Minggu, 28 Desember 2014

Book Review : Sharpening Logic Through Mathematics Learning

SHARPENING LOGIC THROUGH MATHEMATICS LEARNING

A. The Identity of The Book
Book title   : MATHEMATICS 2 FOR JUNIOR HIGH SCHOOL YEAR VIII
Author        : Marsigit
Publisher     : Yudhistira
Copyright   : 2009
Thick book : 292 pages; 1.5 cm
Reviewer    : Ifani Rahadian Saputri

B. Description Of The Contents Of The Book
Mathematics is a science that underlies all other sciences. Mathematics is a science in its own right, rather than a branch of natural science. Since the beginning of human civilization, the math will always be the most fundamental science. Some even say that mathematics is a parent of other science developments. Learning math is not just memorizing formulas, but should be able to understand the basic concept of the math. If we only memorize the formula, then the understanding of mathematics is impossible we can get. In this book there is a description of the material and its exercises. This book discusses the material for junior high school class VIII consists of seven chapters. The material covered in this book, the first is Algebra and Its Application. Algebra expression is a statement consisting meaningful combinations of coefficient and variables. In this chapter is discussed about algebraic expressions, algebraic factorizations, and fractions operation of algebraic expressions. Secondly is Relation and Functions. In this chapter is discussed about relations, functions, and value of function. In chapter relation and function explained that the relation from set M to set N is a rule of pairing elements in set M with elements in set N. Then, function or mapping from set A to set B is a special relation that pairs every element in A to exact one element in B. The third chapter is about Equations of a Straight Line. In the third chapter discussed about characteristic of a straight line's equation, gradient, and line's equations. The fourth chapter is about System of Linear Equations in Two Variables. The material covered in this chapter include linear equations in one variable, linear equations in two variables, and system of linear equations in two variables. The five chapter is The Pythagorean Theorem. In this chapter will be discussed about the Pythagorean theorem, the length of sides of a right angle triangle, the length of sides of any triangles, the ratio sides of some special right triangles, and Pythagorean theorem in daily life. The six chapter is about Circle. The materials that discussed in this topic such as introducing circle and its parts, central angles and the circumference angles, tangents of circle, and the inscribe and circumvented triangles of circle. The seven chapter is Polyhedral. In this chapter will be discussed about prisms, cubes, rectangular prisms, and pyramids. By studying various forms of polyhedral, then we can figure out how to determine the breadth and volume of polyhedral. The seventh chapter is the whole material that must be mastered for students of class VIII.

C. The Advantages of Book
In terms of its physical, good quality book covers and colours attract the attention of the reader. Used good quality paper, thick, and using a variety of colour ink, so that will add interest to read it. When viewed in terms of its content, in the book comes with a related image illustration chapter covered. It would really help the reader understand the material. Moreover the language used is also easy to understand for all walks of life, especially for students from junior high school. This book comes with practice questions, so that the reader can train of logic to solve problems of mathematics. With the model of bilingual books prints as in the book, is very easy for the reader to better understand the meaning. So it's not boring when reading this book. The book is organized in full, clear, and thorough. So the book becomes interesting and easy to read.

D. The Lack Of Books
This book is in shortage problems such exercises do not come with answer keys. There are actually some people who agree and some are not agree if a book comes with a discussion of the matter. In my opinion, when it comes to the discussion of the question, the students would be more convinced by the answers obtained, and will help the student thinking in solving mathematics problem. With the discussion of these questions, students can learn more independently. This book is based on the curriculum in 2006, while currently has implemented a curriculum of 2013. It would be nice if this updated book curriculum, so according to the curriculum that is applied at this time.

E. Conclusion
This book deserves to be read for all walks of life. Although this book is used for the secondary school students, but the material in the book is very extensive, so that it can be the source for the whole circle. Then from that book, entitled "Mathematics 2 for Junior High School Year VIII" becomes very important. Through this book students can train the ability of logic so as to be able to think rationally and systematically. It cannot be denied that our current life is a life of mathematical convenience. We are now living on the basis of mathematical principles that are helpful in solving problems in everyday life. So this book is worth it for everybody to add deeper insights about the science of mathematics.

Minggu, 21 Desember 2014

THE SECRET WAYS TO BE A GOOD COMPETENT IN ENGLISH

Until we should consider some points. First about preparation,  preparation is very important. Before we do everything not only for being master of ceremony, but for doing everything, so preparation is everything. He even say that preparation is everything. Why ? Because it is such kind of “kodrat, takdir, or sunatullah”. Being a human life, that life is something moving a process and circling moving from the past, present, and future. So, the past is a preparation for present and the present time is a preparation for the future. So, in order that, we are able to perform the best in the present or also we do the best preparation in the past in order that we do able to perform the best in the future. We should do the best preparation in the present. So preparation is very important. What should we do to prepare a preparation in there are many aspects :

a)    First our psychology, our emotion, and then our personality and our attitude and behavior, that's very important. In order we have good attitude, good behavior, personality, so we should be aware of everything related to aim, the purpose that we will do and we order should to understand about the knowledge, understand about the people, understand about even, understand about the program. And we have contextually experience involving in the activity, because our involvement in the activity will make us good understanding and then will make us to feel confident. Our confident is very important. So we also should understand about the relationship among the people, position of the people, and the assignment from the people, and the structure of the community, the structure of institution the time and the program. It is about preparation.
b)     The next step in a preparation is doing simulation to simulate a commonly people said as “gladi resik”. “Gladi kotor and gladi resik” doing simulation can be conducted by individual people or by a group of people or by a whole community. We our self as a master of ceremony and conduct a simulation in our room but is whole all member of community can conduct together in the same time, in the same place to simulate what will happen next day or tomorrow when the even start to begin. Simulation is very important.
c)     And then the next thing is getting skill and experience. After you try to prepare to simulated and then we try to get our skill. Skill in influencing peoples, skill in introducing something, skill in sharing information, etc. So to get our skill and our competence we need a basic competence. Basic competence a cover for example pronunciation, good pronunciation, loud but not too loud, soft but not too soft so.

Experience, doing experience , so in order to get experience you need to get a skill and we need to get a understanding. We can learn from everywhere anytime, whatever of resource, now we can browse internet to look for, to find out, the reference related to our plan activity. As we here all this morning that some of us have similar resources, no problem. But, because language need skill, need to repeat and repeat again. So, sometimes we just need to copy, to copy other people in talking, in presenting, in posting something in front of audience. I think that’s all about the first part that’s all about being master of ceremony because in the next here probably we will involve in such kind of event because our department, our faculty sometimes conducting national seminar and international seminar of mathematics and mathematics education. In which involving many students as committee, possibly some of we chosen as a master of ceremony. Secondly, in here he would like to remind we and to remember we about continue our reading my posting by making a comment again, please write our English in standard English. The longer the better, the longer our sentences is better, to get more experiences in writing English and for somebody for we that we feel  not good achievement in here, we should work hard to collect our point. Collecting number of comment. He wishes to talk about developing English for mathematics. He also would like to remember we that, please read his junior text book for grade 1,2,and 3. Because he will take some materials from the text book to be final examination. So, if we can learn from the meeting between us and him, there are some remark here.

a)       The first, he assume that we are an adult people, the characteristic of adult people is that we can take we own responsibility that we have learnt.
b)      Number two, his philosophy of teaching for him to teach is to facilitate we all in order that we are able to learn English individually and collaboratively.
c)    Number three, his philosophy of learning. Learning is constructing, we can learn something if we learn the concept of A. So, really for him we try to construct the concept of A, so learning is to construct. In general learning is to construct  our  life, learning is to construct our English. So, he like we to have a different achievement of English. So, the kind and the type of English depend on our activity.So, as the adult learner we have a responsibility to actively construct our own English. Constructing our own English by reading, by writing, by speaking, by translating, by discussing, etc.
d)      Number four, the philosophy of learning resources. The learning resources, he develops is that we can learn from everything that lives in surrounding us can be use as learning resources. So, we can learn English from the books, television, newspaper, internet, or direct communication with native speaker.
e)    The next is about examination or evaluation. How can he evaluate we or how can he evaluate our competence and our English? So, he use portfolio, he use documentation contain our achievement.

At the end of this semester he will close his blog, maybe we can still open my blog, but we can’t access and we can’t give a comment. Possibly we can give a comment, but our comment cannot deliver to my email at the end of this month. So please use the time effectively to improve our comment. And then he will combine the result and the comment also, but speaking here is a highly score and also the comment also has a high score.  And a examination only small portion. Especially in a specific translation about mathematics and written mathematics in English, he thinks it is very easy because most of mathematics written in symbolic language. So, if we have experiences in communication in general he think we can also have experiences, a good competences in explaining elaborating mathematics in English. 

Minggu, 12 Oktober 2014

The Nature of Mathematics Thinking

What is Mathematics ?
There are 2 points to be a good mathematician :
1.      Abstacted        : to think only selected characteristic of object
2.      Idealized         : assuming to be perfect characteristic
Object characteristics of mathematician are color, value, term, etc. They are will always be our daily experiences. Mathematics can train us to improve our logic ability and how to apply them in everyday. One of our rationality or our logic is math object, for example is 6x4 = 4+4+4+4+4+4, it’s different with 4x6 = 6+6+6+6. In fact, that value of math operation are same, but the concept are different. It indicated that mathematicians have high logic, which make them can solve the mathematics problem.

What happen in our mind ?
Our mind can make a marvelous idea. It is begun from perception. Perception makes our mind stimulate and then we can imagine something that captured by our peception. If we had have an imagination, automatically we can create the concept. The concept is foundation to get decision. But, before that we must understand about our concept and finally we can get a judgement. In our mind is loaded about many experiences, which good or bad momment. Our past memory can be reference in our daily life, so we can do everything which base on our experience. Mathematics can be applicated in our life, it stimulates our logic to solve many problems. The problem must be analysed and then after we get problem solving, we can evaluate that solution.
If we do something based on that steps, we can get success, knowledges, good atitude, skill, and also valuable experience. Finally, we become competence in mathematics, especially in english for mathematics.

Volcano of Mathematics

Intuitive Mathematics
The concept of small, big, near, far away, close, tall, short, good, etc.

Bruner Theory
1.      Mathematical Thinking
2.      Mathematical Method
3.      Mathematical Atitude
4.      Mathematical Content
If we want to have mathematical thinking, we must combine spiritual, philosophy, and normative  in our life. Mathematics can support our spiritual. Philosophy will direct our mind become mathematical thinking. We aren’t only think about mathematics, but also we must do everything based on normative.

Senin, 29 September 2014

Mathematics History



BABYLONIAN MATHEMATICS
1    Introduction
Our first knowledge of mankindís use of mathematics comes from the  Egyptians and Babylonians. Both civilizations developed mathematics  that was similar in scope but different in particulars.  There can be no  denying the fact  that  the totality of their mathematics  was  profoundly  elementary2, but their astronomy of later times did achieve a level comparable to the Greeks.
2    Basic Facts
The Babylonian civilization has its roots dating to 4000BCE with the  Sumerians  in  Mesopotamia.        Yet  little is  known  about  the Sumerians.  Sumer was first settled between 4500 and 4000 BC by a non-Semitic people who did  not  speak  the Sumerian  language.  These people now  are called Ubaidians, for the village Al-Ubaid, where their remains were  first  uncovered.     Even  less  is  known  about  their  mathematics. Of  the  little  that  is  known,  the  Sumerians  of  the  Mesopotamian  valley  built  homes  and  temples  and  decorated  them  with  artistic  pottery and  mosaics in geometric patterns.  The Ubaidians were the first civilizing force  in  the  region.   They  drained  marshes  for  agriculture,  developed  trade  and established industries including weaving, leatherwork, metalwork, masonry,  and  pottery.      The  people  called  Sumerians,  whose  language  prevailed in the territory, probably came from around Anatolia, probably arriving in Sumer about 3300 BC. For a brief chronological outline  of Mesopotamia see http://www.gatewaystobabylon.com/introduction/briefchonology.htm. 
See also http://www.wsu.edu:8080/òdee/MESO/TIMELINE.HTM  for  more  detailed information.      The early Sumerians did have writing for numbers as shown below.  Owing to the scarcity of resources, the Sumerians adapted the ubiquitous  clay in the region developing a writing that required the use of a stylus  to carve into a soft clay tablet.  It predated the cuneiform (wedge) pattern of writing that the Sumerians had developed  during the fourth millennium.  It probably antedates the Egyptian hieroglyphic may have been the earliest form of written communication.  The Babylonians,  and  other  cultures  including the  Assyrians,  and  Hittites, inherited Sumerian law and literature and importantly their style of writing.  Here we focus on the later period of the Mesopotamian civilization which engulfed the Sumerian civilization.  The Mesopotamian civilizations are often called Babylonian, though this is not correct.  Actually,  Babylon     was  not  the first  great  city,  though  the whole civilization  is  called Babylonian.  Babylon, even during its existence, was not always The first reference to the Babylon site of a temple occurs in about 2200 BCE. The name means ìgate of God.î  It  became an independent  city-state in 1894  BCE and Babylonia was  the surrounding area. Its  location is about 56 miles south of modern Baghdad. Babylonian Mathematic  the center of Mesopotamian culture. The region, at least that between the two rivers, the Tigris and the Euphrates, is also called Chaldea. The  dates  of  the  Mesopotamian  civilizations  date  from  2000-600  BCE.  Somewhat  earlier  we see the unification  of  local  principates  by  powerful leaders ó not unlike that in China.  One of the most powerful  was  Sargon the Great (ca.      2276-2221 BC). Under his rule the region  was forged into an empire called the dynasty of Akkad and the Akkadian language began to replace Sumerian. Vast public works, such as  irrigation canals and embankment fortifications, were completed about  this  time. These were needed  because of  the nature of  the geography combined with the need to feed a large population.  Because the Trigris and Euphrates would flood in heavy rains and the clay soil was not very absorptive, such constructions were necessary if a large civilization was to flourish.
   Later  in  about  2218  BCE  tribesmen  from  the  eastern  hills,      the  Gutians, overthrew Akkadian rule giving rise to the 3rd Dynasty of Ur. They  ruled  much  of  Mesopotamia.       However,  this  dynasty  was  soon to  perish  by  the  influx  of  Elamites  from  the  north,  which  eventually destroyed the city of Ur in about 2000 BC. These tribes took command of all the ancient cities and mixed with the local people.  No city gained overall control until Hammurabi of Babylon (reigned about 1792-1750 BCE) united the country for a few years toward the end of his reign.
    The  Babylonian  ìtextsî  come  to  us  in  the  form  of  clay  tablets, usually about the size of a hand.  They were inscribed in cuneiform, a wedge-shaped writing owing its appearance to the stylus that was used to  make  it.  Two  types  of  mathematical  tablets  are  generally  found, table-texts and problem texts .  Table-texts are just that, tables of values for some purpose, such as multiplication tables, weights and measures tables, reciprocal tables, and the like.  Many of the table texts are clearly ìschool textsî, written by apprentice scribes.  The second class of tablets are concerned with the solutions or methods of solution to algebraic or geometrical problems.  Some tables contain up to two hundred problems, of gradual increasing difficulty.    No doubt, the role of the teacher was significant.
     Babylon fell to Cyrus of Persia in 538 BC, but the city was spared. The great empire was finished.  However, another period of Babylonian mathematical  history occurred  in  about  300BCE,  when  the Seleucids, successors of Alexander the Great came into command.
     The 300 year period  has  furnished  a  great  number  of  astronomical  records  which are  remarkably  mathematical  ó  comparable  to  Ptolemyís  Almagest. Mathematical texts though are rare from this period.  This points to the acuity and survival of the mathematical texts from the old-Babylonian period (about 1800 to 1600 BCE), and it is the old period we will focus on.
     The use of cuneiform script formed a strong bond. Laws, tax accounts, stories, school lessons, personal letters were impressed on soft clay tablets and then were baked in the hot sun or in ovens.  From one region, the site of ancient Nippur, there have been recovered some 50,000 tablets.  Many university libraries  have  large  collections  of  cuneiform tablets.  The  largest  collections  from  the  Nippur  excavations,  for  ex- ample,  are  to  be  found  at  Philadelphia,  Jena,  and  Istanbul.    All  total, at  least  500,000  tablets  have  been  recovered  to  date.    Even  still,  it  is estimated that the vast bulk of existing tablets is still buried in the ruins of ancient cities.
      Deciphering  cuneiform  succeeded  the  Egyptian  hieroglyphic. Indeed, just as for hieroglyphics, the key to deciphering was a trilingual inscription  found  by  a  British  office,  Henry  Rawlinson  (1810-1895), stationed as an advisor to the Shah.  In 516 BCE Darius the Great, who reigned in 522-486 BCE, caused a lasting monument to his rule to be engraved in bas relief on a  100  150 foot surface on a rock cliff, the ìMountain of the Godsî at Behistun  at the foot of the Zagros Mountains in the Kermanshah region of modern Iran along the road between modern  Hamadan  (Iran)  and  Baghdad,  near  the  town  of  Bisotun. In antiquity, the name of the village was Bagast‚na, which means ëplace where the gods dwellí.
     Like the Rosetta stone, it was inscribed in three languages ó Old Persian, Elamite, and Akkadian (Babylonian).  However, all three were then  unknown.      Only because  Old  Persian  has  only 43  signs  and  had been the subject of serious investigation since the beginning of the cen- tury was the deciphering possible.  Progress was very slow.  Rawlinson was able to correctly assign correct values to 246 characters, and more- over,  he  discovered  that  the  same  sign  could  stand  for  different  consonantal  sounds,  depending  on  the  vowel  that  followed.           (polyphony ) It  has  only been in  the 20th     century that  substantial  publications  have appeared.  Rawlinson published the completed translation and grammar in  1846-1851.      He  was  eventually  knighted  and  served  in  parliament (1858, 1865-68). For more details on this inscription, see the article by Jona Lendering
at http://www.livius.org/be-bm/behistun/behistun01.html.  A translation is included.
3    Babylonian Numbers
In mathematics, the Babylonians (Sumerians) were somewhat more advanced than the Egyptians.  ï  Their mathematical notation was positional but sexagesimal. According  to  some  sources,  the  actual  events  described  in  the  monument  took  place  between 522 and 520 BCE. also spelled Bistoun.
·         They used no zero.
·         More general fractions, though not all fractions, were admitted.
·         They could extract square roots. They could solve linear systems.
·         They worked with Pythagorean triples.
·         They solved cubic equations with the help of tables. 
·         They studied circular measurement.
·         Their geometry was sometimes incorrect.

     For enumeration the Babylonians used symbols for 1, 10, 60, 600, 3,600,  36,000,  and  216,000,  similar  to  the  earlier  period. Below  are four of the symbols.  They did arithmetic in base 60, sexagesimal.
     The story is a little more complicated.     A few shortcuts or abbreviation  were allowed,  many originating in  the Seleucid  period.
There is no clear reason why the Babylonians selected the sexagesimal system. It was possibly selected in the interest of metrology, this according to Theon of Alexandria, a commentator of the fourth century A.D.:  i.e. the values 2,3,5,10,12,15,20, and 30 all divide 60.  Remnants still exist today with time and angular measurement.  However, a number of theories have been posited for the Babylonians choosing the base of 60.  For example7
1.       The  number  of  days,  360,  in  a  year  gave  rise  to the  subdivision  of the circle into 360 degrees, and that the chord of one sixth of a  circle is equal to the radius gave rise to a natural division of the circle into six equal parts.  This in turn made 60 a natural unit of counting.  (Moritz Cantor, 1880)
2.       The  Babylonians  used  a  12  hour  clock,  with  60  minute  hours. That  is,  two  of  our  minutes  is  one  minute  for  the  Babylonians.  (Lehmann-Haupt,         1889)    Moreover,     the  (Mesopotamian)  zodiac was divided into twelve equal sectors of 30 degrees each.
3.       The base 60 provided a convenient way to express fractions from a variety of systems as may be needed in conversion of weights and measures.     In  the  Egyptian  system,  we  have seen  the values  1/1, 1/2, 2/3, 1, 2, . . . ,  10.  Combining we see the factor of 6 needed in the denominator of fractions.  This with the base 10 gives 60 as the base of the new system.  (Neugebauer, 1927)
4.       The number 60 is the product of the number of planets (5 known at the time) by the number of months in the year, 12.  (D. J. Boorstin, Recall, the very early use of the sexagesimal system in China.  There may well be a connection. See Georges Ifrah, The Universal History of Numbers, Wiley, New York, 2000. (1986)
5.       The combination of the duodecimal system (base 12) and the base10 system leads naturally to a base 60 system.  Moreover, duodecmal systems have their remnants even today where we count some commodities  such  as  eggs  by the  dozen.  The  English  system  of fluid measurement has  numerous  base twelve values.  As  we see in  the  charts  below,  the  base  twelve  (base  3,  6?) and  base  two graduations are mixed.  Similar values exist in the ancient Roman, Sumerian, and Assyrian measurements.

               
teaspoon
                                          tablespoon 

Fluid ounce
1 teaspoon
1
1/3
1/6
1 teablespoon
3
1
½
Fluid ounce
6
2
1
1 gill
24
8
4
1 cup
48
16
8
1 pint
96
32
16
1 quart
192
64
32
1 gallon
768
256
128
1 firkin
6912
2304
1152

       Note that missing in the first column of the liquid/dry measurement  table is the important cooking measure 1/4 cup, which equals 12 teaspoons.
6.       The explanations above have the common factor of attempting to give  a  plausibility  argument  based  on  some  particular  aspect  of their society.  Having witnessed various systems evolve in modern times, we are tempted to conjecture that a certain arbitrariness maybe at work.  To create or impose a number system and make it apply to  an  entire  civilization  must  have  been  the  work  of  a  political system of great power and centralization.  (We need only consider the failed American attempt to go metric beginning in 1971.  See http://lamar.colostate.edu/ hillger/dates.htm) The decision to adapt the base may have been may been made by a ruler with little more than  the  advice  merchants  or  generals  with  some  vested  need. Alternatively,  with  the  consolidation  of  power  in  Sumeria,  there may have been competing systems of measurement. Perhaps, the base 60 was chosen as a compromise.
4  Babylon Algebra
 In Greek mathematics there is a clear distinction between the geometric and algebraic.  Overwhelmingly, the Greeks assumed a geometric position wherever possible.  Only in the later work of Diophantus do we see algebraic methods of significance.  On the other hand, the Babylonians assumed just as definitely, an algebraic viewpoint.  They allowed opera- tions that were forbidden in Greek mathematics and even later until th  th 16    century of our own era.      For example, they would freely multiply areas and lengths, demonstrating that the units were of less importance. Their  methods  of  designating  unknowns,  however,  does  invoke  units. First, mathematical expression was strictly rhetorical, symbolism would not come for another two millenia with Diophantus, and then not sig- nificantly until Vieta in the 16th    century.  For example, the designation of the unknown was length.  The designation of the square of the un- known  was  area.      In  solving  linear  systems  of  two  dimensions,  the unknowns were length and breadth, and length, breadth, and width for three dimensions.
5    Pythagorean Triples.
As we have seen there is solid evidence that the ancient Chinese were aware of the Pythagorean theorem, even though they may not have had anything near to a proof.  The Babylonians, too, had such an awareness. Indeed, the evidence here is very much stronger, for an entire tablet of Pythagoreantriples has been discovered. The events surrounding them reads much like a modern detective story, with the sleuth being archaeologist Otto Neugebauer.      We begin in about 1945 with the Plimpton 322 tablet, which is now the Babylonian collection at Yale University, and  dates  from  about  1700  BCE.  It  appears  to  have  the  left  section broken  away. Indeed,  the  presence  of  glue  on  the  broken  edge  indi- cates  that  it  was  broken  after  excavation. What  the tablet  contains  is fifteen rows of numbers, numbered from 1 to 15.  Below we list a few of them in decimal form. The first column is descending numerically. The deciphering of what they mean is due mainly to Otto Neugebauer in about 1945.
6    Babylonian Geometry
Circular  Measurement.  We  find  that  the  Babylonians  used  π  = 3 for practical computation.  But, in 1936 at Susa (captured by Alexander the Great in 331 BCE), a number of tablets with significant geometric results were unearthed.  One tablet compares the areas and the squares of the sides of the regular polygons of three to seven sides.  For example, there is the approximation
The second is correct, the first is not. There  are  many  geometric  problems  in  the  cuneiform  texts. For example, the Babylonians were aware that

·         The altitude of an isosceles triangle bisects the base.
·         An angle inscribed in a semicircle is a right angle.  (Thales)
Source: http://www.math.tamu.edu/~dallen/masters/egypt_babylon/babylon.pdf