Metaphors are used not only for communication purposes, but also can be considered as thinking devices intended for teaching and learning abstract mathematical ideas. In this study I took artefacts as the metaphor which enable to support mathematics learning. With this regard, the research about the effectiveness of the concrete materials showed positive effect on learning and attitude towards mathematics (Sowell, 1989). The use of artefacts such as concrete materials to support mathematics learning is commonplace in mathematics education. My study focused on how students and teachers interact with concrete materials used in teaching
I chose this topic because it helps answer several concerns that arise at attempts to teach and to learn about proofs. Through a diagram that made the statement obvious, the result may be sensed or discovered intuitively. Hence it helps the viewer internalize the idea by gaining an insight into why the idea was correct, and it makes more discernable relationships between parts or parameters of a mathematical statement. Proof without words can be one step proof, or even a proof that does not start with fundamental axioms. It is very effective not only for learning mathematical statements, but also for developing a feeling for mathematics as a discipline.
The project management team structure confirms decision making forums and specifies responsibilities, goals, knowledge and skills required for each of the roles in order to ensure that the project has effective and appropriate support and governance. Key roles within this structure are detailed as follows: Project
Teachers should not neglect their mathematics instruction and their way of delivering it - mathematic instruction is essential in encouraging mathematical thinking. They should differentiate instruction through flexible grouping, invidualizing lessons, compacting, using assignments, and varying question levels. In order to put this into practice, they should: • Ensure that instructional activities are learner-centred and emphasizes inquiry/ problem-solving • Use experience and prior knowledge as a basis for building new knowledge • Use scaffolding to make connections to concepts, procedures and understanding • Ask probing questions which require students to justify their responses • Emphasize the development of computational skills There are however two types of mathematical instructions, namely the skill-based instruction and the concept-based instruction. In skill-based instruction, teachers focus exclusively on developing computational skills and a quick recall of facts. However, in concept-based instruction, teachers encourage students to solve a problem in a way that is meaningful to them and to explain how they solved the problem, resulting in an increased awareness that there is more than one way to solve most problems.
My interests lies in the fields of Artificial Intelligence, Machine learning and Data Mining and use these disciplines to contribute in the fields of science and business. The learning climate at University will teach me to think radically, boost my confidence and broaden my perspective. The Master’s program in Computer Science at the sound academic environment will help me achieve my true potential. It is therefore, just the right place that will prepare me with exceptional academic and professional skills and enhance my personal growth. I understand that the graduate degree demands passion for knowledge, diligence, good analytical and technical skills, and zeal to excel.
There is a common misconception that associates each area of knowledge exclusively with one way of knowing. When people think about mathematics, they immediately link it with reason, or when they think about the arts they instantly connect them with emotion. In this essay I will try to challenge this assumption. Acquiring knowledge in mathematics means, at least, learning mathematical language and formulae in order to solve pure problems or apply them in real-life sectors, such as in architecture or economics. The more knowledge one acquires in mathematics, the more complex are the problems that one is able to solve.
In this stage, calculation skills and comparative thinking will be used. The results will then lead to a conclusion of how mathematics has developed and the assumption of how mathematics will develop in the future. In the stage of investigating how people calculate the same thing before and after calculus, research skills will be used to find out information. From this, application and calculation skills will be used to demonstrate the methods of
Its primary purpose is to assist you reach Proximal and distal career goals, as well as strengthen current job performance by providing a structured approach. IDP’s demonstrate intentional learning that is aligned with specific competencies such as the mission, goals
However, I want to explore new areas beyond what was taught in undergraduate study through structured and advanced coursework and gain great learning experience, both academically and personally. A Master’s degree in Computer Science will provide me the right impetus, advanced skill sets, and research experience latest developments of the field. Upon completion of my Master’s degree, I want to pursue a career in Software Development, apply the advanced knowledge gained and make noteworthy contributions to the niche areas of computer science. In the long run, I would like to see myself leading a Product Innovation team and research projects in a reputed company, developing cutting-edge technologies and solutions to a wide range of industries and contribute to the welfare of
The need for investigation of the process path of the predictor variables, of the tertiary mathematics teacher education, and how these variables may influence self-efficacy beliefs in mathematics teaching. 4. The need for research-based teacher training program for mathematics teacher education. It is the purpose of this study to address these needs and to further find out how some demographic characteristics, professional development, teaching resources, strategies in teaching mathematics, social support (peer and supervisor), school climate, anxiety in teaching mathematics, attitude towards teaching mathematics, and teacher collaboration, among other factors, would impact mathematics teachers’ efficacy. Results of this study are expected to give mathematics students and teachers alike, insights on how to cope with the demands of mathematics learning and