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http://www.creativewizard.com.my/
http://www.archimedes-lab.org/index.html
http://www.smart-kit.com/scategory/brain-teasers/math-
puzzles/
http://mathcentral.uregina.ca/index.php
http://www.numericana.com/answer/magic.htm
http://www.ixl.com/http://www.ixl.com/
http://www.mathsisfun.com/
http://www.lifesmith.com/mathfun.html
http://www.lifesmith.com/mathfun.html#anchor613541vidabl
e http://www.flaguide.org/tools/math/fault/fault1.php (sec)
10.http://www.flaguide.org/cat/math/math/math7.php (sec)
Exampleis not the main thingin influencing others.
(1875-1966, German born medical missionary,
theologian, musician, and philosopher)
- Albert Schweitzer -
a + a =
a - a =
a x a =
a a =
2a
0
a2
1a a =
2a + 0 + a2 + 1 = 1 00
a2 +2a -99 = 0
(a - 9)(a + 11) = 0
a= 9 or a= -11
1
“Useful knowledge” only become really useful when they can be recalled and used in other contexts than those in which they have been contexts than those in which they have been learned. And students must be able to employ them without someone else posing the problems.
Trankjær, Ib (2004). A thousand years from now. In Mathematic. Danish Association of Mathematics Teachers (Denmark) No. 4 May 2004. pp.5-9
Evaluation
Synthesis
Analysis
Judgment
Putting things togetherCreative thinking
Breaking things downCritical thinking
Higher Order
Thinking
http://collaboration.wikispaces.com/Lower+and+higher+order+thinking+skills
Analysis
Application
Comprehension
Knowledge
Critical thinking
Use knowledge in new situations
Understanding
Recall
Children must certainly learn to use mathematics, but perhaps first and foremost they should learn
Hakonsson, Erik (2004). Well – what about enjoyment? In Mathematic. Danish Association of Mathematics Teachers (Denmark) No. 4 May 2004. pp.19-21.
to see it, to discover it, to play with it and to be surprised by it.
- Erik Håkonsson -
1 3 5 7
9 11 13 15
17 19 21 23
25 27 29 31
Table A
2 3 6 7
10 11 14 15
18 19 22 23
26 27 30 31
Table B
4 5 6 7
12 13 14 15
20 21 22 23
28 29 30 31
Table C
Magic Tables
25 27 29 31 26 27 30 31 28 29 30 31
8 9 10 11
12 13 14 15
24 25 26 27
28 29 30 31
Table D
16 17 18 19
20 21 22 23
24 25 26 27
28 29 30 31
Table E
1 3 5 7
9 11 13 15
17 19 21 23
25 27 29 31
Table A
2 3 6 7
10 11 14 15
18 19 22 23
26 27 30 31
Table B
4 5 6 7
12 13 14 15
20 21 22 23
28 29 30 31
Table C
25 27 29 31 26 27 30 31 28 29 30 31
8 9 10 11
12 13 14 15
24 25 26 27
28 29 30 31
Table D
16 17 18 19
20 21 22 23
24 25 26 27
28 29 30 31
Table E
Sheet 2E D C B A E D C B A
No 16 8 4 2 1 No 16 8 4 2 1
1 2 1 16
2 17
3 18
4 19
5 20
6 21
4 8 7 22
Table B
Table D
Table A
Table C
11 01 1
1 0 01 0 11 1 01 1 14 8
8 23
9 24
10 25
11 26
12 27
16 13 28
14 29
15 30
31
Table E
1 1 11 0 0 01 0 0 11 0 1 0 1 1 0 0 1
1 3 5 7
9 11 13 15
17 19 21 23
25 27 29 31
Table A
2 3 6 7
10 11 14 15
18 19 22 23
26 27 30 31
Table B
4 5 6 7
12 13 14 15
20 21 22 23
28 29 30 31
Table C
Magic Tables
E D C B A E D C B A16 8 4 2 1 16 8 4 2 1
1 1 16 1 0 0 0 02 1 0 17 1 0 0 0 13 1 1 18 1 0 0 1 04 1 0 0 19 1 0 0 1 15 1 0 1 20 1 0 1 0 06 1 1 0 21 1 0 1 0 17 1 1 1 22 1 0 1 1 025 27 29 31 26 27 30 31 28 29 30 31
8 9 10 11
12 13 14 15
24 25 26 27
28 29 30 31
Table D
16 17 18 19
20 21 22 23
24 25 26 27
28 29 30 31
Table E
7 1 1 1 22 1 0 1 1 08 1 0 0 0 23 1 0 1 1 19 1 0 0 1 24 1 1 0 0 010 1 0 1 0 25 1 1 0 0 111 1 0 1 1 26 1 1 0 1 012 1 1 0 0 27 1 1 0 1 113 1 1 0 1 28 1 1 1 0 014 1 1 1 0 29 1 1 1 0 115 1 1 1 1 30 1 1 1 1 0
31 1 1 1 1 1
Sheet 2E D C B A E D C B A
No 16 8 4 2 1 No 16 8 4 2 1
1 2 1 16
2 17
3 18
4 19
5 20
6 21
4 8 7 22
Table B
Table D
Table A
Table C
11 01 1
1 0 01 0 11 1 01 1 1
3 3
5
5
6
67 7
74 88 23
9 24
10 25
11 26
12 27
16 13 28
14 29
15 30
31
Table E
1 1 11 0 0 01 0 0 11 0 1 0
5 6 7
It is not the tricks that areimportant, rather thesense of discovery thatcomes from the exercisecomes from the exerciseand the rapport andcommunication skillscapable of being exploredby the class and teacher.
- Ken Ring -
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