The history of mathematics is nearly as old as humanity itself. Since antiquity, mathematics has been fundamental to advances in science, engineering, and philosophy. It has evolved from simple counting, measurement and calculation, and the systematic study of the shapes and motions of physical objects, through the application of abstraction, imagination and logic, to the broad, complex and often abstract discipline we know today.
Mathematics as a formal area of teaching and learning was developed about 5,000 years ago by the Sumerians. They did this at the same time as they developed reading and writing. However, the roots of mathematics go back much more than 5,000 years.
The development of reading, writing, and formal mathematics 5,000 years ago allowed the codification of math knowledge, formal instruction in mathematics, and began a steady accumulation of mathematical knowledge.
A discipline (a organized, formal field of study) such as mathematics tends to be defined by the types of problems it addresses, the methods it uses to address these problems, and the results it has achieved. One way to organize this set of information is to divide it into the following three categories (of course, they overlap each other):
To a large extent, students and many of their teachers tend to define mathematics in terms of what they learn in math courses, and these courses tend to focus on #3. The instructional and assessment focus tends to be on basic skills and on solving relatively simple problems using these basic skills. As the three-component discussion given above indicates, this is only part of mathematics.
from http://pages.uoregon.edu/moursund/Math/mathematics.htm & luke mastin