The role of causality in the development of mathematics

Abstract

Since its inception, the development of mathematical science has been linked to the historical development of humanity, and there is no doubt that in contemporary times the usefulness of this science is invaluable: "differential and integral calculus in its most primitive form of flow calculation emerged as the most general method at that time for solving mechanical problems, including those of celestial mechanics; the theory of polynomials with minimum deviation from zero was developed in connection with research on the steam engine; the method of least squares arose in connection with major geodetic works; Today, under the direct influence of the demands of new branches of technology, many branches of mathematics are undergoing rapid development (combinatorial analysis, approximate methods for solving differential and integral equations, the theory of finite groups, etc." (Ribnikov, 1974). Now, at a time when the development of mathematical science has reached such high levels, it is impossible to talk about any technical or scientific fact that does not involve, directly or indirectly, some mathematical content.  However, the fact that students can learn this content does not mean that they are professional mathematicians; what is required is for a person in an institution, with clear plans and well-established guidelines, to take charge of directing actions with adequate and sufficient motivation, enabling the management of this content (its application) in the daily lives of students. “The message is simple: anyone can learn everyday mathematics with the right method” (Charles Seiter, 1996).

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