The Affect of Environmental Situation in Mathematics Learning Process
Learning is a process which is information or new knowledge is obtained. It’s not only in school but also in everywhere. Everything on this world could be learned. Based on this learning, we can produce a solution to solve the problem. It needs a concentration and could be influenced by situation and condition of this environment. There are kind of learning styles such as by listen the music, be alone in a quite places, by pronouncing loudly, and so on.
In this article, I focus on the affection of environmental situation to mathematics learning process. I will try to find out how significant the affection of environmental situation to mathematics learning process. This research is conditioned when the research object is placed on a private course nearby main road. His name is Adi Baskara. He is 3rd grade in SMP Pangudi Luhur.
Research mechanism:
It uses test system
15 problems is given to the object
Me as an observer will examine the self symptom which appear during the object does the task
The problem is presents as follow:
A flag tower with 3 m height has a shadow length of 1.8 m. If a tree has 2.1 m length, so the height of the tree is…
A. 3,2 m B. 3,4 m C. 3,5 m D. 3,6 m
A slide has 3.2 cm width and 2.4 cm height. If the slide on the screen having wide 1.8 m, so the height of the slide on the screen is….
A. 1,3 m B. 1,35 m C. 1,2 m D. 10,5
A picture having size 45 cm x 40 cm is copied for 80% of it’s size. The size of the copied picture is…
A. 40 cm x 38 cm C. 36 cm x 34 cm
B. 40 cm x 36 cm D. 36 cm x 32 cm
A sheet of carton having size 30 cm x 40 cm will be made a photo frame. On the left and right side of the photo still has a remaining carton with 3 cm width. If photo and carton is congruent, so the width of the upper side and base side which not covered is…
A. 8 cm B. 6 cm C. 5 cm D. 4 cm
The score of mathematics examination from a group of student is presented in a table as bellow:
Score 3 4 5 6 7 8 9 10
Frequentation 2 3 4 8 9 7 4 3
So the value of mean, median and mode from the data above serially is…
A. 6,775; 7,000 and 7,000
B. 6,675; 6,000 and 6,000
C. 6,775; 6,000 and 7,000
D. 6,875; 6,500 and 9,000
From a pack of bridge card, will be chosen 1 card randomly. The possibility of red ace is taken is…
A. B. C. D.
In a area of goiter endemic is found a data that the possibility of local residents are infected goiter disease is 0.125. If the total residents in this area is 28.000, so total of resident which is infected by the disease is…
A. 2.800 B. 3.200 C. 3.500 D. 3.600
(3 - 1)2 = ………..
A. 44 – 6 C. 46 - 6
B. 44 - 3 D. 46
A metal ball having diameter 12 cm. It will be melted and reform to be a cone in same radius with the ball. The height of the cone is...
A. 36 cm B. 24 cm C. 18 cm D. 12 cm
Known a number sequence 5, 8, 11, 14…… The 30th term of the sequence is…
A. 92 B. 95 C. 96 D. 99
If Sn = 3n2 + n is sum formula of n the first term of arithmetic sequence, so U7 = ……..
A. 35 B. 40 C. 56 D. 154
A arithmetic sequence has U3 + U5 = -8 and U8 = 0. The first term of the sequence is… A. 9 B. 5 C. 4 D. -7
A cylinder has base circumference 44 cm and 36 cm height. The volume of the biggest cone that can be put in to the cylinder is...
A. 1.386 cm³ C. 1.848 cm³
B. 1.438 cm³ D. 2.772 cm³
The positive power of x 6 x 2-3 is...
A. B. C. D.
An oil drum having radius 35 cm and high 1.2 m. If the price of oil per liter is Rp800,00, so the price of 1 oil drum is…
A. Rp369.600,00 C. Rp389.600,00
B. Rp369.800,00 D. Rp398.600,00
The result of the examination is presents as follow:
He looked to the upside for 1 time
He looked to the outside for 25 times
He took his hands to his head for 13 times
He played the chair by his legs for 6 times
I will analyze the result of this research. Object’s concentration is disturbed because the noisy that came from outside. The noisy is more interesting for him. It’s proven by how often he looked to the outside. If we draw an average, he looked outside around 2 minutes for each time he looked outside. It made him be not focus on the problem. Ultimately, he didn’t finish the task optimally.
Monday, December 28, 2009
THE POWER OF CATEGORY AND NETWORKING
According Immanuel Kant, there are 4 mind’s aspects which in human mind, i.e.: quality, quantity, relation, and category. By more intention and awareness, it will create a mathematics education phenomenon. For instance, a teacher gives a picture of cube. What require to be thought is size and shape for called it a cube. Otherwise about matter or how much we needed to make a cube is not important. This matter needn’t be thought, throw away to epoche.
On mathematics education phenomenon there are two aspect i.e. teaching and learning. On learning process, the phenomena of teaching and learning of mathematics must be science. It’s core of learning. So that, we need a cogitation. The cogitation is consist of two kinds, button-up or top-down ( begin from theory which needs reference from book, journal and research report).
Otherwise the science itself focuses on student’s mathematics thinking which it got from reference. For instance, such like Katagiri said about student’s mathematics learning. There are 3 types: attitude, method, content.
Student’s mathematics learning is seen as a frame work of the nature school mathematics can be figure as follow:
Pattern Problem solving investigation Communication
Attitude
Method
Content
By investigating the table above, we can conclude that for every mind aspect which is expressed by Immanuel Kant, it could be categorized as three types of contain in student’s mathematics learning that is expressed by Katagiri, and also if we investigate deeper, there is a correlation between thinking aspects and type of contains of student’s mathematics learning that is expressed by Katagiri which is called as networking. Based on the conclusion above, the table above can be categorized and be a networking. So we can draw a theory.
According Immanuel Kant, there are 4 mind’s aspects which in human mind, i.e.: quality, quantity, relation, and category. By more intention and awareness, it will create a mathematics education phenomenon. For instance, a teacher gives a picture of cube. What require to be thought is size and shape for called it a cube. Otherwise about matter or how much we needed to make a cube is not important. This matter needn’t be thought, throw away to epoche.
On mathematics education phenomenon there are two aspect i.e. teaching and learning. On learning process, the phenomena of teaching and learning of mathematics must be science. It’s core of learning. So that, we need a cogitation. The cogitation is consist of two kinds, button-up or top-down ( begin from theory which needs reference from book, journal and research report).
Otherwise the science itself focuses on student’s mathematics thinking which it got from reference. For instance, such like Katagiri said about student’s mathematics learning. There are 3 types: attitude, method, content.
Student’s mathematics learning is seen as a frame work of the nature school mathematics can be figure as follow:
Pattern Problem solving investigation Communication
Attitude
Method
Content
By investigating the table above, we can conclude that for every mind aspect which is expressed by Immanuel Kant, it could be categorized as three types of contain in student’s mathematics learning that is expressed by Katagiri, and also if we investigate deeper, there is a correlation between thinking aspects and type of contains of student’s mathematics learning that is expressed by Katagiri which is called as networking. Based on the conclusion above, the table above can be categorized and be a networking. So we can draw a theory.
Monday, November 16, 2009
HOW TO UNCOVER THE PSYCHOLOGICAL PHENOMENA
One of phenomena in psychology is traumatic. Traumatic is a case without an explanation. It is a communication problem. In communication there are three components i.e. sender, constrain, and receiver. If there is a deviation in these three components, so traumatic can be happened. Such as sender is a teacher and he presents his material by snapping, so the students will get traumatic on the subject which is taught by the teacher. To avoid the traumatic needs effective communication where from this communication will appear a flexible and contextual conversation. It can makes readiness or in educational concept known as apperception. The apperception is beginning from sensation or sense. When we learn mathematics, the sensation is the first step. For instance, when the teacher teaches mathematics to the students, he gives a story problem as follows:
“Mother has a cake. She has four children, and she want to give the cake to her children equally. How’s the way?”
The first step that is done by the students is listening the story from the teacher. Listen in this context is one of sensation form. Then the matter that they listen is processed by brain and they get perception that the cake is divided in order every child get same part. Then they divide the cake to be four equal part by the solution that has taught by the teacher about division. This part is called as concept. This step could be implemented in daily life.
Psychology tries not to be authoritative on the object of student so it will not give a traumatic effect. In education world, traumatic on the student is really fatal. Because of this, could be brought to the higher level. There are two concepts in mathematics learning:
1. Empirical concept
In this empirical concept, concept is based on experience, sensation, and fair. It is aimed to their sensation is developed so the aperception that’s appeared is suitable to their wants.
2. Analytical concepts or appriory concept
This concept has recursion characteristic. So, we don’t need to find data. The steps of apriority concept are:
a. Pure science
b. Definition
c. Axiom
d. Theorem
In mathematics teaching we must revitalize. The mistakes of sciences based on assumption that often undefined the term or something that doesn’t need to define because has been known.
“Mother has a cake. She has four children, and she want to give the cake to her children equally. How’s the way?”
The first step that is done by the students is listening the story from the teacher. Listen in this context is one of sensation form. Then the matter that they listen is processed by brain and they get perception that the cake is divided in order every child get same part. Then they divide the cake to be four equal part by the solution that has taught by the teacher about division. This part is called as concept. This step could be implemented in daily life.
Psychology tries not to be authoritative on the object of student so it will not give a traumatic effect. In education world, traumatic on the student is really fatal. Because of this, could be brought to the higher level. There are two concepts in mathematics learning:
1. Empirical concept
In this empirical concept, concept is based on experience, sensation, and fair. It is aimed to their sensation is developed so the aperception that’s appeared is suitable to their wants.
2. Analytical concepts or appriory concept
This concept has recursion characteristic. So, we don’t need to find data. The steps of apriority concept are:
a. Pure science
b. Definition
c. Axiom
d. Theorem
In mathematics teaching we must revitalize. The mistakes of sciences based on assumption that often undefined the term or something that doesn’t need to define because has been known.
Wednesday, May 6, 2009
Mathematical Thinking and Scientific Work
Mathematical Thinking and scientific work
At this time I want to try to explain the relation of mathematical thinking and scientific work. Mathematical thinking is consistent thinking.
we have studied mathematics from elementary, junior high, high school. And as long as we studied it we knew that Mathematic as:
• Pattern or relationship
• Problem solving
• Investigation
• Communication
Mathematics formal characteristic shown that mathematics as axiomatic so we have axiomatic mathematics.
Mathematics as deductive consist of:
• Draft
• Definition
• Theorem
• Axiom
• Prove (procedure to prove theorem)
• Structure
• etc
People should start to establish formal mathematics as a system
Should to an assumption
Usually assumption is concept or definition. It’s can use if we have strong base of it.
The object of mathematics is idea or our mind.
We can get mathematics object from the existence and probability of existence.
Mathematics object is in our mind
Two ways to get object from concrete object
• Idealization
Assume perfect.
Assumption to get absolutely for the object.
• abstraction
Just to learn certain characteristic.
Mathematics logic consists of daily and formal logic. Mathematics operations are arithmetic operation for example addition, subtraction, to the power, square root, the radix, and etc. In mathematics we know about the “if then statement”. “If then statement” is usually write in if a then b, and the ‘a’ and ‘b’ are some simple statements or prepositions in mathematics. The sentence in mathematics can be the close sentence and open sentence. We also use the truth table to understand what the relations of those statements are.
Mathematical logic is used to get conclusion from sentence
There are:
• Thesis: certainly correct
• Anti thesis: contradiction with the thesis
• Hipothesis: thesis while
Code mathematical thinking with scientific work
Scientific work has some characteristic:
• Impersonal (not related to personal)
• Has a standard or criteria
• Objective
Scientific work can be:
• Ethics
• Conclusion
• Recommendation
• Reference
Code of ethics of free articles plagiatism. Even if want to include the:
• Quotations
• Author
• Reference
At this time I want to try to explain the relation of mathematical thinking and scientific work. Mathematical thinking is consistent thinking.
we have studied mathematics from elementary, junior high, high school. And as long as we studied it we knew that Mathematic as:
• Pattern or relationship
• Problem solving
• Investigation
• Communication
Mathematics formal characteristic shown that mathematics as axiomatic so we have axiomatic mathematics.
Mathematics as deductive consist of:
• Draft
• Definition
• Theorem
• Axiom
• Prove (procedure to prove theorem)
• Structure
• etc
People should start to establish formal mathematics as a system
Should to an assumption
Usually assumption is concept or definition. It’s can use if we have strong base of it.
The object of mathematics is idea or our mind.
We can get mathematics object from the existence and probability of existence.
Mathematics object is in our mind
Two ways to get object from concrete object
• Idealization
Assume perfect.
Assumption to get absolutely for the object.
• abstraction
Just to learn certain characteristic.
Mathematics logic consists of daily and formal logic. Mathematics operations are arithmetic operation for example addition, subtraction, to the power, square root, the radix, and etc. In mathematics we know about the “if then statement”. “If then statement” is usually write in if a then b, and the ‘a’ and ‘b’ are some simple statements or prepositions in mathematics. The sentence in mathematics can be the close sentence and open sentence. We also use the truth table to understand what the relations of those statements are.
Mathematical logic is used to get conclusion from sentence
There are:
• Thesis: certainly correct
• Anti thesis: contradiction with the thesis
• Hipothesis: thesis while
Code mathematical thinking with scientific work
Scientific work has some characteristic:
• Impersonal (not related to personal)
• Has a standard or criteria
• Objective
Scientific work can be:
• Ethics
• Conclusion
• Recommendation
• Reference
Code of ethics of free articles plagiatism. Even if want to include the:
• Quotations
• Author
• Reference
Wednesday, April 15, 2009
the 5th posting
I
1. To prove that square root of two is irrational we can use the contradiction method (proof by Contradiction), which assumes that the opponent's statement is correct. Then we shows that the assumption is that any means of proof is correct.
First, assume that square root of two is rational number that can be formed into fraction (a) (b).
square root of two equal fraction (a) (b)
Move segment and quadrate this equation,it’s be:
two times b square equal a square
Because the left segment is even, the right segment must be even too. So the example a equal 2 times k.
two times b square equal two times k in bracket square
b square equal two times k square
Then lead to b square is also even. This means that b must be even.
This means, on the assumption that this resulted in both a and b must be even. In fact, the a and b is to be relatively prime. If both numbers must be even, it’s meaning that the number should not be simplified. So, there would not be a and b satisfy the conditions square root of two equal fraction (a) (b). So, square root of two is irrational number.
2. To solve that the some angle of triangle is equal to one hundred eighty degree.
triangle is cornered A,B,C.
Then pull the line from the corner to a point in the triangle (it's up to the direction whereit’s line, make sure that point lies in the triangle)
Then, eg in the corner:
Adivided into A1,A2
Bdivided into B1,B2
Cdivided into C1,C2
(written in chronological order)
Then we called that point Oand is certainly O equal three hundred sixty degree
O equal three hundred sixty degree equal open bracket cne hundred eighty degree minus A2 plus B1 in bracket close bracket plus open bracket one hundred eighty degree minus A2 plus C1 in bracket close bracket plus open bracket cne hundred eighty degree minus C2 plus A1 in bracket close bracket.
Three hundred sixty degree equal five hundred fourty degree minus open bracket A1 plus A2 in bracket plus B1 plus B2 in bracket plus C1 plus C2 in bracket close bracket equal five hundred fourty minus open bracket A plus B plus C close bracket
so evident A plus B plus C equal one hundred eighty degree.
3. to get phi we can use a circle with circumference of two times phi times r(radial). If this circle we looking for of lt’s length, we can divide this circumference with this diameter, and the result is phi.
4. find the area of region boundered by the graph y equal x square and y equal x plus two.
First we must looking for the intersection point of y equal x square and y equal x plus two. One of this way is make a equation of y equal x square and y equal x plus two it’s y equal y, we can write it x squre equal x plus two. Move all the variable in one side, x square minus x minus two equal zero. It’s a general equation. From this equation we get tge intersection point. Looking for number which make zero function.
Open bracket x minus two close bracket times open bracket x plus one close bracket equal zero
The result are x equal two and x equal negative one.
This result be limit to looking for area.
After that, we can write it on formula
L equal integral from x equal negative one until x equal two of open bracket x plus two in bracket minus x square close bracket dx, and the result is fraction (thirty seven) (six)
5. To determine the intersection point between the circle x square plus y square equal twenty and y equal x plus one
Substitute y equal x plus one in x square plus y square equal twenty
It’s write
X square plus open bracket x plus one close bracket square equal twenty
X square plus x squareplus two times x plus one equal twenty
Two times x square plus two times x plus one equal twenty
Two times x square plus two times x minus nineteen equal zero
To get the root of this equation we use abc formula.
X one-two equal negative b plus minus square root of open bracket b square minus four times a times c close bracket divided all by two times a
X one-two equal negative two plus minus square root of open bracket four minus four times two times negative nineteen divided all by two times two
X one-two equal negative two plus minus square root of one hundred fifty six divided all by four
X one equal negative two plus square root of one hundred fifty six divided all by four
X two equal negative two minus square root of one hundred fifty six divided all by four
So to get the intersection point we must substitute the result of x to y equal x plus one
Y one equal negative two plus square root of one hundred fifty six divided all by four plus one. And the result is two plus square root of one hundred fifty six divided by four
Y two equal negative two minus square root of one hundred fifty six divided all by four plus one. And the result is two minus square root of one hundred fifty six divided by four.
II
1. modus
definition : the most frequently observed value of the measurments in the relevant set of data.
collect data
modus equal L plus fraction (d1) (d1 plus d2) times c
L is down limit of class modus
D1 is difference frequently of class modus and before class
D2 is difference frequently of class modus and after class
C is length of class
Application
Found the modus from data that given
data freq
41-45 10
46-50 20
51-55 28
56-60 42
61-65 24
Modus equal L plus fraction (d1) (d1 plus d2) times c
Modus equal fifty five point five plus fraction (fourteen) (fourteen plus eighteen) times five
Modus equal fifty five point five plus two point one nine
Modus equal fifty seven point sixty nine
2. trapezium
Definition
Trapesium is a square that has exactly two parallel sides that.
Theorems
In isoceles trapesium , has same base angle.
Theorems
If in a trapesium, has same base abgle it’s isoceles trapesium.
Theorems
If in a trapesium, it’s diagonal has the same length it’s called isoceles trapesium
Formula of the area
L equal half times open bracket length on the top plus length on the bottom close bracket times trapesium high.
Application
long side parallel trapesium are eight and eighteen. the area of trapesium is one hundred and fifty six centimiters square. Count high trapesium.
The answer:
high trapesium equal L times two divide all by open bracket length on the top plus length on the bottom close bracket.
High trapesium equal one hundred fifty six times two divide all by open bracket eight plus eighteen close bracket.
High trapesium equal three hundred twelve divide all by twenty six
High trapesium equal twelve.
.
3. rational number
definition: Real numbers that can be reproduced in the form of a fraction (a) (b) where a and b must be integer.
Application
1.Number of 4. This number can be re-arranged in fraction (4) (1).a = 4 and b = 1. Thus, 4 is the rational number.
2. 0,98787768638 is the rational number because it’s can be re-arranged in fraction (98787768638) (100000000000)
1. To prove that square root of two is irrational we can use the contradiction method (proof by Contradiction), which assumes that the opponent's statement is correct. Then we shows that the assumption is that any means of proof is correct.
First, assume that square root of two is rational number that can be formed into fraction (a) (b).
square root of two equal fraction (a) (b)
Move segment and quadrate this equation,it’s be:
two times b square equal a square
Because the left segment is even, the right segment must be even too. So the example a equal 2 times k.
two times b square equal two times k in bracket square
b square equal two times k square
Then lead to b square is also even. This means that b must be even.
This means, on the assumption that this resulted in both a and b must be even. In fact, the a and b is to be relatively prime. If both numbers must be even, it’s meaning that the number should not be simplified. So, there would not be a and b satisfy the conditions square root of two equal fraction (a) (b). So, square root of two is irrational number.
2. To solve that the some angle of triangle is equal to one hundred eighty degree.
triangle is cornered A,B,C.
Then pull the line from the corner to a point in the triangle (it's up to the direction whereit’s line, make sure that point lies in the triangle)
Then, eg in the corner:
Adivided into A1,A2
Bdivided into B1,B2
Cdivided into C1,C2
(written in chronological order)
Then we called that point Oand is certainly O equal three hundred sixty degree
O equal three hundred sixty degree equal open bracket cne hundred eighty degree minus A2 plus B1 in bracket close bracket plus open bracket one hundred eighty degree minus A2 plus C1 in bracket close bracket plus open bracket cne hundred eighty degree minus C2 plus A1 in bracket close bracket.
Three hundred sixty degree equal five hundred fourty degree minus open bracket A1 plus A2 in bracket plus B1 plus B2 in bracket plus C1 plus C2 in bracket close bracket equal five hundred fourty minus open bracket A plus B plus C close bracket
so evident A plus B plus C equal one hundred eighty degree.
3. to get phi we can use a circle with circumference of two times phi times r(radial). If this circle we looking for of lt’s length, we can divide this circumference with this diameter, and the result is phi.
4. find the area of region boundered by the graph y equal x square and y equal x plus two.
First we must looking for the intersection point of y equal x square and y equal x plus two. One of this way is make a equation of y equal x square and y equal x plus two it’s y equal y, we can write it x squre equal x plus two. Move all the variable in one side, x square minus x minus two equal zero. It’s a general equation. From this equation we get tge intersection point. Looking for number which make zero function.
Open bracket x minus two close bracket times open bracket x plus one close bracket equal zero
The result are x equal two and x equal negative one.
This result be limit to looking for area.
After that, we can write it on formula
L equal integral from x equal negative one until x equal two of open bracket x plus two in bracket minus x square close bracket dx, and the result is fraction (thirty seven) (six)
5. To determine the intersection point between the circle x square plus y square equal twenty and y equal x plus one
Substitute y equal x plus one in x square plus y square equal twenty
It’s write
X square plus open bracket x plus one close bracket square equal twenty
X square plus x squareplus two times x plus one equal twenty
Two times x square plus two times x plus one equal twenty
Two times x square plus two times x minus nineteen equal zero
To get the root of this equation we use abc formula.
X one-two equal negative b plus minus square root of open bracket b square minus four times a times c close bracket divided all by two times a
X one-two equal negative two plus minus square root of open bracket four minus four times two times negative nineteen divided all by two times two
X one-two equal negative two plus minus square root of one hundred fifty six divided all by four
X one equal negative two plus square root of one hundred fifty six divided all by four
X two equal negative two minus square root of one hundred fifty six divided all by four
So to get the intersection point we must substitute the result of x to y equal x plus one
Y one equal negative two plus square root of one hundred fifty six divided all by four plus one. And the result is two plus square root of one hundred fifty six divided by four
Y two equal negative two minus square root of one hundred fifty six divided all by four plus one. And the result is two minus square root of one hundred fifty six divided by four.
II
1. modus
definition : the most frequently observed value of the measurments in the relevant set of data.
collect data
modus equal L plus fraction (d1) (d1 plus d2) times c
L is down limit of class modus
D1 is difference frequently of class modus and before class
D2 is difference frequently of class modus and after class
C is length of class
Application
Found the modus from data that given
data freq
41-45 10
46-50 20
51-55 28
56-60 42
61-65 24
Modus equal L plus fraction (d1) (d1 plus d2) times c
Modus equal fifty five point five plus fraction (fourteen) (fourteen plus eighteen) times five
Modus equal fifty five point five plus two point one nine
Modus equal fifty seven point sixty nine
2. trapezium
Definition
Trapesium is a square that has exactly two parallel sides that.
Theorems
In isoceles trapesium , has same base angle.
Theorems
If in a trapesium, has same base abgle it’s isoceles trapesium.
Theorems
If in a trapesium, it’s diagonal has the same length it’s called isoceles trapesium
Formula of the area
L equal half times open bracket length on the top plus length on the bottom close bracket times trapesium high.
Application
long side parallel trapesium are eight and eighteen. the area of trapesium is one hundred and fifty six centimiters square. Count high trapesium.
The answer:
high trapesium equal L times two divide all by open bracket length on the top plus length on the bottom close bracket.
High trapesium equal one hundred fifty six times two divide all by open bracket eight plus eighteen close bracket.
High trapesium equal three hundred twelve divide all by twenty six
High trapesium equal twelve.
.
3. rational number
definition: Real numbers that can be reproduced in the form of a fraction (a) (b) where a and b must be integer.
Application
1.Number of 4. This number can be re-arranged in fraction (4) (1).a = 4 and b = 1. Thus, 4 is the rational number.
2. 0,98787768638 is the rational number because it’s can be re-arranged in fraction (98787768638) (100000000000)
Wednesday, March 25, 2009
Reflection of Video
Video 1
this video teaches us how to see of the object from a different way. From this different way we can see the other thing of this object. So we can see all of things which are have of this object.
Video 2
The meaning of this video are:
1. he convinces everyone to convince themselves that they can
2. he invites everyone to believe themselves that what they believe is true
3. he tries to teach everyone to believe in other people
besides that, to explore the faith in other people, we need self actualization. So make them to believe us with our self actualization.
video 3
in the song that is on this video include matters related to mathematics. so many materials in mathematics like multiple, trigonometry, exponent, grade, etc.
video 4
how to solving differensial
we will find the integral of this equation:
dy/dx=4x2
next,trying to get dependent variable y, all of itself
so the steps are:
integral the equation
∫dy=∫4x2 dx
so, y=4/3 x3 + c
video 5
to solving the equation in the form of general, we can addition the same number in each segment. So it make equality.
Example:
x-5=3
to solve that,we addition number 5 in each segment.
x-5+5=3=5
so in left segment remaining variable x
x=8
Video 6
A log Bx=C
Xb=ac
CxlogA=AB (xb)c=Xbc
Log xAc=bc
C x log A=x log Ac
C log xA=logxAc
X log A+xlog B=xlog(AB)
Xlog A=n xn=A
XlogB=m xm=B
Xlog(A/B)=L xL=A/B=xn/xm=A/B
Xn-m=XL
this video teaches us how to see of the object from a different way. From this different way we can see the other thing of this object. So we can see all of things which are have of this object.
Video 2
The meaning of this video are:
1. he convinces everyone to convince themselves that they can
2. he invites everyone to believe themselves that what they believe is true
3. he tries to teach everyone to believe in other people
besides that, to explore the faith in other people, we need self actualization. So make them to believe us with our self actualization.
video 3
in the song that is on this video include matters related to mathematics. so many materials in mathematics like multiple, trigonometry, exponent, grade, etc.
video 4
how to solving differensial
we will find the integral of this equation:
dy/dx=4x2
next,trying to get dependent variable y, all of itself
so the steps are:
integral the equation
∫dy=∫4x2 dx
so, y=4/3 x3 + c
video 5
to solving the equation in the form of general, we can addition the same number in each segment. So it make equality.
Example:
x-5=3
to solve that,we addition number 5 in each segment.
x-5+5=3=5
so in left segment remaining variable x
x=8
Video 6
A log Bx=C
Xb=ac
CxlogA=AB (xb)c=Xbc
Log xAc=bc
C x log A=x log Ac
C log xA=logxAc
X log A+xlog B=xlog(AB)
Xlog A=n xn=A
XlogB=m xm=B
Xlog(A/B)=L xL=A/B=xn/xm=A/B
Xn-m=XL
Wednesday, March 18, 2009
My Reflection in Learning English
My Reflection in Learning English
This is my 3rd posts. This time is about the daily exam that already held on the Thursday, March 15, 2009. Honestly, I feel so disappointed with my exam last week. Like Mr. Marsigit said, the metter for the axam last week is just 0,1 part of all mathematics matter. Indeed, mathematics consist of a lut of subject like square, rombus, oblong, parallelogram, and parallepidium, statistics, numbers, qualitative, quantitive,etc.
I will do what mr.marsigit’s suggestion, it is improve my competence. I believe if I do that I can fix that failed the test yesterday. One way to increase my competence I was using the internet. From internet this is I can get the data and use the data for the study. For example, using the blog. From this blog I can use other people's posts as a reference, and also add my knowledge. For example, open mr.marsigit’s. from this blog I can learn terms of mathematics and philosophy. .And posting of mr.marsigit can give me motivation to continue learning.
The other reference to increase the competence is TOEFL. This is very important, because TOEFL is the international standard. Not only in Indonesia are doing tests such as TOEFL, but Malaysia, singapore, the Philippines, even in Australia, U.S., UK also do it. Now in each school is conducting TOEFL test. Similarly, in university. To learn TOEFL also has many books that help to pass the TOEFL test. Even on the internet are also many. We can directly participate in the internet TOEFL test as a basis for applying to scholarships abroad. Look how TOEFL has vital meaning in education. TOEFL is like a ticket to study abroad. And standards TOEFL is 500.
So many references are available, depending on the current each people how to improve their competency.
This is my 3rd posts. This time is about the daily exam that already held on the Thursday, March 15, 2009. Honestly, I feel so disappointed with my exam last week. Like Mr. Marsigit said, the metter for the axam last week is just 0,1 part of all mathematics matter. Indeed, mathematics consist of a lut of subject like square, rombus, oblong, parallelogram, and parallepidium, statistics, numbers, qualitative, quantitive,etc.
I will do what mr.marsigit’s suggestion, it is improve my competence. I believe if I do that I can fix that failed the test yesterday. One way to increase my competence I was using the internet. From internet this is I can get the data and use the data for the study. For example, using the blog. From this blog I can use other people's posts as a reference, and also add my knowledge. For example, open mr.marsigit’s. from this blog I can learn terms of mathematics and philosophy. .And posting of mr.marsigit can give me motivation to continue learning.
The other reference to increase the competence is TOEFL. This is very important, because TOEFL is the international standard. Not only in Indonesia are doing tests such as TOEFL, but Malaysia, singapore, the Philippines, even in Australia, U.S., UK also do it. Now in each school is conducting TOEFL test. Similarly, in university. To learn TOEFL also has many books that help to pass the TOEFL test. Even on the internet are also many. We can directly participate in the internet TOEFL test as a basis for applying to scholarships abroad. Look how TOEFL has vital meaning in education. TOEFL is like a ticket to study abroad. And standards TOEFL is 500.
So many references are available, depending on the current each people how to improve their competency.
Tuesday, March 10, 2009
The meaning of mathematics
Mathematics has many definition, suspended from the point if view of everyone. But generally, mathematics specificity to cover how to know description, type, characteristic about something.
We were learn mathematics from school until now in university. But, mathematics in school and in university is different.
In school, we are learn the basic of mathematics and how mathematics generally. But, in university we are learn pure mathematics and applied mathematics.
As we know, characteristic of mathematics are abstract. It means that the object of mathematics is abstract. We can’t see or touch this object. But, we can think about it.
I’m sure we are think, how to learn the object abstract?
There are 2 ways to learn it
1.abstraction
Abstraction isn’t same with abstract. It’s different. Abstraction has mean as drawing about something. Example, from all the characteristic of something we just choose one of them. Mr. marsigit was give us good example. It’s number 5. Number 5 is outside of our mind. But, it has many characteristic like colour, size, price, material of number 5. From all of characteristic we just choose one to thinking or discussion it. it’s call abstraction.
2.idealization
Idealization can we say as how someone see an object and it’s real which has relation with it.
Example, in this world nothing is taper. The edge of Needle are consist of atom’s track which shape is oval. So it’s impossible to us for thinking that needle is taper.
So the conclusion, what it call idealization example taper is truly taper and straight is truly straighty whitout squiggly.
The object of Mathematics:
• Definition
• Axiom
• Lemma
• Theorems
• Pattern
• Formula
• rule
Characteristic of mathematics are logic and consistent.
According mr.kayatesi from Melbourne university mathematics consist of 2:
1. Conjecture
It used to think, predict, previse to solve problem.
2. Confience
It used to communicate the result to other people, so the other can use this result.
According professor Shigeo Katagiri from japan, what it call mathematics are mathematical thinking.
According him, mathematical thinking are consist of 3 aspect.
This is the copying version from mr.marsigit posting from the version of shigeo katagiri(2004).
I. Mathematical Attitudes
1. Attempting to grasp one’s own problems or objectives or substance clearly, by oneself
(1) Attempting to have questions
(2) Attempting to maintain a problem consciousness
(3) Attempting to discover mathematical problems in phenomena
2. Attempting to take logical actions
(1) Attempting to take actions that match the objectives
(2) Attempting to establish a perspective
(3) Attempting to think based on the data that can be used, previously learned items, and assumptions
3. Attempting to express matters clearly and succinctly
(1) Attempting to record and communicate problems and results clearly and succinctly
(2) Attempting to sort and organize objects when expressing them
4. Attempting to seek better things
(1) Attempting to raise thinking from the concrete level to the abstract level
(2) Attempting to evaluate thinking both objectively and subjectively, and to refine thinking
(3) Attempting to economize thought and effort
II. Mathematical Thinking Related to Mathematical Methods
1. Inductive thinking
2. Analogical thinking
3. Deductive thinking
4. Integrative thinking (including expansive thinking)
5. Developmental thinking
6. Abstract thinking (thinking that abstracts, concretizes, idealizes, and thinking that clarifies conditions)
7. Thinking that simplifies
8. Thinking that generalizes
8. Thinking that specializes
9. Thinking that symbolize
10. Thinking that express with numbers, quantifies, and figures
I want to give an example from syllogism (conclusion from premise).
1st Premise: If the mathematics teacher didn’t come then all of the student are happy.
2nd Premise: if the situation of the class not noisy then some student not happy
3rd Premise: the mathematics teacher didn’t come
The conclusion: the situation of the class noisy.
III. Mathematical Thinking Related to Mathematical Contents
1. Clarifying sets of objects for consideration and objects excluded from sets, and clarifying conditions for inclusion (Idea of sets)
2. Focusing on constituent elements (units) and their sizes and relationships (Idea of units)
3. Attempting to think based on the fundamental principles of expressions (Idea of expression)
4. Clarifying and extending the meaning of things and operations, and attempting to think based on this (Idea of operation)
5. Attempting to formalize operation methods (Idea of algorithm)
6. Attempting to grasp the big picture of objects and operations, and using the result of this understanding (Idea of approximation)
7. Focusing on basic rules and properties (Idea of fundamental properties)
8. Attempting to focus on what is determined by one’s decisions, finding rules of relationships between variables, and to use the same (Functional Thinking)
9. Attempting to express propositions and relationships as formulas, and to read their meaning (Idea of formulas)
One thing that you must remember, power of mathematics is our critical thinking.
We were learn mathematics from school until now in university. But, mathematics in school and in university is different.
In school, we are learn the basic of mathematics and how mathematics generally. But, in university we are learn pure mathematics and applied mathematics.
As we know, characteristic of mathematics are abstract. It means that the object of mathematics is abstract. We can’t see or touch this object. But, we can think about it.
I’m sure we are think, how to learn the object abstract?
There are 2 ways to learn it
1.abstraction
Abstraction isn’t same with abstract. It’s different. Abstraction has mean as drawing about something. Example, from all the characteristic of something we just choose one of them. Mr. marsigit was give us good example. It’s number 5. Number 5 is outside of our mind. But, it has many characteristic like colour, size, price, material of number 5. From all of characteristic we just choose one to thinking or discussion it. it’s call abstraction.
2.idealization
Idealization can we say as how someone see an object and it’s real which has relation with it.
Example, in this world nothing is taper. The edge of Needle are consist of atom’s track which shape is oval. So it’s impossible to us for thinking that needle is taper.
So the conclusion, what it call idealization example taper is truly taper and straight is truly straighty whitout squiggly.
The object of Mathematics:
• Definition
• Axiom
• Lemma
• Theorems
• Pattern
• Formula
• rule
Characteristic of mathematics are logic and consistent.
According mr.kayatesi from Melbourne university mathematics consist of 2:
1. Conjecture
It used to think, predict, previse to solve problem.
2. Confience
It used to communicate the result to other people, so the other can use this result.
According professor Shigeo Katagiri from japan, what it call mathematics are mathematical thinking.
According him, mathematical thinking are consist of 3 aspect.
This is the copying version from mr.marsigit posting from the version of shigeo katagiri(2004).
I. Mathematical Attitudes
1. Attempting to grasp one’s own problems or objectives or substance clearly, by oneself
(1) Attempting to have questions
(2) Attempting to maintain a problem consciousness
(3) Attempting to discover mathematical problems in phenomena
2. Attempting to take logical actions
(1) Attempting to take actions that match the objectives
(2) Attempting to establish a perspective
(3) Attempting to think based on the data that can be used, previously learned items, and assumptions
3. Attempting to express matters clearly and succinctly
(1) Attempting to record and communicate problems and results clearly and succinctly
(2) Attempting to sort and organize objects when expressing them
4. Attempting to seek better things
(1) Attempting to raise thinking from the concrete level to the abstract level
(2) Attempting to evaluate thinking both objectively and subjectively, and to refine thinking
(3) Attempting to economize thought and effort
II. Mathematical Thinking Related to Mathematical Methods
1. Inductive thinking
2. Analogical thinking
3. Deductive thinking
4. Integrative thinking (including expansive thinking)
5. Developmental thinking
6. Abstract thinking (thinking that abstracts, concretizes, idealizes, and thinking that clarifies conditions)
7. Thinking that simplifies
8. Thinking that generalizes
8. Thinking that specializes
9. Thinking that symbolize
10. Thinking that express with numbers, quantifies, and figures
I want to give an example from syllogism (conclusion from premise).
1st Premise: If the mathematics teacher didn’t come then all of the student are happy.
2nd Premise: if the situation of the class not noisy then some student not happy
3rd Premise: the mathematics teacher didn’t come
The conclusion: the situation of the class noisy.
III. Mathematical Thinking Related to Mathematical Contents
1. Clarifying sets of objects for consideration and objects excluded from sets, and clarifying conditions for inclusion (Idea of sets)
2. Focusing on constituent elements (units) and their sizes and relationships (Idea of units)
3. Attempting to think based on the fundamental principles of expressions (Idea of expression)
4. Clarifying and extending the meaning of things and operations, and attempting to think based on this (Idea of operation)
5. Attempting to formalize operation methods (Idea of algorithm)
6. Attempting to grasp the big picture of objects and operations, and using the result of this understanding (Idea of approximation)
7. Focusing on basic rules and properties (Idea of fundamental properties)
8. Attempting to focus on what is determined by one’s decisions, finding rules of relationships between variables, and to use the same (Functional Thinking)
9. Attempting to express propositions and relationships as formulas, and to read their meaning (Idea of formulas)
One thing that you must remember, power of mathematics is our critical thinking.
Sunday, March 1, 2009
An introduction to bahasa inggris II
There are some precondition to work in bahasa inggris II:
1.motivation
Motivation or we known as high spirit is base of success. High spirit can push us to do something.Although we do something which we never do before.The main,nothing impossible with high spirit.
2.attitude/behavior
As a student we must study hard and do task.In this time, one of the way that we can do like develop our blog.Because from this blog we can posting our task.We can sharing experience each other in this blog,so we can increase our knowledge.
3.understanding
Understanding has meaning that we know about this topic.From understanding of one topic we can develop it to make a conclusion.
4.skill
Develop our skill like writing, listening, etc.Because from that, we can choose our job in future.For the example,skill of writing can make us to be a good writer.if we just use our skill without practice it’s has no mean.So develop our skill is important part.
5.Experience
Experience is one of important part.Because from experience we can do more than before.We can use experience from the other as our motivation.someone said that”experience is the best teacher”.
There are some precondition to work in bahasa inggris II:
1.motivation
Motivation or we known as high spirit is base of success. High spirit can push us to do something.Although we do something which we never do before.The main,nothing impossible with high spirit.
2.attitude/behavior
As a student we must study hard and do task.In this time, one of the way that we can do like develop our blog.Because from this blog we can posting our task.We can sharing experience each other in this blog,so we can increase our knowledge.
3.understanding
Understanding has meaning that we know about this topic.From understanding of one topic we can develop it to make a conclusion.
4.skill
Develop our skill like writing, listening, etc.Because from that, we can choose our job in future.For the example,skill of writing can make us to be a good writer.if we just use our skill without practice it’s has no mean.So develop our skill is important part.
5.Experience
Experience is one of important part.Because from experience we can do more than before.We can use experience from the other as our motivation.someone said that”experience is the best teacher”.
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