 2007.
[15]Karatzas and S. E. Shreve (1998), Methods of Mathematical Finance, Springer-Verlag, New York.
[16]Kumar, V. and Muttoo, S. K., (2009). 'A Data Structure for Graph to Facilitate Hiding of Information in a Graph's Segments –A Graph Theoretic Approach to Steganography'. Int. J. on Computer Network and Distributed System, Inderscience,Vol. 3, No. 3, pp. 268-282.
[17]Kumar, V. andMuttoo, S. K., (2010) 'Graph Theoretic Approach to Steganography to Secure Message Digest', Information Security Journal: A global perspective, Taylor & Francis, Vol. 19, No. 6, pp. 328-335.
[18]Kumar, V. and Muttoo, S. K., (2011). 'A Graph Theoretic Approach to Sustainable Steganography'. MIS Review: An Int. Journal,Vol. 17, No. 1, pp. 19-37.
[19]Kumar, V. and Sharma, V., (2006). 'Overcoming 64K data size limit in handling large spatial data in GISNIC while cleaning and building topology'. Int. J. of Information Technology and Management, Inderscience, Vol. 5, No. 1, pp. 77-86.
[20]Kumar, V.,(2010). 'Restricted Backtracked Algorithm to Find Hamiltonian Circuit in Undirected Graph'. BVICAM Int. J. of Information Technology, India, Vol. 2, No. 2, pp. 23-32.
[21]Lerman, S.: 1996, 'Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?',Journal for Research in Mathematics Education, 27(2), 133-150.
[22]M. H. G. Hoffmann, J. Lenhard y F. Seeger (eds.), Activity and Sign. Grounding Mathematics Education, Springer, New York, pp. 137-152.
[23]Muttoo, S. K. andKumar, V., (2010)'Hamiltonian Graph Approach to Steganography', International Journal of Electronic Security and Digital Forensic, Inderscience, Vol. 3, No. 4, pp. 311 – 332.
[24]Muttoo, S. K. andKumar, V., (2010).'Hiding Message in Map along pre Hamiltonian Path'. Int. J. of Information Security and Privacy, Idea Group USA, Vol. 4, No. 4, pp. 21-34.
[25]Radford, L.: 2003, 'On the epistemological limits of language: Mathematical knowledge and social practice in the Renaissance', Educational Studies in Mathematics, 52(2), 123-150.
[26]Radford, L.: 2003a, 'Gestures, speech and the sprouting of signs' Mathematical Thinking and Learning, 5(1), 37-70.
[27]Radford, L.: 2006, 'Algebraic Thinking and the Generalization of Patterns: A Semiotic Perspective', in S. Alatorre et al. (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, North American Chapter, Mérida, Vol. 1, pp. 2-21 (Plenary Lecture).
[28]Rowland, T., Huckstep, P. and Thwaites, A. :2004, 'Reflecting on prospective elementary teachers' mathematics content knowledge: the case of Laura', Proceedings of the 28th International Conference, Psychology of Mathematics Education, Vol. 4, Bergen, Norway, pp. 121-128.
[29]S. K. Muttoo,Kumar, V.,(2012). "Watermarking Digital Vector Map Using Graph Theoretic Approach", Annals of GIS, Taylor & Francis. Vol. 18, No. 2 pp. 135-146.
[30]Sfard, A.: 1991, 'On the dual nature of mathematical conceptions', Educational Studies in Mathematics, 22, 1-36.
[31]Wartofsky, M.: 1979, Models, Representation and the Scientific Understanding, D. Reidel, Dordrecht.
[32]Willinger and V. Paxson (1998), Where mathematics meets the Internet, Notices of the American Mathematical Society 45, 961---970.
[33]Yackel, E. and Cobb, P.: 1996, 'Socio-mathematical norms, argumentation, and autonomy in mathematics', Journal for Research in Mathematics Education, 27(4), 458-477.