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# Name : Hanifatul Hasna

## Student ID Number : 1908425

Class :B
Courses : English for Math
Study Program : Mathematics Education – 2019
Lectured : Mr. Suhendra, M.Ed., Ph.D.
Task : Comment about the content of math or math education article

## Let’s teach students why math matters in the real world

“When will I ever use this?” It’s a question math and science teachers hear all the time from
their high school students.

Teaching science, technology, engineering and math (STEM) skills is more important than
ever, but it’s often difficult for students to understand the practical applications of such
fundamental learning and how it will help them down the road.

## Classroom activities should be relevant, meaningful and connected to students’ prior

knowledge and experiences. Learning must be based on lived experiences within both formal
and informal educational settings.

Increasingly, teacher educators are realizing that we must break away from traditional silos of
courses, disciplines and formal schooling. Educators must lead by example and provide
students with opportunities to explore interdisciplinary approaches to learning.

Creative thinking
The new British Columbia curriculum embraces these principles of learning. In the same
spirit, I’m part of a new and unique Bachelor of Education program at Thompson Rivers
University where teacher candidates are learning to teach STEM by actively engaging
students. The program promotes cross-curricular and interdisciplinary approaches to learning
and is tied to the provincial curriculum core competencies of communication, critical and
creative thinking.

So how do you teach a subject like math differently in a way that can help students learn
through creative thinking and experience, rather than rote memorization? Let’s take, for
example, Pi.
I often ask my teacher candidates: What is π? Many respond “3.14” and, if probed further,
explain the meaning by merely stating an equation like A=πr² (where A is the area of a circle
and r is the radius of a circle). Or they may tell me C=2πr (where C is the circumference of a
circle).

A door handle in the shape of Pi at the National Museum of Mathematics in New York, (AP
Photo/Seth Wenig).

## Teaching through discovery

I encourage these teacher candidates to think differently and to help students discover
mathematical concepts for themselves. What better way to teach students that π is the ratio of
a circle’s circumference to its diameter than to have them trace any circle and then measure it
with a piece of string?

They will soon learn that regardless of the size of the circle, the ratio of circumference to
diameter will always be 22/7, an approximation of π.

Innovative educators can integrate history, geography, math and science lessons by teaching a
thematic unit on ancient civilizations.

For example, the Egyptians succeeded in building great pyramids with incredible precision
and accuracy. These magnificent architectural accomplishments have stood the test of time,
remaining largely intact after centuries — a tribute to their construction.

The ancient Egyptians understood the significance of mathematics through the very beauty
and symmetry of nature. They used geometry to solve everyday problems.

## Tearing down silos

Increasingly, teacher educators are realizing that we must break away from traditional silos of
courses, disciplines and formal schooling — exactly the opposite of the “back to basics”
approach suggested by populist politicians like new Ontario Premier Doug Ford.

Students benefit from learning experiences that are meaningful, relevant and well-connected
to their own experiences. For that to happen, the people teaching those students must be
prepared to take on new attitudes of reflectiveness and inquisitiveness.

What is necessary is to follow in the footsteps of the great thinkers like Galileo and Newton,
who questioned our perceptions of reality and sought answers from tactile experiences rather
than textbooks or teachers.

Source :

Howe, Edward R. (2018). Let’s teach students why math matters in the real world. [online].
[http://theconversation.com/lets-teach-students-why-math-matters-in-the-real-world-102316].
OPINION :

In my opinion, if we as teachers want Students to benefit from learning experiences that are
meaningful, relevant and well-connected to their own experiences. we must improve our
teaching in accordance with the development of globalism. However, one thing that remains
unchanged is that all great math teachers have certain qualities that distinguish them from
others. These qualities make them produce great results not only for the students but also for
themselves. Here are the characteristics every great math teacher has :
1. Sound Knowledge of Mathematics
Every great math teacher has an extensive understanding of mathematics. They
undergo a thorough training process in a recognized college or university where they
acquire the knowledge and skills they need to teach learners effectively. Great teachers
do not consult answers at the back of the teacher's guide booklet. They have all the
answers at their fingertips and can help students solve problems instantly.
2. Enganging
Successful math teachers do not force students to follow their approach. Neither do
they assume that they know everything to the point they ignore any form of correction.
Instead, they act as facilitators, allowing the students to offer suggestions and solve
problems differently on their own.
3. Good motivator
They also talk with their students on a regular basis to help them acquire the right
problem-solving skills applicable in the professions they want to enter into. By doing
this, they prevent the students from losing interest and disengaging from studying
mathematics.
4. Constantly Learning
Great math teachers know that they are not perfect. That is why they constantly read
new materials to update their knowledge base. once a great teacher learns about a new
mathematical concept, he lets all the students know about it, leading to effective learning