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[CURRICULUM PLANNING IN MATHEMATIC]
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[CURRICULUM PLANNING IN MATHEMATIC]
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1. Choose one topic from the secondary school mathematics textbook.
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[CURRICULUM PLANNING IN MATHEMATIC]
This assignment actually to me is quite heavy at first sight since we were told to
submit it in 3kg. To me it is quite big task and taking lot of my precious time and since
I¶m also not quite understanding about what the needs of this task. However after
referring to the lectures, lecture notes, friends and internet; I finally understand what is
the proposed of this assignment.
After doing some researched, I make a conclusion to the second topic in form of
of our mathematic syllabus which is: Quadratic Expression and Equation since this topic
is one of the important topics that had been learn and taught from the secondary school
and still continued until now. Finding that this topic is one of the important of Algebra
and the Algebra had been included into our mathematic education syllabus for
secondary school since form one until form five states that this Algebra topic is
something big that has to be known for us as a student.
Apart for that, I hope my research here can provide some information that could
help us an educator to apply it in our teaching and learning process (P&P) to make our
education process happened more effective thus uttering our future generation to
become more reliable to our nation and country as proposed in Falsafah Pendidikan
Kebangsaan(FPK).
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[CURRICULUM PLANNING IN MATHEMATIC]
This is the quadratic expression, as it has been taught to most of us since in school:
2
? + +=0
which gives the formula solution to a generic quadratic equation in the form:
1,2=(/2?) (1/2?)(2-4?)1/2
Using the quadratic expression as an example, it will be shown that the historical
development of mathematics is not at all rectilinear. Instead, parallel developments,
interconnections and confluences can be found, which - to complicate this stuff even
further - are also interrelated with social, cultural, political and religious matters.
The quadratic expression has been derived in the course of a few millennia to its current
form, which had been taught in all school in Malaysia and all around the world. So, let
flash back a little story about this quadratic expression and equation¶s history.
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[CURRICULUM PLANNING IN MATHEMATIC]
Egyptian, Chinese and Babylonian engineers were really smart people - they knew how
the area of a square scales with the length of its side. They knew that it's possible to
store nine times more bales of hay if the side of the square loft is tripled. They also
found out how to calculate the area of more complex designs like rectangles and T-
shapes and so on. However, they didn't know how to calculate the sides of the shapes -
the length of the sides, starting from a given area - which was often what their clients
really needed. And so, this is the original problem: a certain shape1 must be scaled with
a total area, and in the end what's needed is lengths of the sides, or walls to make a
working floor plan.
The first aspect that finally led to the quadratic equation was the recognition that it is
connected to a very pragmatic problem, which in its turn demanded a 'quick and dirty'
solution. We have to note, in this context, that Egyptian mathematics did not know
equations and numbers like we do nowadays; it is instead descriptive, rhetorical and
sometimes very hard to follow. It is known that the Egyptian Wiseman (engineers,
scribes and priests) were aware of this shortcoming - but they came up with a way to
circumvent this problem: instead of learning an operation, or a formula that could
calculate the sides from the area, they calculated the area for all possible sides and
shapes of squares and rectangles and made a look-up table. This method works much
like we learn the multiplication tables by heart in school instead of doing the operation
proper.
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[CURRICULUM PLANNING IN MATHEMATIC]
So, if someone wanted a loft with a certain shape and a certain capacity to store bales
of papyrus, the engineer would go to his table and find the most fitting design. The
engineers did not have time to calculate all shapes and sides to make their own table.
Instead, the table they used was a reproduction of a master look-up table. The copyists
did not know if the stuff they were copying made sense or not as they didn't know
anything about maths. So, obviously, sometimes errors crept in, and copies of the
copies were known to be less trustworthy2. These tables still exist, and it is possible to
see where errors crept in during the copying of the documents.
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The Egyptian method worked fine, but a more general solution - without the need for
tables - seemed desirable. That's where the Babylonian geeks come into play.
Babylonian maths had a big advantage over the one used in Egypt, namely they used a
number-system that is pretty much like the one we use today, albeit on a hexagesimal
basis, or base-60. Addition and multiplication were a lot easier to perform with this
system, so the engineers around 1000 BC could always double-check the values in
their tables. By 400 BC they found a more general method called 'completing the
square' to solve generic problems involving areas. There are no indications that these
people used a specific mathematical procedure to find out the solutions, so probably
some educated guessing was involved. Around the same time, or a bit later, this
method also appears in Chinese documents. The Chinese, like the Egyptians, also did
not use a numeric system, but a double checking of simple mathematical operations
was made astonishingly easy by the widespread use of the abacus
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[CURRICULUM PLANNING IN MATHEMATIC]
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The first attempts to find a more general formula to solve quadratic equations can be
tracked back to geometry (and trigonometry) top-bananas Pythagoras (500 BC in
Croton, Italy) and Euclid (300 BC in Alexandria, Egypt), who used a strictly geometric
approach, and found a general procedure to solve the quadratic equation. Pythagoras
noted that the ratios between the area of a square and the respective length of the side
- the square root - were not always integer, but he refused to allow for proportions other
than rational. Euclid went even further and found out that this proportion might also not
be rational. He concluded that irrational numbers exist.
Euclid's opus j covered more or less all the mathematics needed for technical
applications from a theoretical point of view. However, it didn't use the same notation
with formulas and numbers like we use nowadays. For that reason it was not possible
to calculate the square root of any number by hand, in order to obtain a good
approximation for the exact value of the root, which is what the architects and engineers
were after. Because all (theoretically relevant at least) maths seemed to be
complete3 but otherwise useless, the many wars occurring in Europe, and also the early
Middle Ages turned the mathematical world in Europe silent until the 13th Century. In
this period mathematics also suffered a big shift, going from a pragmatic science to a
more mystical, philosophical discipline.
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[CURRICULUM PLANNING IN MATHEMATIC]
./0 )
Hindu mathematics has used the decimal system (the one we use) at least since
600AD. One of the most important influences on Hindu mathematics was that it was
widely used in commerce. The average Hindu merchant was pretty fast in simple maths.
If someone had a debt the numbers would be negative, if someone had a credit the
numbers would be positive. Also, if someone had neither credit, nor debt, the numbers
would add up to zero. Zero is an important number in the history of mathematics, and its
relatively late appearance is due to the fact that many cultures had difficulty of
conceiving 'nothing'. The concept of 'nothing', like in 'shunya', the void, or the concept of
'equilibrium', was already anchored in Hindu culture.
Around 700AD the general solution for the quadratic equation, this time using numbers,
was devised by a Hindu mathematician called Brahmagupta, who, among other things,
used irrational numbers; he also recognised two roots in the solution. The final,
complete solution as we know it today came around 1100AD, by another Hindu
mathematician called Baskhara4. Baskhara was the first to recognise that any positive
number has two square roots.
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[CURRICULUM PLANNING IN MATHEMATIC]
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Around 820AD, near Baghdad, Mohammad bin Musa Al-Khwarismi, a famous Islamic
mathematician5 who knew Hindu mathematics, also derived the quadratic equation. The
algebra used by him was entirely rhetorical, and he rejected negative solutions. This
particular derivation of the quadratic formula was brought to Europe by Jewish
mathematician/astronomer Abraham bar Hiyya (whose Latinised name is Savasorda)
who lived in Barcelona around 1100.
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His name lives on in the English word 'algorithm' ('Khwa' mutated to 'Go' and the 's' mutated to 'th'.).
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[CURRICULUM PLANNING IN MATHEMATIC]
Quadratic Expression and Equation is one element in algebra and the algebra topic
has been taught and introduced in the early level of primary school especially in Form 1, 2
and 3 but as a basic information and foundation for secondary students to go further after
this. In Form 1, this topic was introduced in Chapter 7 which is ³Algebraic Expression´ and
this topic continues in Form 2 which is ³Algebraic Expression II´. Other than that, there are
other topics that are expands form of algebra which quite related to Quadratic Expression
and Equation and has been taught in Form 2 which is a continuity about this kind of topic
which is ³Linear Equation´. Meanwhile in form 3, this topic is touched more deeply in several
topics which are ³Algebraic Expression III´, ³Algebraic Formulae´, ³Linear Equation II´, and
also ³Linear Inequalities´.
Since this topic also part and an expand from Algebra, which also quite related to
each other, let we go through about their previous topic that had been taught in Form 1, 2
and 3 first before we elaborate more about this Quadratic Expression and Equation topic as
an introduction to this topic.
5+
From the Algebraic Expression I in Form 1, we were introduced about /728 what is
unknown and its concept (see figure 1). After that we were introduced it in term, its principle
and concept. For example, we were informed that an algebraic term is written as 3x not
ó
x3; a number, example 8 is also a term; is
Other than that, the students also were teach to perform computations involving algebraic
expressions.
e.g:
Then, in Form 3, the Algebraic Expression III is stressing about the concept of
brackets; expanding the brackets ³e.g: (a b)(a b) = ( a b)²´; factorization of algebraic
expressions to solve problems ³e.g: ab ac = a(b c)´ and also to perform computation
on algebraic fraction.
5+ 6-5
Meanwhile the ³Algebraic Formula´ is the continuing of algebraic expression which had
been teaches in Form 1, 2 and 3. This topic more stress on the basic understanding
about the concept of variables and constant which include determination of variables or
constant from a given situation and vice versa. It also stress on understanding the
concept of formulae to solve the problems based on a given statement and situation.
Here, the specified variables is express as the subject of formula involving basic
operations of +,-,x,÷; powers or roots; and also the combination of basic operations and
power or roots.
a2 - b2 = ( a + b )( a - b)
( a + b )2 = a2 + 2ab + b2
(a - b)2 = a2 - 2ab + b2
Solution:
W= 3 a±
(a)Substitute a = 2 and b = 4 into the formula W = 3(2) ± 4) = 6 ± 2 = '
(b) 5 = 3(3) ±
= 9 ± 5 = 4 × 2 = 8
D. Solving problems
Example:
The entrance fees to a museum are RM4 for an adult and RM3 for a child. If, on a
certain day, p adults and q children visited the museum, write a formula for the total
collection of that day.
Solution:
Let A = Total collection (in RM)
A = (Number of adults × 4) +(Number of children × 3)
A = 4p + 3q
Meanwhile linear equation is a further study of algebraic which involves unknown and
equation. Here, the concept of equality was introduced which are µ=¶ and µÕ¶. And the
discussion included:
1. Solve linear equation = Finding the value of the unknown which satisfies the
equation.
2. The solution of the equation is also known as the root of the equation.
3. A linear equation in one unknown has only one root.
4. To determine whether a given value is a solution of an equation, substitute the
value into the equation. If the sum of the left hand side (LHS) = sum of right hand
side (RHS), then the given value is a solution.
Example
a) If a =b then b =a.
e.g: 2+3 = 4+1 then 4+1 = 2+3
b) If a =b and b =c, then a =c.
e.g: 4+5 = 2+7, then 2+7 = 3+6, then 4+5= 3+6
It¶s also stress on the use and the concept of linear equations in one unknown, discuss
why given algebraic terms and expressions are linear, identifying the linear terms, and
also recognizing the linear algebraic terms and linear algebraic expression.
Other than that is about solving Linear Equations in One Unknown involving combined
operations of +, -, x,÷
Steps:
1. Work on the bracket first, if there is any.
2. Group the terms with the unknown on the left hand side of the equation while the
numbers on the right side.
3. Solve the equation using combined operations.
4. Check your solution by substituting the value into the original equation.
Examples:
Given that 2y + 11 = -5, calculate the value of y.
Solutions:
7 - ( x + 1) = - 4x
7 ± x ± 1 = - 4x
-x + 4x = -7 + 1
3x = - 6
x = -2
This topic continue in Form 3 where students are also exposed to solve a situation by
forming a linear equation from a given statements or problem and vice versa.
Linear inequalities is part of Algebra which almost same as linear equality except that it
emphasis on the use of everyday situation that had been illustrate in the symbol of ³>´
which read as ³greater than´, ³<´ read as ³less than´, ³´ read as ³greater than or equal
to´, and ³´ read as ³less than or equal to´.
The process of learning included understand the use and the concept of inequalities
which is identify the relationship of ³>´, ³<´, ³´ and ³´ between two given numbers and
based on situation, understand and use the concept of linear inequalities in one unknown.
For example x > 0 and x < 2. So, the value of x is 1.
Example:
Other than that, it¶s also stress on how to perform the computations, understanding the
concept of simultaneous linear inequalities involving addition, subtraction, multiplication
and division on linear inequalities.
(x + 2) / 3 - 2 / 5 < (-x - 1) / 3 - 1 / 6
Solution:
Ñ Given
(x + 2) / 3 - 2 / 5 < (-x - 1) / 3 - 1 / 6
Ñ simplify
10(x + 2) - 6*2 < 10(-x - 1) - 5
Ñ Conclusion
The solution set consists of all real numbers in the interval
(- infinity, -23/20).
y=a(x-h)2+k
y=ax2+bx+c
which is called the 'general form' of a parabola, and from an equation with this form, all
the other forms are usually derived. The third form is known as 'factorised form', and is
symbolically represented by:
y=(ax+b)(cx+d)
This topic has been introduced in chapter 2 in form 4 and is the chosen topic for my
task. Basically all of the main elements in this topic is almost same and related to the
previous topics of Algebra. In this topic, there are a few things that had been introduced:
Solution:
Area = length × width = (3 + x) × (4 + x) = (12 + 7x + x²) m²
x² + 7x + 12 is a quadratic expression.
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1,2 +-.-+002-1, +0-.-%
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ii. Factorize quadratic expressions of the form px² - q, where p and q are perfect
squares.
Example: px² - q = a²x² - b² = (ax + b) (ax ± b)
4p² - 25 = (2p + 5) (2p ± 5)
iii. Factorize quadratic expressions of the forms ax² + bx + c where a = 1, and b and
c are not equal to zero.
iv. Example: 3x² + 7x ± 6 = (3x ± 2) ( x + 3)
(
.- +
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[CURRICULUM PLANNING IN MATHEMATIC]
Example8:
Encik Ramli¶s age is 8 times his son¶s age. Three years ago, the product of their age was 74
years. How old is Encik Ramli and his son now?
Solution:
i. Read and understand the problems.
Encik Ramli¶s age = 8 times his son¶s age.
3 years ago: Encik Ramli¶s age × His son¶s age = 74
Encik Ramli¶s son¶s age = 5 years old
Encik Ramli¶s age = 8× 5= 40 years old
iv. Check the solution
(5 ± 3)((8)(5) ± 3 ) = (2)(37) = 74
.-'c -
%3,2 +.-+0021, +0+0 -.
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[CURRICULUM PLANNING IN MATHEMATIC]
6
Quadratic Expression and Equation are any algebra unit which has only one
variables and their maximum power of variables is 2 which exist in its general m is
Note that if a=0, then the equation would simply be a linear equation, not quadratic.
Examples
x² + 2x = 4 is a quadratic since it may be rewritten in the form ax² + bx + c = 0 by
applying the Addition Property of Equality and subtracting 4 from both sides of =.
x² - 3 = 0 is a quadratic since it has the form ax² + bx + c = 0 with b=0 in this case.
3x² ± 2/x + 4 = 0 is not a quadratic since it has the term 2/x. The term 2/x is the same as
2x-1, and quadratics do not have x raised to any power other than 1 or 2.
Just remember:
??? ?? ?
?
? ??
???
? ?
??
??
There are number of operations that can be applied to modify quadratic expression and
expression which is addition, subtraction, multiplication, and division.
6
Ü
7 a -2b - y² 0.7ab -5/w
Two or more terms that contain the same variable or variables with
corresponding variables having the same exponents are called like terms or similar
terms. For example, the following pairs are like terms.
6k and k 5x² and -7x² 9ab and 0.4ab x²y and - x²y
Two terms are unlike terms when they contain different variables, or the same
variables with different exponents. For example, the following pairs are unlike terms.
Ü
3x and 4y 5x² and 5x 9ab and 0.4a x²y and xy
And for Quadratic expression and equation, they only included one term of
variable with the maximum power of two only. To add or subtract these terms, we use
the distributive property of multiplication over addition and subtraction.
9x - 2x = (9 + 2)x = 11x
Since the distributive properties is true for any numbers of terms, we can express
the sum or difference of any number of like terms as a single terms.
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05
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The sum of unlike terms cannot be expressed as a single term. For example, the sum of
2 and 3 cannot be written as a single term but is written 2 3.
-5
Express the difference (4
3) - (2
5 3) in simplest form.
ë
i. Write the subtraction problem: (4
2 3) - (2
5 ± 3)
ii. To subtract, add the opposite (4
+ 2 - 3) + (2
+ 5 3)
of the polynomial to be subtracted:
iii. Use the commutative and (4
- 2
) + (2 + 5 ) + (-3 + 3)
associative properties to group like
terms:
iv. Add like terms: 2
7 0
2
7
2
7
In the preceding examples, the factors may be rearranged and grouped mentally.
,)/
/&%$$:
i. Use the commutative and associative properties to rearrange and group the
factors.This may be done mentally.
ii. Multiply the numerical coefficients.
iii. Multiply powers with the same base by adding exponents.
iv. Multiply the products obtained in Steps 2 and 3 and any other variable factors
by writing them with no sign between them.
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[CURRICULUM PLANNING IN MATHEMATIC]
-5
Represent the area of a rectangle whose length is 3x and whose width is 2 .
ë
(1) Write the area formula:
(2) Substitute the values of and : = (3 )(2 )
(3) Perform the multiplication: = (3.2)(
)
= 6x²
-/&%$$$-
The distributive property of multiplication over addition is used to multiply a
polynomial by a monomial. Therefore,
?() =??
(4 + 3) = (4 ) + (3)
= 4
3
This result can be illustrated geometrically. Let us separate a rectangle, whose length is
4 + 3 and whose width is , into two smaller rectangles such that the length of one
rectangle is 4 and the length of the other is 3.
Since the area of the largest rectangle is equal to the sum of the areas of the two smaller
rectangles:
(4 + 3) = (4 ) + (3) = 4 ² + 3x
-/&%,&)+/%
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The multiplicative identity property states that ? 1.?. By using this property, we
can say that 5 + (2 - 3) = 5 + 1(2 - 3) and then follow the procedures shown above.
Also, since -? = -1.?, we can use this property to simplify expressions in which a
parentheses is preceded by a negative sign:
-/&%$%$
Now, let us use this property to find the product of two binomials, for example,
( + 4)( + 3).
( + 4)(?) (?) + 4(?)
( + 4)( + 3) = ( + 3) + 4( + 3)
+ 3 + 4 + 12
+ 7 + 12
(a + b) (c + d) = a(c + d) + b(c + d)
= ac + ad + bc + bd
Notice that each term of the first polynomial multiplies each term of the second.
;)$-
We know that
We can rewrite this equality interchanging the left and right members.
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,)/
);)$:
i. Divide the numerical coefficients.
ii. When variable factors are powers of the same base, divide by subtracting
exponents.
iii. Multiply the quotients from steps 1 and 2.
If the area of a rectangle is 42 and its length is 6, we can find its width bydividing the
area, 42, by the length, 6. Thus, 42 6 = 7, which is the width.
;)$
When we divide 736 by 32, we use repeated subtraction of multiples of 32 to
determine how many times 32 is contained in 736. To divide a polynomial by a
binomial, we will use a similar procedure to divide V+ 6 + 8 by + 2.
i. Write the usual division form:
ii. Divide the first term of the dividend by the
first term of the divisor to obtain the first
term of the quotient:
iii. Multiply the whole divisor by the first term of
the quotient. Write each term of the product
under the like term of the dividend:
iv. Subtract and bring down the next term of
the dividend to obtain a new dividend:
v. Divide the first term of the new dividend by
the first term of the divisor to obtain the next
term of the quotient:
vi. Repeat steps (3) and (4), multiplying the
whole divisor by the new term of the quotient. Subtract this product from
the new dividend. Here the remainder is zero and the division is complete:
The division can be checked by multiplying the quotient by the divisor to obtain the
dividend:
= x² + 2x + 4x + 8
= x² + 6x + 8
-5
Other than that, quadratic expression and equation with real coefficients can
have none, one or two distinct real roots. To find them, we have a few methods to solve
which are:
6,&
;$3,&(<(=!"
1. Put the equation in the standard form: x2+2x-15=0
2. We require to numbers that multiply together to give -15 and add together to give -2.
x2+2x-15=(x-3)(x+5).
2
When the leading coefficient (the number on the term) is not 1, the first step in
factoring will be to multiply "a" and "c"; then we'll need to find factors of the product "ac"
that add up to "b".
;$3,&(<'(#>=
We need to find factors of 12 (ac=2·(-6)=-12) that add up to +4.
We will use the pair "-2 and 6".
Draw a two-by-two grid, putting the first term in the upper left-hand corner and the last
term in the lower right-hand corner:
2x2
-6
Take the factors ±2 and 6 and put them, complete with their signs and variables, in the
diagonal corners:
2x2 -2x
6x -6
Factor the rows and columns:
2x -2
-
2x 2x2
2x
6 6x -6
Sometimes you cannot find integer factors that work, then this quadratic is said to be
"/3,&;&&" or "%". On these cases, you must try to solve the
equation using another method.
(&,&
?/&
Extracting square roots is a very easy way to solve quadratics, provided the equation is
in the correct form.
(%:
;(@=A$(&,&?/&
(%:
;(0" @<"=*
(2x 5) ² + 5 = 3 Given
(2x 5) ² = -2 Addition Property of Equality used to add 5 to both
sides
¥ (2x 5) ² = ¥(-2) Extract Square Roots
2x 5= i¥2 Simplify Radicals and Apply Definition of ³i´
2x = 5 i¥2 Addition Property of Equality
x = (5 i¥2) / 2 Division Property of Equality
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[CURRICULUM PLANNING IN MATHEMATIC]
%&
?/
This method of solving quadratic equations is straightforward, but requires a specific
sequence of steps. Here is the procedure:
(%:
;*(@<'(0.=$%&
?/
1. Isolate the x² and x-terms on one side of = by applying the Addition Property of
Equality.
3x² + 4x = 7
2. Apply the Division Property of Equality to divide all terms on both sides by the
coefficient on x².
(3x2)/3 + (4x)/3 = 7/3
x² + (4/3)x = 7/3 ??
3. Take ½ of the coefficient on x. Square this product. Add this square to both sides
using the Addition Property of Equality. In this case, we take ½ of 4/3 which is
(1/2)(4/3) = 4/6. Square 4/6 to get (4/6) (4/6) = 16/36 = 4/9 when reduced. Add
4/9 to both sides to get
x² + (4/3)x + 4/9 = 7/3 + 4/9
x² + (4/3)x + 4/9 = 21/9 + 4/9 multiply 7/3 by 3/3 to get common denominator
x² + (4/3)x + 4/9 = 25/9 add fractions
This results in two answers: x = -2/3 + 5/3 = 3/3 = 1 ?x = -2/3 5/3 = -7/3
You may have noticed that we solved this same problem earlier in a much easier
fashion by factoring! So why learn this method of extracting square roots? Answer: This
method is used in higher levels of math (like calculus) to perform similar or identical
equation rearrangements. Also, we need this method to justify and derive the ??
?.
/)&,6/
Solving a quadratic equation that is in the form (@<(<,=only involves plugging
a, b, and c into the formula.
(%:
;(<* =(0
(x + 3)2 = x ± 2 Given
(x + 3)(x + 3) = x ± 2 Rewrite
x² + 6x + 9 = x ± 2 Multiply out with Distributive Property, Combine Like
Terms
x² + 5x + 11 = 0 Addition Property of Equality - add 2, add ±x to both
sides
Plug a=1, b=5, c =11 from 1x2 + 5x + 11 = 0 into the Quadratic Formula to get
which simplifies to
after we simplify the radical and rewrite ¥(-19) as (¥19) i by applying the
definition of i.
B
+5 +
We can see in our country, Malaysia, a typical teaching and learning process in
mathematics involves presenting the concepts followed by reinforcement and
enrichment exercises. Here rote learning style discourages the mind to think
inquisitively and eventually mathematics will be perceived as a boring subject.
To minimize this, the teaching and learning process must involve engaging
activities which include active participation from the students and relate to real-life
situations which then will construct their thinking skills in mathematics subject especially
Quadratic Expression and Equation
70 , +8+- 4+0+0+-4c-+ +0c8-/9-c+00-1,-0-
/ c- ,25/0+ +8-2-8--0 02-0+04-/ c- +-/ -c+0:
5c c-5:02+0 --00--0 +0-0-
"c- 4+0+--;< 04-2-
+ +8-5--+8-2
, +8-5
,+ ,
5 c--.-+-0 +42:0 c-2+8-5/
0 +-+ 5
=`
=70 , +8+02, +0:=
)(
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All in all, the aim of constructivist learning is that the teacher-defined goal to
achieve an output, where the task practice environment is designed to reveal the
knowledge and concepts to be learned; feedback is given by the environment in relation
to the extent to which learners¶ actions achieved the intended goal. According to Audrey
Gray, the characteristics of a constructivist classroom are as follows:
B
From the model of Constructivist Learning Environments, there are about six
models of teaching and learning that can be bring forward to satisfy the teaching and
learning process which are:
1. Question/Case/Problem/Project
2. Related Cases
3. Information Resources
4. Cognitive (Knowledge Construction) Tools
5. Conversation and Collaboration Tools
6. Social/ Contextual Support.
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The focus is the question or issue, the case, the problem, or the project that
learners attempt to solve or resolve. It constitutes the learning goal. The quadratic
problem as examples or applications of the concepts and principles previously taught.
Students learn domain content in order to solve the problem, rather than solving the
problem to apply the learning.
Other than that, the problems constructivist model generated three integrated
components which are;
1. The problem context
2. The problem representation or simulation, and
3. The problem manipulation space.
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The students basically lack most in experiences. This lack is especially critical
when trying to solve problems. So, it is important to provide access to a set of related
experiences that novice students can refer to. The primary purpose of describing related
cases is to assist learners in understanding the issues implicit in the problem
representation. Besides, understanding any problem requires experiencing it and
constructing mental models of it. Related cases in constructivist learning environments
support learning in at least two ways: by scaffolding memory and by representing
complexity.
Usually, the lessons that we understand the best are those in which we have
been most involved and invested the greatest amount of effort. Related cases can
scaffold memory by providing representations of experiences that learners have not
had. They cannot replace learners¶ involvement, but they can provide referents for
comparison. When humans first encounter a situation or problem, they naturally first
check their memory for similar cases that they may have solved previously12. If they can
recall a similar case, they try to map the previous experiences and its lessons onto the
current problem. If the goals or conditions match, they apply their previous lesson. By
resenting related cases in learning environments, you are providing the learners with a
set of experiences to compare to the current problem or issue. Learners retrieve from
related cases advice on how to succeed, pitfalls that may cause failure, what worked or
didn¶t work, and why it didn¶t. They adapt the explanation to fit the current problem and
that way of learning is called constructivism learning.
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For example, while introducing the quadratic, how about related it to the previous
topic that the students had learned. Linear equation for example, is quite similar to
quadratic especially is its general form and their properties. How about co-relate this to
the quadratic to make the student understand more easily.
-5
2
=? + + is a %.
If ? > 0, then the parabola has a minimum point and it opens upwards (U-shaped) eg.
2
= +2 í3
If a < 0, then the parabola has a maximum point and it opens downwards (n-shaped)
eg.
2
= -2 +5 +3
And all of this quadratic equation can be related to the previous topic which had been
learning in form to which is linear equation.
In general, linear equation is often a straight line and is written in the form ? .
One way we can sketch this is by finding the and intercepts and then joining those
intercepts.
ax + by = c
by = -ax +c
¨
y=- x+
¨
let = m and =C
hence, y = mx + c
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If the slope (also known as gradient) of a line is , and the -intercept is , then the
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So, what we need to do to make sure that information makes sense not only in
the context of learning quadratic only, but only in solving problems and application. So,
determine what information learners need to interpret the problem. Maybe we naturally
used the text book and syllabus in our lesson. How about using other relevant
information banks and repositories that can be linked to the environment? These may
include text documents, graphics, sound resources, video, and animations that are
appropriate for helping learners comprehend the problem and its principles. And since
now, technology is one of the easiest paths to gain knowledge. The World Wide Web
(WWW) for example, is the default storage medium, as powerful new plug-ins enables
users to access multimedia resources from the net. However make sure that we guide
the students in using it since WWW resources may provide unlimited information that
unnecessary for our students. Actually, our textbook also included the information of
website that can be used as a reference and addition information resource.
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Cognitive tools are generalizable computer tools that are intended to engage and
facilitate cognitive processing13. They are intellectual devices that are used to visualize
(represent), organize, automate or supplant information processing. Some cognitive
tools replace thinking while others engage learners in generative processing of
information that would not occur without the tool. Cognitive tools support learners in a
variety of cognitive processing tasks. For example, visualization tools help learners to
construct those mental images and visualize activities. Numerous visualization tools
provide reasoning-congruent representations that enable learners to reason about
objects that behave and interact14. Examples include the graphical proof tree
representation in the Geometry Tutor15; the Weather Visualizer (colorizes climatological
patterns); the Climate Watcher (colorizes climatological variable).
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Most of this way of learning provide note taking facilities to offload memorization
tasks. Identify in the activity structures those tasks with which learners are facile and
may distract reasoning processes and try to find a tools which supports that
performance.
Using Geogebra is one of the most simple way which help students to understand the
quadratic effectively. For example, as an introduction of quadratic, we just need to
explain a little bit briefing about the quadratic. Then, we can introduce this software to
help student¶s visual in understanding Quadratic. The software of GeoGebra will explain
the rest. What the meaning of a, b and c in the general form of quadratic which is
ax²+bx+c and what happened if each of the value in a, b and c changing.
"C;&)&
Learning most naturally occurs not in isolation but by teams of people working
together to solve problems. As teacher, we should provide access to shared information
and shared knowledge building tools to help learners to collaboratively construct socially
shared knowledge.
Problems are solved when groups work toward developing a common conception
of the problem, so their energies can be focused on solving it. Conversations may be
supported by discourse communities, knowledge-building communities, and
communities of learners.
Scardamalia and Bereiter (1996) argue that schools inhibit, rather than support,
knowledge building by focusing on individual student abilities and learning. In
knowledge building communities, the goal is to support students to "actively and
strategically pursue learning as a goal (Scardamalia, Bereiter, & Lamon, 1994, 201). To
enable students to focus on knowledge construction as a primary goal, Computer
Supported Intentional Learning
We sometimes think that our students maybe know each other but actually, not
all students are close to each other. So, by doing this activity, we may can collaboration
among groups of students. As teacher, we should encourage conversations about the
problems between the students to make them participates actively. Students write notes
to the teacher and to each other about questions, topics, or problems that arise.
Textualizing discourse among students makes their ideas appear to be as important as
each other¶s and the instructor¶s comments (Slatin, 1992). When students and teacher
collaborate, they share the same goal which is to make the process of learning
happened effectively.
Most of the process of learning failed to achieve the target is because of poor
implementation. Frequently, our education system tried to implement their innovation
without considering important physical, organizational, and cultural aspects to the
students or learners and environment. Actually, all the innovation, and implement that
need to do need support not just only from the teachers, but everyone along it. As
teacher, it is necessary to provide the learning aids which show our support in teaching
something. The environments of studies also need to reconstruct to make sure it fulfills
the optimal need of process of learning. For the school administrator, it is compulsory to
make sure that the utilities of school and class is in perfect condition. And for the family,
their support is really necessary to make sure that the educators feel that their effort is
worthy.
To satisfy the integrated approaches in teaching and learning process, there are
several things that need to be emphasis upon student¶s thinking, active learning,
discovery learning, and interest in Mathematics. Some think that¶s, the student-centered
mathematical classrooms are now considered to be more effective in learning
mathematics than the teacher-centered traditional classrooms. These ways was
supported since it requires following characteristics:
And nowadays, since technology had also been introduce in this path, our
education system also prefer the use of computer as a tool for teaching mathematics
because of the availability of appropriate numerical, graphic, and symbolic capability of
software. In using technology, some of them have revealed that by using the computer
as a tool for performing the mathematical procedure, the students can be provided with
an opportunity and time to work on real-life problems in mathematics. However, some of
them agree that there should be less emphasis on algebraic manipulation skills and
more emphasis on underlying concepts and mathematical thinking.
Actually, there are some problems that had been faced by our students in the
beginning lesson of secondary mathematics which is the students are more interested
in the use of mathematics and their basic operation than its justification or proofs of
theorems. Because of this problem, our mathematics had been reorganized into two
types which is basic mathematic and additional mathematics.
This action was done since there are some other problems that had been
discovered from most of our students which are:
Such diverse students with variety of their abilities and backgrounds are
constrained by learned or acquired behavior patterns that inhibit advanced learning and
the traditional teaching method of chalk-talk-homework- exam does not work for such
students.
-6
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These four elements are chosen because it is user-friendly, easy to learn and it
supports most of the concepts needed for the freshman and sophomore levels of
college mathematics. All computers in our computer labs are equipped with the latest
features and there are enough computers available to provide each student with at least
a computer.
For group work, the class is divided into small groups of two or three members
each. The students are allowed to choose their group members. During the group work,
the teacher observes the group interactions and individual contributions. While
observing the groups, the teacher checks their work, makes corrections, answers
questions and provides motivation. In the class discussion that follows group work, the
teacher generally serves as a facilitator.
Use the small class which is generally kept between 16 and 20 of students and
use a combination of qualitative and quantitative instruments in gathering data. The
students¶ performance is assessed by observations of student¶s presentations and
discussions, students¶ worksheets, out-of-class assignments, pop-quizzes, class tests,
and midterm and final examinations.
The evaluation of the effectiveness of the teaching style is done through formal
assessments such as quizzes and tests, students¶ and teachers¶ weekly logs, and
informal surveys and peer evaluations.
-5
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In this section, we present a variety of our classroom activities and examples that
highlight our integrated approach to teaching and learning mathematics.
,%&//)&)&&$,%/&&
Conceptual understanding is essential in teaching and learning mathematics; it
influences the mathematics that is taught and enhances a student¶s learning.
Mathematics is not just about computation, but understanding and defining the concept
and problem and solving it by computations. Here is an example that we often use in
our Quadratic Expression and Equation:
(%
What do we mean by a of a quadratic? Find the roots of this quadratic and explain
briefly about what the meaning of it.
²+2 í8
2
2. By factorize the equation, the root of the quadratic are í4 and 2. For, we
can factor that quadratic as
( + 4)( í 2).
3. Now, if = í4, then the first factor will be 0. While if = 2, the second factor will be
0. But if any factor is 0, then the entire product will be 0. That is, if = í4 or 2, then
² + 2 í 8 = 0.
Therefore, í4 and 2 are the solutions to the quadratic equation. They are the roots of
that quadratic.
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New material may be introduced either with a class discussion or via teacher-made
worksheets. Rational understanding can be very handy in motivating students for class
discussion. For example, before we give more detail about types of factorization of
quadratic, make a group work to research about it and followed by class discussion is
found very useful in students¶ learning new material.
(%
Giving the equation is
2
+6 ±7=0
Discuss and show how to solve this equation by completing the square.
/&
5;%;);%,,%&
It is a well-known fact that students learn math more meaningfully when they can make
sense of what they are talking about and they can connect ideas or skills they learn in
new situations, in real-life and in other subjects. For example, the following worksheet
followed by classroom discussion helped our students in understanding exponential
functions.
(%
A ball is thrown straight up. Its height, h(in metres), after t seconds is give by
h= -5t² + 10t + 2
To the nearest tenth of a second, when is the ball 6m above the ground? Explain why
there are two answers.
/&
Formula Given:
h= -5t² + 10t + 2
So,
-5t² + 10t + 2= h
-5t²+10t+2 = 6
-5t²+10t-4=0
(%
Use Derive and sketch the graphs of the following functions. Observe changes in
graphs as you draw. How do these graphs differ? In what ways are they similar?
a) = ( í 2)( í 3) and = ± 3
b) = ( í 2)( í 3) and = ( í 2)2( í 3)
c) = ( í 2)( í 3) and =
( í 2)2 ( í 3)2
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Problem solving is designed as a process by which an individual uses previously
acquired knowledge, skills and understanding to satisfy the demands of an unfamiliar
situation. The situation must synthesize what she or he has learned and apply it to new
and different situations17. In our integrated approach, we generally select those
problems that can;
a) engage students in mathematical discussion,
b) promote mathematical thinking,
c) focus on the development of both cognitive and meta-cognitive strategies, and
d) wherever possible, help students to learn math through problem solving.
Our main strategy of problem solving is small group work followed by class discussion.
Also, we encourage students to use Polya¶s 4-step approach to problem solving as
outlined in the below figure.
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(%
If one of the roots of the quadratic equation
x2 + mx + 24 = 0
is 1.5, then what is the value of m?
/&
The question states that one of the roots of this equation = 1.5
If x1 and x2 are the roots of the given quadratic equation and let x1 = 1.5
Therefore, x2 = = 16.
ax2 + bx + c = 0 is = -m
(%
/&:
x2 + 19x + 18
x2 +x + 18x + 18 = 0
x(x + 1) + 18(x + 1) = 0
(x + 1)(x + 18) = 0
x + 1=0 and x + 18 = 0
x + 1 ± 1 = 0 - 1 and x + 18 ± 18 = 0 -18
x = -1 and x = -18
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In this approach we select problems that exemplify a diversity of approaches to solving
a problem or multiple correct answers. There are three aspects of the approach: open
process, open-end product, and open problem formulation18. The main purpose of an
open approach is to make mathematics alive and relevant and help students to develop
divergent thinking.
(%
1. Graph the following functions:
i. =
ii. = ²
iii. = ² - x - 2
iv. = í
v. = í ²
vi. = í ² + 2x + 3
2. Write as many properties and difference as you can see from the functions that
you had see above.
-/- #- -@c+20))(
/&
i. y=x
ii. y = x²
iii. = ² - x - 2
iv. y = -x
v. = í ² + 2x + 3
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The simple exercise of writing an explanation of how a problem was solved not only
helps to clarify a student¶s thinking but also may provide other students with fresh
insights gained from viewing the problem from a new perspective.
(%!
Make up a word problem with a variable having a quadratic relationship.
Find a quadratic formula for this variable. Try your formula for two hypothetical
situations.
(%
One of your friends in College Algebra sends you an email and asks you to explain how
to graph a quadratic formula and equation. Starting with quadratic equation, write a
clear instruction to help her with her problem. Can you generalize this to same root
quadratic, different root quadratic, and no root quadratic? Consider cases when ?
in quadratic equation of ax² + bx + c is exchange.
(%*
Explain the difference between a quadratic equation and a quadratic expression.
Forward Tracking:
Make a puzzle similar to Example above and explain the mathematical logic you used.
++
+5 +
We can see the proof by looking our secondary school mathematics¶ syllabus
where the students are only introduced by the very basic information about the
Quadratic Expression and Equation. At first, they were introduced by the basic concept
of Quadratic Expression and Equation, their basic operation, and then the very basic
problem about the quadratic related to real life. By doing this way, students basically
only got the very basic elements and the very surface about the quadratic. How can the
students master the quadratic if they only exposed by only this basic thing? Isn¶t it?
To me, there are something that needs to be added to satisfy the teaching and
learning process of Quadratic Expression and Equation especially in putting the higher
level of understanding in the learning and teaching process. For me, I will use the latest
learning and teaching approaches in my teaching which is cognitive approaches since
this approach is one of the latest approaches that had been introduced and this
approaches basically overlapped and almost same in certain part of ideas and principle
such as behaviorist and constructivist.
This cognitive approach can be applied according to the situation and condition
regarding the part of the subtopic in the quadratic especially by integrating the variety
types of learning theory which included discovery learning, active learning, meaningful
verbal learning and others can make the teaching and learning process happened
effectively.
+ B
+5 +
As its name implies, the cognitive approach deals with mental processes like
memory and problem solving. By emphasizing mental processes, it places itself in
opposition to behaviorism, which largely ignores mental processes. Yet, in many ways
the development of the cognitive approach, in the early decades of the 20th century, is
intertwined with the behaviorist approach.
All in all, basically, cognitive approaches are devided into two parts which is
cognitive cognitive approaches and cognitive developments approaches. Cognitive
cognitive approaches including:
ii. Information Processing Theories by various theorists where the computer was
seen as a metaphor for the mind.
Meanwhile, the cognitive development is divided into three part which are:
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Below are the diagram about the Cognitive Cognitive Approaches and Development
Cognitive Approaches.
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In the learning process of Quadratic Expression and Equation, social learning
theory can be apply extensively by converting the topic of learning into labels or images
results which is better retention than simply explaining by words. By using technology
for example GeoGebra, it can attract student¶s attention to focus on the technology
tools, and by using this software, it can help the student¶s understanding by visualizing
what we want to explain about quadratic. At the same time, polish their understanding
by including some example about the application of quadratic in the real life since it can
adopt a modeled behavior if it results in outcomes they value and if the model is similar
to the observer and has admired status and the behavior has functional value.
(%
Below are the example of how to use GeoGebra in introducing the quadratic equation
and relate it to the real life.
4&6/&)&
Embed a water fountain picture under the x-y system. Give some random values to a, b,
c, and futher graph the quadratic function ? ? . Manipulate?
so
that the graph of water(x) fits the water stream. If necessary, change the increment step
for a, b, c for accurate fitting. Explain what is the actually the relation of a, b and c to the
graph and correlate it.
After fitting the curve, place a point on the graph and draw a line tangent to the curve at
P. Drag P along the curve and observe the changes in the slope of the tangent
line. What does the slope of that line mean in a physical sense? Also, please try to
explain why the water stream behaves like a parabola? Does it look like that same on
the Moon? How do you interpret the horizontal displacement of the curve?
+
Information processing includes theories that focus on the structure and function
of mental processing. They focus on these structures and functions within specific
contexts and environments. In other words, information processing theories focus on
how people pay attention to events occurring within the environment, how they encode
that information by relating it to knowledge currently stored in memory, how the new
information is stored and finally, how that information is later retrieved when needed.
The working memory or short term memory can be compared with a computers
Central Processing Unit. In a computer, the CPU acts as the brain of the computer.
Working memory is the area where we think about the information presented to us and
process it in specific ways. Once the information has been processed and rehearsed, it
then moves on to long term memory. In a computer, information is stored on hard
drives, memory sticks and CDs. Computers can demonstrate the information they have
through displays on the screen or on printed paper. Humans demonstrate their
knowledge by acting in everyday life; walking, talking and doing
,%)%%,&
,% (%
z Use cues to signal when you are ready to
begin.
!C+&&/)&I&&&
z Move around the room and use voice
inflections.
z Review previous day's lesson.
C&);&%
72) z Have a discussion about previously covered
content.
z Provide handouts.
*C&/&%&&3&
z Write on the board or use transparencies.
"C
2&/)&2&H z Present information in categories.
,/7 &)3& z Teach inductive reasoning
,%)%%,&
Basically this theory stress in creating a meaningful verbal learning and prevent
rote learning among students. From what we can see in our syllabus, basically our
syllabus are tendency to support students in rote learning since it just only introduce by
just a basic and simple exercise and example with almost the same way of problem and
solution. So, how about revolution a little bit approaches in our teaching by:
1. Derivative Subsumption
- Is a situation in which the new information that an individual learns is an
instance or example of a concept that has already been learned.
- Introduce the previous topic that had been learn in the previous that related to
the topic such as ³Algebraic Expression´, ³Algebraic Formulae´, ³Linear
Equation´, and also ³Linear Inequalities´ which had been taught in form 1, 2 and 3
as a briefing.
2. Correlative Subsumption
- Is a situation in which the new material that the individual learns is an
elaboration or extension or alteration of what has already been learned.
- Correlate the previous topic that had been learn into the quadratic such as
quadratic expression is ax² + bx + c meanwhile linear expression is ax + b.
3. Superordinate Learning
- Is a situation in which the new information to be learned is a concept that
relates known examples of a concept. In this case an individual is able to
provide examples of a concept but does not know the concept itself.
- Now, the students may be able to correlate what is the meaning of a, b and c
in the quadratic expression ax² + bx + c after refer to the function of a and b in
ax + b of linear expression.
4. Combinatorial Learning
- It is describes as a process by which the new idea is derived from another
idea that is neither higher nor lower in the hierarch which is similar to learning
by analogy.
- Students now understanding deeply about quadratic expression and all the
basic concept that related to the quadratic and can correlate it to the real life.
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+
-5+
The goal of genetic epistemology is to link the validity of knowledge to the model
of its construction. In other words, it shows that the method in which the knowledge was
obtained/created affects the validity of that knowledge. For example, our direct
experience with gravity makes our knowledge of it more valid than our indirect
experience with black holes or in Quadratic is how can an unknown be connected to an
equation.
1. ?
2. ?
3. j ?
,%)%%,&
By using this approach, teachers can guide the students by following the process of
intelligence growth which is assimilation, accommodation and equilibration.
1. Assimilation
- Using the environment which relate to the use of quadratic such as the Paris
Eiffel Tower or just a Penang Bridge or just as simple U bridge as a main
focus of study.
2. Accommodation
- Correlate the bridge to the quadratic such as in the picture below and explain
what the meaning of quadratic and it¶s concept after that to polish student¶s
thinking.
3. Equilibration
- Give the students chance to think and regenerate their own knowledge and
ask them what they had understands from the learning. Guide them to make
sure they got the right information
55
Current conceptualizations of sociocultural theory draw heavily on the work of
Vygotsky (1986). This sociocultural perspective has profound implications for teaching,
schooling, and education. A key feature of this emergent view of human development is
that higher order functions develop out of social interaction.
social and cultural rather than individual phenomena. The sociocultural approach are
items in the culture such as computers, books, and traditions that teach children about
the expectations of the group. By participating in the cultural events and using the tools
This approach rely on three aspects since understanding of human cognition and
learning as social and cultural rather than individual phenomena is what it¶s stress on:
- Which explain about the distance between what a person can do with and
without help
2. Symbolic tools
socialization.
3. Scaffolding
,%)%%,&:
which means the learning process happened through communication whether between
the students, between the students and the teachers or between the environments.
In teaching and learning process of quadratic expression and equation, the study
quadratic
each group where the students can depend on each other in doing the
learning process.
- Give them chance to share what they had understand to the others by giving
them group presentation to make them become more reliable and confident in
learning something new and challenging.
(%
Give them time to answer the question and ask them to prepare an explanation of the
answer to share with all the class.
Students interact with the world by exploring and manipulating objects, wrestling
with questions and controversies, or performing experiments. As a result, students may
be more likely to remember concepts and knowledge discovered on their own. Models
that are based upon discovery learning model include: guided discovery, problem-based
learning, simulation-based learning, case-based learning, incidental learning, among
others.
Proponents of this theory believe that discovery learning has many advantages,
including:
Ñ encourages active engagement
Ñ promotes motivation
Ñ promotes autonomy, responsibility, independence
Ñ the development of creativity and problem solving skills.
Ñ a tailored learning experience
,%)%%,&:
+
B 5 +
In here, teachers just play the role by giving the hint about the topic, giving
something that interesting and attract the students to get interest to learn about the
topic. The teacher also give some guided about the topic by giving reference that can
be use as a guide so that the students did not lost.
(%
The first page of the chapter Quadratics Expression and Equation in Mathematics
KBSM for 4 is one of the best reference to attract students¶ interests, provided guided
links about the topic and the focus of the topic which can be seen as guided tool to
support the guided discovery learning.(see picture at the next pages)
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5 -
5 +5
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5 +
The process occurs by students engaged with the characters and circumstances
of the story, identifies problems as they perceive it, connect the meaning of the story to
their own lives, bring their own background knowledge and principles, raise points and
questions, and defend their positions and formulate strategies to analyze the data and
generate possible solutions.
The learning process in quadratic occurs by giving the complex problems written
to stimulate classroom discussion and collaborative analysis which involves the
interactive, student-centered exploration of realistic and specific situations.
In learning the quadratic expression and equation, teachers can also included
pop quiz, interactive exercise or maybe use the cognitive tools such as computer games
since nowadays, we can get so many types of educational games by the tip of our
finger. Below are some example of interactive games that can be used as incidental
learning process in teaching quadratic expression and equation.
65
+-
When doing this assignment, I concentrate first on the topic itself and save
formatting and proofing till last ± but then be thorough. In an academic paper, searching
for what I want to say can take time, and then saying it clearly can take several
attempts. The biggest part of my grade comes from organizing my ideas and presenting
them clearly. The perfect grade is apt to go to that paper which is free of glaring spelling
and grammar errors, is in the proper format, and presents its material clearly, supporting
it well from the sources. Other than that, this assignment also force me to look back all
the theory of education that I had learn in the previous as a reference and basic material
to use in this task.
I can foresee that objective of all of this assignment is to promote grow through
self-awareness and self-research. Besides, this assignment is designed to foster
communication among the students with students and students with lecturer. By
sharing information, we are perceptiveness, and insightfulness as well as the efforts that
have been made to improve, learn, and grow. Many misconceptions are avoided when
the student lecturer communicates this information to each others.
It helps me to build on a concept or skill I did not posses before. Before doing this
assignment, I look back over the assignment questions many times and try to explain to
myself what the assignment was about, what each kind of problem was asking, how I
got the answers and what the answers tell me. This process will help me understand the
material and will help me discover what I don¶t understand.
I noticed three things that I have never had to do for a math assignment before.
These goals may take me a while to get used to and/or get good at. They include
defining quadratics basic element, quadratics raw materials, basic operation and its
manipulation and so on. When I was asking the question, I can understand better about
the questions demand. We were never allowed to stray too far off topic. As a result of
this I am a little apprehensive of this assignment but hope that I will learn quickly. As a
saying goes ³ð?
? ? ?
?
?
In the process of completing this assignment, rarely before have I ever written
narrations of my discoveries and my teaching techniques. I believe that if I am capable
of explaining my actions in writing, then I would definitely be able to understand what I
was doing since writing and explaining could be considered as my weaknesses.
But even more important is the question of what skills will really prepare today¶s
students for the future. Surely the next decades will be ones of rapid change where old
answers don¶t always work, where employers demand communication and human
relations skills as well as the ability to think incisively and imagine creative solutions to
unforeseen problems. Many of today¶s computer applications offer poor preparation for
such abilities.
The future also will favor those who have learned how to learn, who can respond
flexibly and creatively to challenges and master new skills. At the moment, the computer
is a shallow and pedantic companion for such a journey. We should think long and
carefully about whether our purpose is to be trendy or to prepare students to be
intelligent, reasoning human beings whose skills extend far beyond droid-like button
clicking.
As a result, I can say that the approach in this assignment offer possibilities for a
real interaction to take place between the students. This might provide information
which normally would not be available and that can be used to help students develop
our mathematical understanding. I hope that my analysis will contribute to my
understanding of the characteristics of this approach and its implications for
mathematics educations.
6
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Chee, S.N, Hamzah Sahrom, & Thiam C.L (2005) ³Mathematic KBSM Form .4´ KDEB
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Good, R.G., Wandersee, J.H., & St. Julien, J. (1993). Cautionary notes on the appeal of
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