The Nature of Measurement and Growth

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S I TI A SM AN I B IN T I M US TA PH A S I TI M AS H IT AH B IN TI S HA AR I

THE NATURE OFMEASUREMENT AND GROWTH


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PERIMETER

Measuring length

To measure an object is to assign a number to its size. The

number representing its linear dimension, as measured

from end to end, is called measure or length.

Measurement is never exact, so you need to precise the

measure should be.

To get the accurate answer we have to round the final

answer to be as accurate as the least precise measurement.

The most common system of measurement used in the

world called the metric system.


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y One application of both measurement and geometry

involves finding the distance around a polygon. This

distance is called the perimeter of the polygon.

y The perimeter of a polygon is the sum of the lengths

of that polygon.


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per me ers o e mos commonpolygon.

1. An equilateral triangle is a tringle with all sidesequal in length.

PERIMETER = 3 (side)

2. Arectangle is a quadrilateral with angles that are allright angles.

PERIMETER = 2 (length) + 2 (width)

3. Asquare is a rectangle with all sides equal length.

PERIMETER = 4 (side)

P = 4 s


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AREA

RECTANGLES

AREA = LENGTH.

A = lw

length, l

width, w


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Squares

AREA = SIDE SIDE

= (SIDE) slide , s

A = s

slide, s


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Parallelograms

AREA = BASE HEIGHT

A = bh

base, b

height, h


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Triangle

AREA = BASE HEIGHT

A = bh

Height, h

Base, b


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Trapezoid

AREA = h(b + B)

B

h

b


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Values in Mathematic

y Values are the deep affective qualities whicheducation aims to foster through the teaching ofmathematics.

y Values are not the same as beliefs, although the twoconstructs are related, and there is much research onbeliefs in mathematics education but little on values.


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Introduction

y Whereas it is relatively easy and common in the

teaching of humanities, arts subjects and perhaps also

the sciences to discuss the development of values, this

is not the case at present in mathematics teaching.

y There is a widespread misunderstanding that

mathematics is a value-free subject, and many policy

developers (as well as some educators) might initially

be concerned about explicit values education in

mathematics.


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y What policy developers and others should be concerned about,

however, is that values teaching and learning inevitably goes on

in mathematics classrooms.

y This is because whenever teaching takes place, choices are made,

which are based on, and therefore reveal, certain values.

y However there is only a limited understanding at present of what

values are being transmitted, and of how effectively they are being

transmitted.

y Perhaps this is because most values appear to be taught and

learnt implicitly rather than explicitly in mathematics classrooms.


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y

All teacher teach value but it seem from researchthat most teaching and learning of values in

mathematic clasess happen implicity.

y Key to genarating more possiblities for mathematic

teaching.


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What are values.

y Deep affective qualities that education fosters through

the school subject of mathematic.

y Research suggest that the negative feature of these

value lead subsequently to a dislike of mathematics in

adult hood and hence to negative parental

influence(Cockroft 1982)

y Put value and valueing clearly within the affective

domain and pointed also to their deep seated nature.


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y Seven criteria for calling something a value (Louis Raths, Merill

Harmin and Sidney Simon 1987):

1. Choosing freely

2. Choosing from alternative

3. Choosing after thoughtful consideration of the sequence of each

alternatives

4. Prizing and cherishing

5. Affirming

6. Acting upon choice

7. Repeating


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y The research literature on values in education

indicate that values should involve the existence of

alternatives, choice and choosing, preferences and

consistency.y Values in Mathematic teaching is happening

implicitly, so it depend on our own sets of values as

a person and as a teacher.


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y we have to make choice depend on our value and it

will give influence in the student value.

y Through the choice we make are implicitly shaping

the value of the student.


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Values in mathematics education are of three basic

kinds:

y Mathematical values: values which have developed as the subject

has developed within the particular culture.

y

General educational values: values associated with the norms ofthe particular culture, of the particular society, and of the

particular educational institution.

y Mathematics educational values: values embedded in the

curriculum, textbooks, classroom practices, etc. as a result of the

other sets of values.


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The mathematic teacher and valueseducation

y As a value carrier teacher have to acting as some sort of

model. The value she assimilate will affect her work.

y Teacher should presenting pupil with activities that

encourage them to make choice.

y The teacher task should show to the student that there

another aspects of mathematic are more important

besides merely technical aspect.


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Variety of learning context in which the education ofmatematichal values can happen.

y Small group activities will generating a greater

awerness of value.

y Project activies show the relationship between

mathematic and society.(historical project, present

day society, enviromental problem).

y Mathematical investigation-creative

The Nature of Measurement and Growth

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