The Magic Number
B. Haq
Number zero is a magic number that has traveled far and wide since its birth centuries ago in India. Apparently, it stands for nothing, for nonexistence, and yet it has mathematics, science, and astronomy hoisted upon its well-rounded shoulders.
Ancient Greeks made significant contributions to the field of mathematics, borrowing new concepts from Egypt. However, under Roman rule, mathematics entered a dark age. Because Roman numbers were cumbersome to make complex calculations, Romans didn’t pursue mathematics.
The next big breakthrough came around AD 500 in India. Indian mathematicians needed to express very large quantities. Therefore, they came up with the place-value system that could count large numbers. With the addition of zero, extraordinary calculations could be made. Mayans in Central America had also independently developed the concept of zero in their number system as early as 36 BC. However, their number system did not reach the rest of the world.
From AD 762, Arab mathematicians began using the place-value system and assigned new symbols to the numbers. They invented methods of mathematics that enabled them to reach new heights in mathematics, science, and astronomy.
By 1200 AD, this system made its way to Europe through Algeria in North Africa. Arabic texts on mathematics were translated into European languages. From there, the use of Arabic numerals and the place-value system was adopted by the whole world.
The next huge development occurred in Germany in 1679, with the invention of the binary system of counting using only ones and zeros. Computer languages are based on this binary system of numbers. Without the seemingly unimportant zero, modern life would have been very different.
The concept of zero is difficult to comprehend by the human brain. For this reason, children learn about zero after having learned all the other nine digits first.
What is the author’s purpose in writing this article?
Responses
A To bring the reader up to date about the progress in mathematicsTo bring the reader up to date about the progress in mathematics
B To prove Romans neglected mathematics as they didn’t have the zeroTo prove Romans neglected mathematics as they didn’t have the zero
C To educate the reader about the development of the concept of zeroTo educate the reader about the development of the concept of zero
D To stress that mathematicians invented the zero by chance