The method in used: interview First, I asked to male children. He is a student of elementary school, in third class. I asked to him about mathematics, and he answers that mathematics is a difficult lesson. He said the material of third level class in elementary school which is difficult for him is the material about story task. Sometimes they don’t know how to solve the story task and he also don’t know the steps to get the answer. The other lesson which is difficult is about dividing a number with other number by using in Indonesia “porogapet method”. The problem in dividing is the accurate calculating, so sometimes he gets the wrong answer. The other problem is grouping in calculating. He still confuse when the calculating use bracket. In the exam, his wrong answer caused by the little ability calculating, so he gets not accurate number. Second, I asked to female children. She is a student of elementary school, in fifth class. She thinks that mathematics is also a difficult lesson. Her problem is in ability calculating, so she gets not accurate number. She said that she understands the material, the material is not difficult, but she doesn’t do the task careful, so se get the wrong answer. Third, I asked to female children. She is a student of elementary school, in first class. She thinks that mathematics is an easy lesson. She has learned about multiplication. She also said that multiplication is so easy to do. She absolutely enjoys the mathematics lesson. Fourth, I asked to female children. She is a student in junior high school, in second class. She said that mathematics is a difficult lesson. One of materials which are so difficult is algebra. Sometimes she doesn’t understand the material. The teacher can’t transfer the material well, so many student don’t understand the material. The other problem is same with the student above, it is the ability calculating. For her, teacher is the most important element in teaching learning process. The teacher must have fair attitude to their student, so the student like them and also like their lesson.
Most people have the wrong idea about networking. It's not something you turn on when you find yourself out of a job or anxiously looking for business. It doesn't require you to be pushy, to be a"schmoozer" or to have that ability to snap your finger, point at someone and say "hey.. let's do lunch!". And it is not about randomly showing up at events and asking strangers for the dream job.
Networking is defined as developing an extended group of people with similar interests or concerns that interact and remain in informal contact for mutual assistance or support. It needs to start well before you need something. Indeed, it is a continuous long-term proposition that's about building positive win-win relationships. At its core, networking is more about giving than taking. The definition of category: 1. A specifically defined division in a system of classification; a class. 2. A general class of ideas, terms, or things that mark divisions or coordination within a conceptual scheme, especially: a. Aristotle's modes of objective being, such as quality, quantity, or relation, that is inherent in everything. b. Kant's modes of subjective understanding, such as singularity, universality, or particularity that organizes perceptions into knowledge. c. A basic logical type of philosophical conception in post-Kantian philosophy. 3. Linguistics a. A classificatory structural unit or property of a language, such as a part of speech, verb phrase, or object. b. A specific grammatical defining property of a linguistic unit or class, such as number or gender in the noun and tense or voice in the verb.
We don’t know that there is a big power in category and networking. The power of category and networking really we need in our live. And we must know it. There are 4 points of the nature of psychology, according to Immanuel Kant said, there are: 1. Quantitative 2. Qualitative 3. Category 4. Relationship First, the basic of Quantitative are plural, partial and singular. Second, the Qualitative can be stated in a number. Third, the basic of category are universal, partial and unique. And the last, relationship according with the basic principal, like the law of if only if or the relation of cause and effect. For example, the simple category is A=A, then B is not equals to A. The example shows as the identity that is A=A, and contradiction that is B is not equals to A. We can see many references in the power of category and networking, in nomena or phenomena. In nomena, there are two criteria category, that is category (categorization) and networking. Where the Categorization, we must know the definition, the function, the purpose, and the component of the reference. In phenomena, there are many steps to make a dream comes true. We must know the category of highlighting ideas in our work, there are the title, the abstraction, the introduction, the power of category, the power of networking, the relationship, the conclusion, and the reference. By know these steps; we can finish our work easily. Let’s try to use the power of category and networking in our life, hope our dream come true, and we can enjoy our life!!
As we know English is an international language. Although, I am students of mathematics program I must have competence in English, of course all about English for mathematics education. By studying English I can communicate with many people around the world. So I must have a competence in it. Firstly I will explain about competence. Competence is a standardized requirement for an individual to properly perform a specific job. It encompasses a combination of knowledge, skills and behavior utilized to improve performance. More generally, competence is the state or quality of being adequately or well qualified, having the ability to perform a specific role. Competence is also used to work with more general descriptions of the requirements of human beings in organizations and communities. Examples are educations and other organizations who want to have a general language to tell what a graduate of an education must be able to do in order to graduate or what a member of an organization is required to be able to do in order to be considered competent. In emergency contexts, competent people will react to the situation following behaviors they have previously found to succeed, hopefully to good effect. To be competent you need to be able to interpret the situation in the context and to have a repertoire of possible actions to take and have trained in the possible actions in the repertoire, if this is relevant. Regardless of training, competence grows through experience and the extent of an individual to learn and adapt. The process of competence development is a lifelong series of doing and reflecting. And it requires a special environment, where the rules are necessary in order to introduce novices, but people at a more advanced level of competence will systematically break the rules if the situations require it. This environment is synonymously described using terms such as learning organization, knowledge creation, self organizing and empowerment. I like mathematics very much and I think this is the first way to have competence in English for mathematics. During I get English for mathematics lesson; I have done many activities like writing something in blog, doing the assignments and joining the English class. I always try my best to do the assignment which is the lecture asked. I always try my best to do the test. I also try so hard to comprehend the material which is given by the lecture although it is very difficult to comprehend it. I must have strategy to understand it. I know in the next time I will be a mathematics teacher, so I must know the material about mathematics. By studying English I think, it can increase my competence in English for mathematics. Because In the next time I will be a mathematics teacher, I must have competence in English for mathematics. It helps me to guide the students knows the material which is explained by me. I will try hard to increase my competence in mathematics education by study hard and find many materials about mathematics. And I think it is a must that I have competence in English for mathematics education.
Since I get English lesson in Junior High School, I have liked it. I interest in it very much. Nowadays I like English too, but it is not more than I like mathematics. First semester In university, I have got English lesson part I, with Mrs. Iin. We learn about English for mathematics. We have discussed about measurement and mathematics operation. Now, in second semester, I get English lesson part II with the lecture Mr. Marsigit. Firstly I think that English lesson is a difficult lesson. But after I get it I think studying is a funny activity. In English part II we learn about English for mathematics and mathematics education. During I get English for mathematics lesson, I have done many activity like writing something In blog, doing the assignments and joining the English class. I always try my best to do the assignment which is the lecture asked. I always try my best to do the test. I also try so hard to comprehend the material which is given by the lecture although it is very difficult to comprehend it. In the next time what I will do about English for mathematics? I think, I will try hard to develop the mathematics science. To make it come true, I must have curiosity. It will help me to make a scientific work or scientific paper. With scientific paper, I can participate the development of mathematics science. Not only it, I also must be a good mathematics teacher who can give the lesson to the student well. We know that a good mathematics teacher is a teacher who can control the classroom and create the atmosphere In order to make the student feel comfort and interest with mathematics lesson. A teacher is also as facilitator In guiding the student to find out the idea of the material. Because In the next time I will Be a mathematics teacher, I will try hard to be a good teacher in order to develop mathematics science. Keep fighting!!!
1. The characteristics of logarithm first characteristic, Remember of Exponent function: • a to the power of m times a to the power of n equals a to the power of m plus n • a to the power of m over a to the power of n equals a to the power of m minus n if b logarithm to the base a equals n, so b equals a to the power of n if a logarithm to the base g equals x, so a equals g to the power of x if b logarithm to the base g equals y, so b equals g to the power of y what is the answer of a times b in bracket logarithm to the base g? if a logarithm to the base g equals x, so a equals g to the power of x and b logarithm to the base g equals y, so b equals g to the power of y, we can conclude a times b equals g to the power of x in bracket times g to the power of x in bracket, then we get a times b equals g to the power of x plus y. we can get a times b in bracket logarithm to the base g equals g to the power of x plus y in bracket logarithm to the base g, equals x plus y in bracket times g logarithm to the base g ( we know that g logarithm to the base g equals one), so it equals a plus b. we can conclude that a times b in bracket logarithm to the base g equals a plus b. then we look: • a over b equals g to the power of x in bracket over g to the power of y • a over b equals g to the power of x minus y in bracket • a over b logarithm to the base g equals g to the power of x minus y in bracket logarithm to the base g equals x minus y in bracket times g logarithm to the power of g, equals x minus y. so we can conclude a over b logarithm to the base g equals a logarithm to the base g minus b logarithm to the power of g. second characteristic, • if a logarithm to the power of g equals x so a equals g to the power of x • if b logarithm to the power of g equals y so b equals g to the power of y
1. The characteristics of logarithm first characteristic, Remember of Exponent function: • a to the power of m times a to the power of n equals a to the power of m plus n • a to the power of m over a to the power of n equals a to the power of m minus n if b logarithm to the base a equals n, so b equals a to the power of n if a logarithm to the base g equals x, so a equals g to the power of x if b logarithm to the base g equals y, so b equals g to the power of y what is the answer of a times b in bracket logarithm to the base g? if a logarithm to the base g equals x, so a equals g to the power of x and b logarithm to the base g equals y, so b equals g to the power of y, we can conclude a times b equals g to the power of x in bracket times g to the power of x in bracket, then we get a times b equals g to the power of x plus y. we can get a times b in bracket logarithm to the base g equals g to the power of x plus y in bracket logarithm to the base g, equals x plus y in bracket times g logarithm to the base g ( we know that g logarithm to the base g equals one), so it equals a plus b. we can conclude that a times b in bracket logarithm to the base g equals a plus b. then we look: • a over b equals g to the power of x in bracket over g to the power of y • a over b equals g to the power of x minus y in bracket • a over b logarithm to the base g equals g to the power of x minus y in bracket logarithm to the base g equals x minus y in bracket times g logarithm to the power of g, equals x minus y. so we can conclude a over b logarithm to the base g equals a logarithm to the base g minus b logarithm to the power of g. second characteristic, • if a logarithm to the power of g equals x so a equals g to the power of x • if b logarithm to the power of g equals y so b equals g to the power of y
good night Mr Marsigit.. i am alifa desiarini from non regular mathematic education class. i think your education system with the blog very good. by blogging, student can mold their idea in English freely. student will not be ashamed to explore their idea. but sir, speaking is also very important. thanks for your ettention sir..
1. Do you believe me? The first video tells me about “Do you believe me? This video contains about a speech by a child. This child is a boy, he is 10 years old. In this speech he was speaking about believing. In many times he let fly a question. This question is Do you believe me. Actually I don’t understand what he said, but what he said has an essence that in our life we always need each other.From that video, I think that we have to believe with our ability.
2. What you know about math? The second video tells me about” The materials which is discussing in mathematics”, there are: o Significant figure o Limit o Exponent o Trigonometry o Integral o Matrix o Differential o π
3. English Solving Problem The third video tells me about one example of mathematics problem. In this video shows the graph of y=g(x), if the function h is defined by f(x) equals x plus one ( f(x) = x + 1) If 2 times f(p) equals twenty ( 2f(p) = 20 ) . What is the value of f(3p)? this is one example of mathematics solving problem.
4. properties of Logarithms The fourth video tells me about properties of Logarithms, there are : a. Log x to the base b equals y symmetry with b power y equal x
b. Log x to the base 10 equals Log x
c. Log x to the base natural numeral equasl Ln x (this natural logarithm) example:Log 100 to the base 10 equals x.What is the value of x? answer :Log 100 to the base 10 equals x, become 10 to the power of x equals 100, so x equal 2.
5. The graph of rational function. The fifth video tells me about the graph of rational function.
6. Trigonometry the sixth video tells me about trigonometry. this video tells about sinus, cosinus and tangent. we can get the value of sinus with formula opposite over hypotenuse (soh). we can get the value of cosinus with formula adjust over hypotenuse (cah). we can get the value of tangent with formula opposite over adjust (toa).
Pure mathematics is mathematics motivated entirely for reasons other than application. It is distinguished by its rig our, abstraction and beauty.
One central concept in pure mathematics is the idea of generality; pure mathematics often exhibits a trend towards increased generality. Generality has many different manifestations, such as proving theorems under weaker assumptions, or defining mathematical structures using fewer assumptions. Although generality is sometimes pursued or valued for its own sake, it has certain benefits, including:
·Generalizing theorems or mathematical structures can lead to deeper understanding of the original theorems or structures: by exploring the implications of weakening the assumptions, one gains a better understanding of the role those assumptions play in the original theorems or structures.
·Generality can simplify the presentation of material, resulting in shorter proofs or arguments that are easier to follow.
·One can use generality to avoid duplication of effort, proving a general result instead of having to prove separate cases independently, or using results from other areas of mathematics.
·Generality can facilitate connections between different branches of mathematics, by emphasizing commonality of structure that may not be apparent at less general levels. Category theory is one area of mathematics dedicated to exploring this commonality of structure as it plays out in some areas of math.
Subfields in pure mathematics
·Analysis is concerned with the properties of functions. It deals with concepts such as continuity, limits, differentiation and integration, thus providing a rigorous foundation for the calculus of infinitesimals introduced by Newton and Leibniz in the 17th century. Real analysis studies functions of real numbers, while complex analysis extends the aforementioned concepts to functions of complex numbers. Functional analysis is a branch of analysis that studies infinite-dimensional vector spaces and views functions as points in these spaces.
·Abstract algebra is not to be confused with the manipulation of formulae that is covered in secondary education. It studies sets together with binary operations defined on them. Sets and their binary operations may be classified according to their properties: for instance, if an operation is associative on a set which contains an identity element and inverses for each member of the set, the set and operation is considered to be a group. Other structures include rings, fields and vector spaces.
·Geometry is the study of shapes and space, in particular, groups of transformations that act on spaces. For example, projective geometry is about the group of projective transformations that act on the real projective plane, whereas inversive geometry is concerned with the group of inversive transformations acting on the extended complex plane. Geometry has been extended to topology, which deals with objects known as topological spaces and continuous maps between them. Topology is concerned with the way in which a space is connected and ignores precise measurements of distance or angle.
·Number theory is the theory of the positive integers. It is based on ideas such as divisibility and congruence. Its fundamental theorem states that each positive integer has a unique prime factorization. In some ways it is the most accessible discipline in pure mathematics for the general public: for instance the Goldbach conjecture is easily stated (but is yet to be proved or disproved). In other ways it is the least accessible discipline; for example, Wiles' proof that Fermat's equation has no nontrivial solutions requires understanding automorphic forms, which though intrinsic to nature have not found a place in Physics or in public discourse.
School mathematics
1.Mathematics is a pattern
2.Mathematics is communication
3.Mathematics is investigation
4.Mathematics is problem solving
Nature of student of mathematics
1.Students need motivation and spirit
Motivation is the set of reasons that determines one to engage in a particular behavior. It is one of important thing needed by student, to make their dream come true. Motivation comes from two things: you, and other people. There is extrinsic motivation, which comes from others, and intrinsic motivation, which comes from within you. Intrinsic motivation occurs when people engage in an activity, such as a hobby, without obvious external incentives. Students are likely to be intrinsically motivated if they:
·attribute their educational results to internal factors that they can control (e.g. the amount of effort they put in),
·believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck),
·are interested in mastering a topic, rather than just rote-learning to achieve good grades.
Extrinsic motivation comes from outside of the performer. Money is the most obvious example, but coercion and threat of punishment are also common extrinsic motivations.
2.Students have certain characteristics
3.Students have competence
Competence is a standardized requirement for an individual to properly perform a specific job. It encompasses a combination of knowledge, skills and behavior utilized to improve performance. More generally, competence is the state or quality of being adequately or well qualified, having the ability to perform a specific role. Competence is also used to work with more general descriptions of the requirements of human beings in organizations and communities. Examples are educations and other organizations who want to have a general language to tell what a graduate of an education must be able to do in order to graduate or what a member of an organization is required to be able to do in order to be considered competent. An important detail of this approach is that all competences have to be action competences, which means you show in action, that you are competent. Every student must develop theircompetence, because it can make them easy to get the job.
In an education, there are three main components. The components are teachers, students, and education system. Teachers have a role as leader who organized the way of education. teachers lead their students to enter into a lesson. As participants in education, student must obey with all the teachers says, so the education process can run smoothly. Education system also has an important role in education.With a complete educational facilities, education can run smoothly. And the purpose of education is to create human progress can be achieved.
Hello every body, this is my new blog in English lesson part 2. With Mr. Marsigit we will learn about English for Mathematics. Sometime ago we have learned about The History of mathematics. and now we will learn about English for mathematics, this blog also contains about it. Welcome to read this blog can hopefully increase your knowledge about English for mathematics. Let's join my blog. Thank you for your attention.
my name is Alifa Desiarini. now I am studying in Yogyakarta State University. I take Mathematics Education Program. I want to be a mathematics teacher who can teach my knowledge about mathematics well.
