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Lesson 6 Mathematical Objects

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27 views17 pages

Lesson 6 Mathematical Objects

Uploaded by

university8383
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Mathematical objects: content

and process
Content category (content description)

 Number and Operations


 Algebra
 Geometry
 Measurement
 Data analysis and probability
Numbers and operations

 Cornerstone of mathematics curriculum


 Arithmetic and number properties
 Ability to decompose numbers naturally
 Use particular numbers as referents
 Use relationships among arithmetic operations to solve problems, estimate and make sense
of numbers, recognize the relative and absolute magnitude of numbers
 Students need acquire computational competency – having and using efficient and accurate
methods of computing
 Be able to explain methods
Teachers should enable students to:

 Understand numbers, ways of representing numbers, relationships among numbers, and


number systems such as understanding of very large and very small numbers and of
various representations of them e.g. in standard form
 Understand meanings of operations and how they relate to one another e.g., students
should be able to judge the effects of such operations as multiplication, division, and
computing powers and roots on the magnitudes of quantities.
 Compute fluently and make reasonable estimates.
 Developing fluency in numbers requires a balance between conceptual and
computational proficiency
Types of numbers

 Fractions
 Whole numbers
 Decimal numbers
 Rational numbers
 Irrationals numbers
Algebra

 Its roots are in general methods for solving equations


 Emphases – ways of representing mathematical relationships, relationships among
quantities including functions and change
 Representation in symbolic language of algebra of change e.g. population models, laws of
physics etc e.g. volume of cylinder
 This can be built using students experiences with numbers
 Algebra is closely related to geometry and data analysis
At secondary school level, algebra students should be able to;

 Understand patterns, relations and functions (linear relationships, relationships among


tables, graphs and symbols), and to judge the advantages and disadvantages of each way of
representing the relationships for particular purposes. E.g. statistical data
 Represent and analyze mathematical situations and structures using algebraic symbols such
as meaning of equivalent forms of expressions, equations, inequalities and relations.
 Use mathematical models to represent and understand quantitative relationships: The
ability to decide whether a situation can be modeled best by a linear or quadratic function
and be able to draw conclusion about the situation by analyzing the model.
 Analyze change in various contexts such as interpreting and approximating rates of change
from graphical and numerical data.
 When teaching algebra, there are two separate considerations. Procedural algebra and
structural algebra. Procedural algebra requires the students to assign numerical value to
solve algebraic equations. For example, solve for x given that y =7 in 3x 2 - 4y = 20. In
structural algebra, letters are used as objects to manipulate algebraic expressions. For
example, when analysing an algebraic function such as f(x) = x 2-2x-3 to determine the
shape of graph, type of function and roots.
 Algorithmic teaching is very common in algebra classes. This approach needs to be
minimised so as to support meaningful manipulations for abstract thinking expected in
algebra classes.
Geometry

 Spatial understandings are necessary for interpreting, understanding and appreciating our
inherently geometric world
 Learn about geometric shapes and structures, and how to analyse their characteristics and
relationships
 Viualise 1, 2 3 dim objects from different perspectives; form mental representations
 Geometric modeling and spatial reasoning offer ways to interpret and describe physical
environments and can be important tools in problem solving.
 Spatial reasoning is useful in making and using maps, planning routes, designing floor
plans and creating art.
Secondary school instructional programmes for geometry
should enable students to:

 Analyze characteristics and properties of two and three dimensional geometric shapes and
develop mathematical arguments about geometric relationships (develop logical thinking
abilities)
 Specify locations and describe spatial relationships using coordinate geometry and other
representational systems (develop spatial intuition about the real world)
 Apply transformations and use symmetry to analyse mathematical situations
 Use visualizations, spatial reasoning and geometric modeling to solve problems
 . School geometry include content on motion geometry, solid geometry, plane geometry,
Euclidean geometry and 3 dimensional geometry
 The following are examples of spatial skills:
 Interpreting and making drawings.
 Forming mental images.
 Visualizing changes and
 Generalizing about perceptions in the environment.
 This abilities in turn promote ability to; reason, predict and represent knowledge in
appropriate ways
 Read on strategies of teaching geometry
Measurement

 Measurement is the assignment of numerical values to an attribute of an object


 It is important for students to understand different measurable attributes and become
familiar with the units and processes that are used in measuring attributes.
 The study of measurement offers an opportunity for learning and applying other
mathematics including number and operations, geometric ideas, statistical concepts ,
notions and functions
The instructional programmes for this object should enable
students to;

 Understand measurable attributes of objects and the units, systems and processes of
measurement. This includes the ability to make decisions about units and scales that are
appropriate in problem situations.
 Apply appropriate techniques, tools and formulas to determine measurements. This is the
ability to analyse precision, accuracy and approximate error in measurement situations,
Understand and use formulas for the area, surface area and volume of geometric figures
including cones, spheres and cylinders etc.
 Note
 Understanding that all measurements are approximations is an important concept for students.
Data Analysis and probability
 Data used to inform decisions
 Students need to know how to analyze data by directly working with data
 Students assisted to formulate questions to collect data, organize and display it in the
relevant way
 Includes understanding the meanings of measurement data and categorical data, histograms
etc
 Select and use appropriate statistical methods to analyze data; recognize types of
transformations and their effects on various objects e.g. 3x
 Develop and evaluate inferences and predictions that are based on data.
 Understand and apply basic concepts of probability.
 Compute basic statistics and understand the distinction between a statistic and a parameter
There are three stages that students go through to acquire probability concept

 The ability to distinguish between necessary events and possible events. There is no
evidence of the concept of uncertainty. They do not understand probability as ratio and will
predict outcome through finding order in a random mixture. In comparing chances of
picking a black pen from two boxes which have 3 black pens and one red pen and another
box which has 6 black pens and 2 red pens, they will choose picking from the box of 6
black pens more likely than that with 3 black pens.
 At the second stage, a student recognizes the distinction between necessary and
possible events but has no systematic approach to generating a list of possibilities.
 At the third stage, a student begins to develop combinational analysis and understands
probability as the limit of relative frequency.
It is important to note that;

 The concept of ratio is crucial to conceptual understanding of probability.


 Students are weak when it comes to understanding and using the common language of probability
such as ‘at least’ , ‘ certain’ , impossible’
 Only an extensive, systematic program of stochastic (probability and statistic skills) will help
eliminate this fallacious thinking.
Process

 Problem solving
 Reasoning and Proof,
 Communication,
 Connections,
 representations,
 using mathematical tools

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