International Journal of Transformation in Applied Mathematics & Statistics [ISSN: 2581-7620 (online)]

Ore about Zero

Dr. Arun Kumar Mishra

The origin of sexagesimal system may be related to early men's calculation of 360 days of a year. To quote from Florian Cajori's book, "A History of Mathematics" ,"Cantor offers the following theory : At first the Babylonians reckoned the year at 360 days. This led to the division of the circle in 360 degrees, each degree representing the daily amount of the supposed yearly revolution of the sun around the earth. Now they were, very probably, familiar with the fact that the radius can be applied to its circumference as a chord 6- times, and that each of these chords subtends an arc measuring exactly 60 degrees. Fixing their attention upon these degrees, the division into 30-parts may have suggested itself to them. Thus, when greater precision necessitated a sub-division of the degree, it was partitioned into 60 minutes. In this way the sexagesimal system came up with the base 60 - system. There is also an alternate suggestion. It is easy to count up to 60 with 5 - fingures of one hand and 12 knuckles of the other. There was one more compelling reason. Sumerians did not have the radix - point, the symbol we use to separate the integer-part from the fractional-part of the number. Sixty is a super composite numbers; which is divided by -

1,2,3,4,5,6,10,12,15,20,30 and 60.

Use of fraction is minimised in the sexagesimal or base - 60 system. Over the years, the Babylonians developed a method whereby a vacant - space is left in between two numbers to indicate a place without value. While some European Historians likened the "vacant-space" with modern zero, but truly, it is noting like zero. The vacant space is always between two numbers, never at the end of a number, the way we designate 30 to 300. In this paper, I have tried to explain the concept of zero in the light of modern - findings.

Improving Mathematics Performance among a group of Eighth Graders in a Technical and Vocational Education and Training (TVET) High School in Western Jamaica

Jamaican students have been underperforming in mathematics for decades. A study by Bourne (2019) indicated that the final external examination at the high school level in Jamaica (Caribbean Secondary Education Certificate (CSEC) has never exceeded 50%. In fact, in 2021, 21% of all Jamaican candidates who earned the Caribbean Secondary Education Certificate (CSEC) were successful in mathematics. The general objectives of this study are as follows: 1) To assess the academic challenges of eighth graders at a TVET high school in Western Jamaica, and 2) To formulate a framework that will improve eighth graders' mathematics performance in a TVET high school in Western Jamaica. This study used a descriptive research design. This design allows data collection on the relationship between multiple variables without manipulating them, providing insight and new information. The average score of the students before the intervention was 46.12%±19.96%, which increased to 70.27%±17.56% and 81.05%±9.82%. The results of the 38 participants in this study revealed that 35 improved performance after the intervention, with a 75.74%±9.82% increase in overall performance. One participant's score improved by 611.21% after the intervention strategies employed in the research (from 11.6% to 82.5%). The findings of the sampled participants revealed that 34.21% saw an improvement in performance over 100%, with 21.05% seeing an improvement of over 200. By creating a dynamic and engaging learning environment, educators can empower students to develop a deeper understanding of mathematical concepts and prepare them for success in high school and beyond.