FUNDAMENTAL ALGEBRAIC, GEOMETRY DAN STATISTIC IDEAS
ARTICLE 1 TEACHING ALGEBRA CONCEPTS IN THE EARLY GRADES
Ulasan
One of progressive formalization, beginning with informal discoveries and gradually extending to a formal understanding as students mature both physically and mathematically. Generally algebra is taught as symbolic manipulation, equation solving and graphing algebraic equations.
ARTICLE 2 THE DEVELOPMENT OF SPATIAL AND GEOMETRIC THINKING
ARTICLE 3 THE EARLIEST GEOMETRY
ARTICLE 4 THE FUNDAMENTAL THEOREM OF ALGEBRA AND COMPLEXITY THEORY
Ulasan
The stages of development suggested by Piaget & Inhelder and by Case and his colleagues are similar in that they demonstrate the child's naturally increasing ability to perceive and represent the geometric complexity of our three-dimensional world. Both sets of stages emphasise the importance of comprehending spatial relationships between objects and finding ways to show these relationships through 'perspective' drawing techniques. Teachers can gain insight into a child's spatial perception through examining their drawings. Thought can then be given to providing activities that help to increase children's awareness of spatial relationships and representation methods.
ARTICLE 3 THE EARLIEST GEOMETRY
Ulasan
The expectations for the early years are that children should,
• recognize, name, build, draw, compare, and sort two- and three-dimensional shapes;
• describe attributes and parts of two- and threedimensional shapes; and
• investigate and predict the results of putting shapes together and taking them apart.
• recognize, name, build, draw, compare, and sort two- and three-dimensional shapes;
• describe attributes and parts of two- and threedimensional shapes; and
• investigate and predict the results of putting shapes together and taking them apart.
ARTICLE 4 THE FUNDAMENTAL THEOREM OF ALGEBRA AND COMPLEXITY THEORY
Ulasan
The main goal of this account is to show that a classical algorithm,Newton's method, with a standard modification, is a tractable method for finding a zero of a complex polynomial.A second goal is to give the background of the various areas of mathematics, pure and applied, which motivate and give the environment for our problem.
ARTICLE 5 AN INTERACTIVE TUTORIAL FOR TEACHING STATISTICAL POWER
Ulasan
Statistical power considerations are important to adequate research design (Cohen 1988). Without sufficient statistical power, data-based conclusions may be useless. Students and researchers often misunderstand factors relating to statistical power.These problems and misconceptions suggest a need for improved instruction on statistical power. Greater understanding of statistical power may increase appreciation of the application and limitations of hypothesis testing, and potentially lead to improvements in student research design. 