NATURE,
CHARACTERISTICS AND OF MATHEMATICS
MEANING
OF MATHEMATICS
Mathematics is commonly defined as the study of
patterns of structure, chance, and space; more informally, one might say it is
the study of figures and numbers. In the formalist view, it is the
investigation of axiomatically defined abstract structures using logic and
mathematical notation; other views are described in philosophy of mathematics.
DEVELOPMENT
OF MATHEMATICS
The earliest records of mathematics show it arising
in response to practical needs in agriculture, business, and industry. In Egypt
and Mesopotamia, where evidence dates from the 2d 3d millennia b.c., it was
used for surveying and menstruation; estimates of the value of pi are found in
both locations.
CHARACTERISTICS
OF MATHEMATICS
Children may exhibit feelings in insecurity, as well
as fears of failure, punishment, ridicule, or stigmatizing labels. Children
with math anxiety may also have a negative attitude or negative emotional
reaction to math. Teachers need to provide students with experiences that they
will be successful in, in order to promote a more positive attitude. They
learning bridge or strategies are good ways to help prevent the early development
of math anxiety.
LOGICAL
SEQUENCE IN MATHEMATICS
The problem is predicting the next term of a
partially specified sequence. The user shall input the rest few terms of a
mathematical sequence. The expert system will rest try you understand the pattern
and using the found pattern it would predict the next term.
INTEGER
SEQUENCES
Integer sequences are the most commonly seen
sequences. For integer sequences, it’s the addition, subtraction and
multiplication operators that play the major role in Xing up in the function f.
so, in order to discover the function f, we need to perform various operations
on the integers that are the first few given terms of the sequence.
For example, consider the sequence 3;7;11;15;…… the
way this sequence is understood is by taking the deference between adjacent
terms of the sequences.
STRUCTURE
OF MATHEMATICS
The focus of my presentation will be on such
structural aspects of mathematics that are known or likely to cause problems or
challenges for the process of learning mathematics, and hence for its teaching.
I shall interpret the term ―the structure of mathematics‖ in a somewhat broad
sense, by taking into account also the nature of mathematics and its
characteristics as a discipline and not solely its architectural features as
reflected in one or more possible construction(s) of edifice.
ABSTRACTION
Mathematical thinking often begins with the process
of abstraction-that is, noticing a similarity between two or more objects or
events. Aspects that they have in common, whether concrete or hypothetical can
be represented by symbols such as numbers, letters, other marks, diagrams,
geometrical constructions, or even words.
Whole numbers are abstractions that represent the
size of sets of things and events or the order of things within a set. The
circle as a concept is an abstraction derived from human faces, flowers,
wheels, or spreading ripples; the letter a may be an abstraction for the
surface area of objects of any shape, for the acceleration of all moving
objects, or for all objects process of addition, whether one is adding apples
or oranges, hours, or miles per hour.
SYMBOLISM
OF MATHEMATICS
The precise opposite is the case. Civilization
advances by extending the number of important operations which we can perform
without thinking about them. Operations of thought are like cavalry charges in
a battle-they are strictly limited in number, they require fresh horses, and
must only be made at decisive moments.
The symbolism of mathematics is in truth the outcome
of the general ideas which dominate the science.
MATHEMATICS
AS SCIENCE OF MEASUREMENT
Mathematics and science education, including the
metric system of measurement, will be strengthened throughout the system,
especially in the early grades.
STRATEGIES
1. Implement the Missouri
academic performance standards and frameworks for math and science.
2. Develop and implement
statewide assessments aligned to the state’s content, performance, and skills
standards.
3. Expand active learning opportunities through the
use of technology.
4. Evaluate and disseminate effective math and
science programmers.
OBJECTIVE
The number of teachers with a substantive background
in mathematics and science, including the metric system of measurement, will
increase by 50 per cent.
STRATEGIES
1. Ensure authentic
assessment training for all teachers.
2. Increase the
availability of math and science professional development activities aligned
with the state’s knowledge, performance, and skill standards.
3. Institute competency-based teacher certification
Good.
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