Maths is not about just doing and computing mathematical challenges. It is also not just about planning strategies to solve a problem. It involves more than mentioned.
It includes skill seemingly not related to maths.
What is it then?
It is about presenting the solution and steps in approaching the maths problems.
And presenting them well and in an understandable way.
Example :
3x - 6 = x. Find x.
Solution A:
x = 6 / 2 = 3
Solution B:
3x - x = 6
2x = 6
x = 6 / 2 =3
In your view, which solution has a better presentation?
Which shows the approach better?
My view is Solution B is better. Why?
It showed the thinking that goes on in the learner's mind.
In real life, we need to make clear our thoughts in getting and convincing partners and team-mates to work with us. It is an important skill to present our ideas to others.
By doing and presenting our maths solution, we are actually aligning ourselves to real working life.
Thus performing good presentation in our maths solving helps.
Agree?
Maths is interesting.
.
Showing posts with label Learning. Show all posts
Showing posts with label Learning. Show all posts
Saturday, 9 March 2013
Wednesday, 14 April 2010
Maths Symbol in Our Applications
.
There are many symbols in maths.
To learn and understand maths, we need to know the meaning of the symbols.
This is very much like talking to a foreigner. Without understanding each other's language, no communication can be carried out (other than the international body language!)
Hence, knowing the usage of the symbols in a mathematical expression helps.
But is it really so?
Partially.
Why do I say that?
Yes, you may know the symbol while doing maths, but if the same symbol is used elsewhere, do you still understand?
One example is:
y = x + 1
This means x is added by one and their total is represented by the variable "y".
This is for the maths operator "+".
But what about the expression x++ ?
This looks odd, isn't it?
To the maths learner, this may be a typo error, or something is missing.
"x++" is actually commonly used in C programming.
What it means is x = x + 1.
It is a short-cut way of writing the addition of x and replacing it by the same variable "x".
Thus this example showed the use of "+" in another application.
It is still maths in some sense, but written in another form.
Maths is therefore always around us. It is a matter of us applying them and understanding them.
Only by learning their "language", can we communicate with them.
Interesting? I bet you agree!
Other applications can be " += ", " :-) " and " x>>4 ".
Can you find their meaning?
:D
There are many symbols in maths.
To learn and understand maths, we need to know the meaning of the symbols.
This is very much like talking to a foreigner. Without understanding each other's language, no communication can be carried out (other than the international body language!)
Hence, knowing the usage of the symbols in a mathematical expression helps.
But is it really so?
Partially.
Why do I say that?
Yes, you may know the symbol while doing maths, but if the same symbol is used elsewhere, do you still understand?
One example is:
y = x + 1
This means x is added by one and their total is represented by the variable "y".
This is for the maths operator "+".
But what about the expression x++ ?
This looks odd, isn't it?
To the maths learner, this may be a typo error, or something is missing.
"x++" is actually commonly used in C programming.
What it means is x = x + 1.
It is a short-cut way of writing the addition of x and replacing it by the same variable "x".
Thus this example showed the use of "+" in another application.
It is still maths in some sense, but written in another form.
Maths is therefore always around us. It is a matter of us applying them and understanding them.
Only by learning their "language", can we communicate with them.
Interesting? I bet you agree!
Other applications can be " += ", " :-) " and " x>>4 ".
Can you find their meaning?
:D
Friday, 2 April 2010
Tips on Avoiding Mistakes (Unit writing)
.
Maths involves many traps.
Any one of this traps will make the solution looks odd or even to the extent of wrong answer.
What are this traps ?
Mathematical operators, symbols, units, transferring of numbers, size of the written symbols, decimal points are some of the examples of traps contributing to the error.
Here I would like to mention about "unit".
In maths, calculation of items are aplenty. One of them is the study of speed.
In the topic of speed, students are dealing with three basic elements.
They are the distance, time and their ratio (speed).
All these three elements have different units all to themselve.
Distance == metre
Time == second
Speed == metre / sec
There are variations of the above.
km, mintues, hours, km / h, m / min, etc
Do you now see the danger?
If you are dealing with so many units in one maths question, what are the chance of making mistakes?
If you are careful, the chance is low, but it does not mean zero.
You still have to be careful.
How to avoid having mistakes due to this undesired slip?
One tip is to write down the units in the working steps.
Do not leave the numerical answer (in the working) without any unit indicated.
Make clear the item of interest, whether it is distance or time by reflecting the unit besides the number.
Example: 5 km, 40 sec.
A complete maths example will push the message across, thus ....
Example :
Alan travelled at a speed of 60 km / h for 2 h. After that, he slowed down by 20 km / h and travelled the last quarter of the journey at this new speed. How long did he take to travel?
Working:
60 x20 = 120
120 / 3 = 40
60 - 20 = 40
40 / 40 = 1
2 + 1 = 3
Answer: 3 hrs.
What is your comment on the working?
I personally feel uncomfortable. What about you?
The danger in that sort of working is the lack of showing the actual item in the calculation.
It does not allow a good way for checking after completing the worksheet (if many maths problems are within).
Clearly writing the units will, at least, make checking later an easier task.
It also allows the marker (teacher) a clearer picture instead of guessing what you intend to show.
Along the way, during the working, you will also have a lesser chance of getting confuse as the items are listed with the proper message (through the units).
So are you convince proper unit presentation is worth the while?
A pointer for your thoughts.....
Cheers :-D
.
Maths involves many traps.
Any one of this traps will make the solution looks odd or even to the extent of wrong answer.
What are this traps ?
Mathematical operators, symbols, units, transferring of numbers, size of the written symbols, decimal points are some of the examples of traps contributing to the error.
Here I would like to mention about "unit".
In maths, calculation of items are aplenty. One of them is the study of speed.
In the topic of speed, students are dealing with three basic elements.
They are the distance, time and their ratio (speed).
All these three elements have different units all to themselve.
Distance == metre
Time == second
Speed == metre / sec
There are variations of the above.
km, mintues, hours, km / h, m / min, etc
Do you now see the danger?
If you are dealing with so many units in one maths question, what are the chance of making mistakes?
If you are careful, the chance is low, but it does not mean zero.
You still have to be careful.
How to avoid having mistakes due to this undesired slip?
One tip is to write down the units in the working steps.
Do not leave the numerical answer (in the working) without any unit indicated.
Make clear the item of interest, whether it is distance or time by reflecting the unit besides the number.
Example: 5 km, 40 sec.
A complete maths example will push the message across, thus ....
Example :
Alan travelled at a speed of 60 km / h for 2 h. After that, he slowed down by 20 km / h and travelled the last quarter of the journey at this new speed. How long did he take to travel?
Working:
60 x20 = 120
120 / 3 = 40
60 - 20 = 40
40 / 40 = 1
2 + 1 = 3
Answer: 3 hrs.
What is your comment on the working?
I personally feel uncomfortable. What about you?
The danger in that sort of working is the lack of showing the actual item in the calculation.
It does not allow a good way for checking after completing the worksheet (if many maths problems are within).
Clearly writing the units will, at least, make checking later an easier task.
It also allows the marker (teacher) a clearer picture instead of guessing what you intend to show.
Along the way, during the working, you will also have a lesser chance of getting confuse as the items are listed with the proper message (through the units).
So are you convince proper unit presentation is worth the while?
A pointer for your thoughts.....
Cheers :-D
.
Saturday, 18 April 2009
Counting With Base Eight
'
Number system has an important factor attached to it.
It is the base of the number.
The base defines the quantity of item (in this case, the counted number) before the sequence repeats.
Take for example, base 8.
The count is: 0, 1, 2, 3, 4, 5, 6, 7, 10, 11, 12 ....., 17, 20, 21, 22, 23,.......
The number "8" does not appear in the base 8 number system.
Once the 7 is reached, the next number increments to 10.
That is, the range is from 0 to 7 only.
How about the addition?
Example 1:
05
03 +
----
10
----
Since 5 + 3 exceed the maximum count of 8, the final added answer is 10, the start of next sequence.
Example 2:
14
05 +
----
11
----
It can be seen from the 2 examples above that the second digit in the addition is added with "1" after the first (right-most) digit shoots over "8".
This counting technique is nothing different from our normal base 10 (decimal) method of addition.
Thus, knowing the meaning of the base in the number system helps in proper counting, and includes addition and subtraction with the respective base.
It is nothing complex and abstract. Just counting with the correct quantity of number.
.
Number system has an important factor attached to it.
It is the base of the number.
The base defines the quantity of item (in this case, the counted number) before the sequence repeats.
Take for example, base 8.
The count is: 0, 1, 2, 3, 4, 5, 6, 7, 10, 11, 12 ....., 17, 20, 21, 22, 23,.......
The number "8" does not appear in the base 8 number system.
Once the 7 is reached, the next number increments to 10.
That is, the range is from 0 to 7 only.
How about the addition?
Example 1:
05
03 +
----
10
----
Since 5 + 3 exceed the maximum count of 8, the final added answer is 10, the start of next sequence.
Example 2:
14
05 +
----
11
----
It can be seen from the 2 examples above that the second digit in the addition is added with "1" after the first (right-most) digit shoots over "8".
This counting technique is nothing different from our normal base 10 (decimal) method of addition.
Thus, knowing the meaning of the base in the number system helps in proper counting, and includes addition and subtraction with the respective base.
It is nothing complex and abstract. Just counting with the correct quantity of number.
.
Sunday, 8 February 2009
Complex Number | Common Mistakes (2)
Complex number consists of 2 parameters.
They are the modulus (length) and argument (direction).
Argand diagram is the pictoral form of representing this complex number.
In the Argand diagram, quadrants define the position of the "complex" line.
Z = a + ib (click for information) is the general form of writing the complex number.
"a" and "b" will define its polar counterparts, modulus and argument.
Having 4 quadrants in the Argand diagram means having 4 combinations of "a" with "b".
They are:
1) Z = a + ib
2) Z = -a + ib
3) Z = -a - ib
4) Z = a - ib
The first case lies in the first quadrant (Q1).
The second case lies in Q2.
Third case lies in Q3, and
fourth case in Q4.
Therefore knowing the sign of "a" and "b" let you know which quadrant the complex line lies.
And this is where the mistake lies!
The argument is always computed wrongly for the Q2, Q3 and Q4.
Only the positive sign of "a"and "b" is taken to get the value of the angle (argument).
Example of error:
Z = 5 + i5 ==> Argument = +450 (Q1)
However, Z = -5 + i5 ==> Also taken as + 450 forcing it to lie in Q1 (wrong!).
It should lie in Q2 since now the real term is negative.
Values of "a" and "b" are not the only parameters needed to find the angle.
Their signs are equally important!
Advice:
Think of the Argand diagram representation before the definition of the angle.
This will ensure that the angle is correctly calculate later on since you have an idea which quadrant the complex line should lies then.
Doing the complex number and its conversion from rectangular form to polar form properly will make you happy and like maths. Proper thinking process will path you into a good habit that leads to confidence in maths.
Maths is Interesting! And fun ...
:D, Smile.
.
They are the modulus (length) and argument (direction).
Argand diagram is the pictoral form of representing this complex number.
In the Argand diagram, quadrants define the position of the "complex" line.
Z = a + ib (click for information) is the general form of writing the complex number.
"a" and "b" will define its polar counterparts, modulus and argument.
Having 4 quadrants in the Argand diagram means having 4 combinations of "a" with "b".
They are:
1) Z = a + ib
2) Z = -a + ib
3) Z = -a - ib
4) Z = a - ib
The first case lies in the first quadrant (Q1).
The second case lies in Q2.
Third case lies in Q3, and
fourth case in Q4.
Therefore knowing the sign of "a" and "b" let you know which quadrant the complex line lies.
And this is where the mistake lies!
The argument is always computed wrongly for the Q2, Q3 and Q4.
Only the positive sign of "a"and "b" is taken to get the value of the angle (argument).
Example of error:
Z = 5 + i5 ==> Argument = +450 (Q1)
However, Z = -5 + i5 ==> Also taken as + 450 forcing it to lie in Q1 (wrong!).
It should lie in Q2 since now the real term is negative.
Values of "a" and "b" are not the only parameters needed to find the angle.
Their signs are equally important!
Advice:
Think of the Argand diagram representation before the definition of the angle.
This will ensure that the angle is correctly calculate later on since you have an idea which quadrant the complex line should lies then.
Doing the complex number and its conversion from rectangular form to polar form properly will make you happy and like maths. Proper thinking process will path you into a good habit that leads to confidence in maths.
Maths is Interesting! And fun ...
:D, Smile.
.
Saturday, 24 January 2009
Simple Factor Multiplication
Multiplying is simple.
What is 4 x 3?
Answer is 4 x 3 = 12.
Simple?
Sure it is.
How about y(y - 1)?
Answer is y2 - y.
Again simple? Sure.
But how about (y + 1)(2y + 3)?
Many of you may find this simple and basic.
But you may still come across some who did not grasp this factor multiplication.
Mistake still occur for this maths operation involving factors.
What is the mistake commonly seen?
(y + 1)(2y + 3) is given as (y)(2y) + (1)(3).
First term multiply by first term, second one multiply with the second one. That's all.
This is incorrect mathematically.
This is a misconception of what multiplication does.
Let me explain.
(y + 1)(2y + 3) can be interpreted as (y)(2y + 3) plus (1)(2y + 3).
This is key to this form of maths operation.
The second term (2y + 3) is multiplied by the first term "y" of the first factor (y + 1).
(2y + 3) is next multiplied by the second term "1" of the first factor.
The result of these two operations are then added up, since it is y add 1 (as reflected in the first factor).
The correct answer is then:
(y + 1)(2y + 3)
= (y)(2y) + (y)(3) + (1)(2y) + (1)(3)
= 2y2 + 3y + 2y + 3
= 2y2 + 5y + 3
Learn from the mistake, and do not repeat it.
This is the basic concept in learning from mistakes. They are our teacher.
Remember, maths is interesting!
A twist can be destructive or constructive.
That is where maths is special and challenging.
Cheers! :-)
.
What is 4 x 3?
Answer is 4 x 3 = 12.
Simple?
Sure it is.
How about y(y - 1)?
Answer is y2 - y.
Again simple? Sure.
But how about (y + 1)(2y + 3)?
Many of you may find this simple and basic.
But you may still come across some who did not grasp this factor multiplication.
Mistake still occur for this maths operation involving factors.
What is the mistake commonly seen?
(y + 1)(2y + 3) is given as (y)(2y) + (1)(3).
First term multiply by first term, second one multiply with the second one. That's all.
This is incorrect mathematically.
This is a misconception of what multiplication does.
Let me explain.
(y + 1)(2y + 3) can be interpreted as (y)(2y + 3) plus (1)(2y + 3).
This is key to this form of maths operation.
The second term (2y + 3) is multiplied by the first term "y" of the first factor (y + 1).
(2y + 3) is next multiplied by the second term "1" of the first factor.
The result of these two operations are then added up, since it is y add 1 (as reflected in the first factor).
The correct answer is then:
(y + 1)(2y + 3)
= (y)(2y) + (y)(3) + (1)(2y) + (1)(3)
= 2y2 + 3y + 2y + 3
= 2y2 + 5y + 3
Learn from the mistake, and do not repeat it.
This is the basic concept in learning from mistakes. They are our teacher.
Remember, maths is interesting!
A twist can be destructive or constructive.
That is where maths is special and challenging.
Cheers! :-)
.
Thursday, 22 January 2009
Indices | Interesting Mistakes (3)
If you are not careful with the base and power in a mathematics index expression, simple mistakes will occur. These simple mistakes will expose the weakness in your basic understanding of indices concepts and principles.
But, although, mistakes do occur, rest assure that learning from them is a good thing to have in the learning process.
What is the common mistake student normally make when doing indices?
Here is an example:
y = 9x + 1
y = (32)x + 1
y = 32x + 1
You see the error here?
Yes, the power to the base 3 is wrongly done.
It should be 2(x + 1) = 2x + 2. The last term was left out of the multiplication.
A good way to prevent this mistake, or slip-of-the-mind error, is to use parentheses.
Using parentheses at the (x + 1) index will visually group up the "target" for multiplication by 2.
The correct answer: y = 32x + 2
Take note of this simple maths error and you are on the way to a happy maths learning journey.
Cheers! Making maths interesting goes a long way.....
:-)
But, although, mistakes do occur, rest assure that learning from them is a good thing to have in the learning process.
What is the common mistake student normally make when doing indices?
Here is an example:
y = 9x + 1
y = (32)x + 1
y = 32x + 1
You see the error here?
Yes, the power to the base 3 is wrongly done.
It should be 2(x + 1) = 2x + 2. The last term was left out of the multiplication.
A good way to prevent this mistake, or slip-of-the-mind error, is to use parentheses.
Using parentheses at the (x + 1) index will visually group up the "target" for multiplication by 2.
The correct answer: y = 32x + 2
Take note of this simple maths error and you are on the way to a happy maths learning journey.
Cheers! Making maths interesting goes a long way.....
:-)
Wednesday, 7 January 2009
Trigonometric Form of Complex Number
Trigonometric form of the complex number combines algebra with trigonometry.
Z = r(cosA + jsinA)
In Trigonometry:(examples)
cos(450)= 0.707, sin(450) = 0.707, and
cos(-450) = 0.707, sin(-450) = -0.707,
cos(1350) = -0.707, sin (1350 = 0.707, and
cos(-1350) = -0.707, sin (-1350) = -0.707
The above characteristics showed that "cosine" has less impact to the overall angular interpretation of the complex number, Z.
What do I mean?
If Z = 3(cos450 + j sin 450), we know the angle to be +450.
However, if Z = 3(cos450 - j sin 450), what is the angle?
"+450" as in the cosine term, or "-450" as for the sine term.
Looking at the trigonometric examples using positive and negative angles, the sign of the computed values having the same angle for the cosine operation remained.
Rather, the imaginary term of sinA has more information regarding the actual value of the angle.
This is so since "sine" can cause sign change to the computed value with positive or negative angles.
Thus to quickly identify the angle from the trigonometric form, we have just to look at the imaginary or sine portion of the complex number.
The cosine part will not reveal the correct answer.
An understanding of trigonometrical principles, especially the quadrant concepts, has to be strong in order to handle complex number studies.
:D Do not be overly fearful of maths. It is interesting, if you follow the ideas behind it.
:) ....
Z = r(cosA + jsinA)
In Trigonometry:(examples)
cos(450)= 0.707, sin(450) = 0.707, and
cos(-450) = 0.707, sin(-450) = -0.707,
cos(1350) = -0.707, sin (1350 = 0.707, and
cos(-1350) = -0.707, sin (-1350) = -0.707
The above characteristics showed that "cosine" has less impact to the overall angular interpretation of the complex number, Z.
What do I mean?
If Z = 3(cos450 + j sin 450), we know the angle to be +450.
However, if Z = 3(cos450 - j sin 450), what is the angle?
"+450" as in the cosine term, or "-450" as for the sine term.
Looking at the trigonometric examples using positive and negative angles, the sign of the computed values having the same angle for the cosine operation remained.
Rather, the imaginary term of sinA has more information regarding the actual value of the angle.
This is so since "sine" can cause sign change to the computed value with positive or negative angles.
Thus to quickly identify the angle from the trigonometric form, we have just to look at the imaginary or sine portion of the complex number.
The cosine part will not reveal the correct answer.
An understanding of trigonometrical principles, especially the quadrant concepts, has to be strong in order to handle complex number studies.
:D Do not be overly fearful of maths. It is interesting, if you follow the ideas behind it.
:) ....
Saturday, 26 July 2008
Overcoming Maths Exam Anxiety
Everyone knows this thing about Maths Exam Anxiety.
No students like it.
During exam revision period, many maths students are tensed up preparing for the challenge.
There are many ways and strategies to revise.
Working in groups?
Or alone at a secluded location isolated from mankind?
Revised one day before?
Or one month before?
Spotting potential questions or study all?
Actually there is no one way to revise.
The ultimate strategy is still to one's liking. As long as one is comfortable with the method, try it.
If it does not work, explore other method or strategy.
But do not keep on trying.
You know why!
Exam will be over by then, right?
Basically, I would suggest some pointers (as a maths teacher) to overcome this maths exam anxiety:
1) Do more maths questions to recap knowledge acquired
2) Work as a group to leverage on each others' strengths and understanding (depending on one's learning style, may not always suit everyone)
3) Participate more in class quiz or activities led by maths teacher
4) Do not stay late into the night for revision one day before the actual exam
5) Stay fit physically by doing exercise to keep the mind clear
6) Be proactive in learning with positive confidence attitude
The above are pointers that you may follow.
But, the truly best way to learn maths is continuous practice and reading up during normal maths lesson time.
It is especially beneficial if you can read the maths topics taught within one day to keep the newly acquired knowledge fresh.
DO NOT LEAVE everything till the LAST MINUTE!
This is bad for your maths learning. The human brain needs time to digest information over a period of time, and squeezing everything into a short period of time is not only challenging but putting your result at stake.
Why risk it? You do not deserve this!
With proper learning schedule and planning, you CAN enjoy maths and do well in the exam.
Cheers!
.
No students like it.
During exam revision period, many maths students are tensed up preparing for the challenge.
There are many ways and strategies to revise.
Working in groups?
Or alone at a secluded location isolated from mankind?
Revised one day before?
Or one month before?
Spotting potential questions or study all?
Actually there is no one way to revise.
The ultimate strategy is still to one's liking. As long as one is comfortable with the method, try it.
If it does not work, explore other method or strategy.
But do not keep on trying.
You know why!
Exam will be over by then, right?
Basically, I would suggest some pointers (as a maths teacher) to overcome this maths exam anxiety:
1) Do more maths questions to recap knowledge acquired
2) Work as a group to leverage on each others' strengths and understanding (depending on one's learning style, may not always suit everyone)
3) Participate more in class quiz or activities led by maths teacher
4) Do not stay late into the night for revision one day before the actual exam
5) Stay fit physically by doing exercise to keep the mind clear
6) Be proactive in learning with positive confidence attitude
The above are pointers that you may follow.
But, the truly best way to learn maths is continuous practice and reading up during normal maths lesson time.
It is especially beneficial if you can read the maths topics taught within one day to keep the newly acquired knowledge fresh.
DO NOT LEAVE everything till the LAST MINUTE!
This is bad for your maths learning. The human brain needs time to digest information over a period of time, and squeezing everything into a short period of time is not only challenging but putting your result at stake.
Why risk it? You do not deserve this!
With proper learning schedule and planning, you CAN enjoy maths and do well in the exam.
Cheers!
.
Saturday, 19 July 2008
Maths - How students perceive it
What is it that makes mathematics difficult to understand?
The fact may be due to the many symbols used to represent the maths operations and expression or equations.
An example is the operator "x". This tells the student it represents the operation "multiply". If the student does not understand the function of this symbol or, worst, does not know this symbol, how can the student be expected to do the multiplication?
To the students, the symbols are basically graphical in nature. They may perceive them to be "static", or, for the mathematically-inclined, "alive".
Therefore for students to understand maths, they have first to understand the way maths is being presented.
Symbols like "log X", "tan P" and "2 - i6" are some examples of more complex presentations.
Students must understand the true meaning of this way of presentation before they can reduce the barrier for actual mathematical calculation / operation.
The fact may be due to the many symbols used to represent the maths operations and expression or equations.
An example is the operator "x". This tells the student it represents the operation "multiply". If the student does not understand the function of this symbol or, worst, does not know this symbol, how can the student be expected to do the multiplication?
To the students, the symbols are basically graphical in nature. They may perceive them to be "static", or, for the mathematically-inclined, "alive".
Therefore for students to understand maths, they have first to understand the way maths is being presented.
Symbols like "log X", "tan P" and "2 - i6" are some examples of more complex presentations.
Students must understand the true meaning of this way of presentation before they can reduce the barrier for actual mathematical calculation / operation.
Mathematics - its purpose explained
Mathematics is a core subject to be taken by students regardless of school, state or country. Teachers teaching mathematics range from basic mathematics t0 advance mathematics. It is a continuous phase of learning whereby students are exposed to different levels. But why the need to learn this subject.?
The reason is that mathematics train the child when young to have logical and systematic thinking. Maths prepares them to do things one step at a time, or in a systematic way. Using the systematic approach, the child will developed a proper way to resolve everyday solutions.
When the child progresses through the education levels, he will able to handle different areas of the subject with specific applications. They could branch out to applied mathematics, financial maths, engineering maths, and many more fields.
It is the logical training of the brain since young that created a productive person. However, it is not a stand alone subject that need to be studied.
Mathematics is just one of the fundamental subject to be taken with the first language and normally with science. These added up would produce a well rounded academic education.
With the benefits of learning maths, it is needless to say that the teaching line is greatly treasured with many areas developing into it. It can be research areas into better ways to teach maths and also into producing mathematics software to enhance or re-enforce mathematics concept.
A test of a person ability to solve complex problems can be reflected in his grades obtained in his maths examinations. With all the benefits that maths encompasses, it, therefore, is a must-do subject at all levels of education.
Happy learning. Maths is interesting!
The reason is that mathematics train the child when young to have logical and systematic thinking. Maths prepares them to do things one step at a time, or in a systematic way. Using the systematic approach, the child will developed a proper way to resolve everyday solutions.
When the child progresses through the education levels, he will able to handle different areas of the subject with specific applications. They could branch out to applied mathematics, financial maths, engineering maths, and many more fields.
It is the logical training of the brain since young that created a productive person. However, it is not a stand alone subject that need to be studied.
Mathematics is just one of the fundamental subject to be taken with the first language and normally with science. These added up would produce a well rounded academic education.
With the benefits of learning maths, it is needless to say that the teaching line is greatly treasured with many areas developing into it. It can be research areas into better ways to teach maths and also into producing mathematics software to enhance or re-enforce mathematics concept.
A test of a person ability to solve complex problems can be reflected in his grades obtained in his maths examinations. With all the benefits that maths encompasses, it, therefore, is a must-do subject at all levels of education.
Happy learning. Maths is interesting!
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