the nature of measurement and growth
TRANSCRIPT
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S I TI A SM AN I B IN T I M US TA PH A S I TI M AS H IT AH B IN TI S HA AR I
THE NATURE OFMEASUREMENT AND GROWTH
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PERIMETER
Measuring length
To measure an object is to assign a number to its size. The
number representing its linear dimension, as measured
from end to end, is called measure or length.
Measurement is never exact, so you need to precise the
measure should be.
To get the accurate answer we have to round the final
answer to be as accurate as the least precise measurement.
The most common system of measurement used in the
world called the metric system.
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y One application of both measurement and geometry
involves finding the distance around a polygon. This
distance is called the perimeter of the polygon.
y The perimeter of a polygon is the sum of the lengths
of that polygon.
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per me ers o e mos commonpolygon.
1. An equilateral triangle is a tringle with all sidesequal in length.
PERIMETER = 3 (side)
2. Arectangle is a quadrilateral with angles that are allright angles.
PERIMETER = 2 (length) + 2 (width)
3. Asquare is a rectangle with all sides equal length.
PERIMETER = 4 (side)
P = 4 s
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AREA
RECTANGLES
AREA = LENGTH.
A = lw
length, l
width, w
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Squares
AREA = SIDE SIDE
= (SIDE) slide , s
A = s
slide, s
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Parallelograms
AREA = BASE HEIGHT
A = bh
base, b
height, h
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Triangle
AREA = BASE HEIGHT
A = bh
Height, h
Base, b
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Trapezoid
AREA = h(b + B)
B
h
b
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Values in Mathematic
y Values are the deep affective qualities whicheducation aims to foster through the teaching ofmathematics.
y Values are not the same as beliefs, although the twoconstructs are related, and there is much research onbeliefs in mathematics education but little on values.
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Introduction
y Whereas it is relatively easy and common in the
teaching of humanities, arts subjects and perhaps also
the sciences to discuss the development of values, this
is not the case at present in mathematics teaching.
y There is a widespread misunderstanding that
mathematics is a value-free subject, and many policy
developers (as well as some educators) might initially
be concerned about explicit values education in
mathematics.
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y What policy developers and others should be concerned about,
however, is that values teaching and learning inevitably goes on
in mathematics classrooms.
y This is because whenever teaching takes place, choices are made,
which are based on, and therefore reveal, certain values.
y However there is only a limited understanding at present of what
values are being transmitted, and of how effectively they are being
transmitted.
y Perhaps this is because most values appear to be taught and
learnt implicitly rather than explicitly in mathematics classrooms.
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y
All teacher teach value but it seem from researchthat most teaching and learning of values in
mathematic clasess happen implicity.
y Key to genarating more possiblities for mathematic
teaching.
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What are values.
y Deep affective qualities that education fosters through
the school subject of mathematic.
y Research suggest that the negative feature of these
value lead subsequently to a dislike of mathematics in
adult hood and hence to negative parental
influence(Cockroft 1982)
y Put value and valueing clearly within the affective
domain and pointed also to their deep seated nature.
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y Seven criteria for calling something a value (Louis Raths, Merill
Harmin and Sidney Simon 1987):
1. Choosing freely
2. Choosing from alternative
3. Choosing after thoughtful consideration of the sequence of each
alternatives
4. Prizing and cherishing
5. Affirming
6. Acting upon choice
7. Repeating
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y The research literature on values in education
indicate that values should involve the existence of
alternatives, choice and choosing, preferences and
consistency.y Values in Mathematic teaching is happening
implicitly, so it depend on our own sets of values as
a person and as a teacher.
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y we have to make choice depend on our value and it
will give influence in the student value.
y Through the choice we make are implicitly shaping
the value of the student.
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Values in mathematics education are of three basic
kinds:
y Mathematical values: values which have developed as the subject
has developed within the particular culture.
y
General educational values: values associated with the norms ofthe particular culture, of the particular society, and of the
particular educational institution.
y Mathematics educational values: values embedded in the
curriculum, textbooks, classroom practices, etc. as a result of the
other sets of values.
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The mathematic teacher and valueseducation
y As a value carrier teacher have to acting as some sort of
model. The value she assimilate will affect her work.
y Teacher should presenting pupil with activities that
encourage them to make choice.
y The teacher task should show to the student that there
another aspects of mathematic are more important
besides merely technical aspect.
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Variety of learning context in which the education ofmatematichal values can happen.
y Small group activities will generating a greater
awerness of value.
y Project activies show the relationship between
mathematic and society.(historical project, present
day society, enviromental problem).
y Mathematical investigation-creative