Tips and techniques to learn math

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I started my part time job as a math teacher from my graduation and I understand the frustration of the student when he has an issue with grasping math concepts and doing homework when no one is around to help. I agree that everyone has their own strengths and weaknesses when we come to learn skills in various subjects. This does not prevent someone who is determined by studying mathematics especially when this subject is his weakness.

My advice to this student is going back to basics and review the ideas that appear in recent times. This could help the mathematical concepts are not introduced all at once, but gradually, with one based on other. With the revision of the old mathematical concepts, one is expected to have a better basic old ideas before he starts to get a new one. A proactive student not skip the speech he is to have but to confront them. He will try as hard as he could, figuring out the question and seek new ways to approach the question before asking someone. He will not see it as a daunting task, but rather challenging one. The problem is: Most student will avoid any such question at first glance, leaving them to their teachers

When help or assistance is available, resist the urge to ask for assistance .. Working out of the question as far as man can before attempting to do so. After much intense thought process and you still could not (really could not!) To figure out the first step in making the question, here comes the need to revise the section again and this shows that you do not have any knowledge of. However, if you can at least figure out the first lines of the solution, you need a certain understanding of the section you are still not sure about some techniques / methods to spread. And do you know what you do not know or unsure. Therefore, at this point of time, you need a teacher to enlighten you with / his guidance. The main thing here is, you must know what you do not know. Knowing this is going to be very effective in learning math because you can evaluate the solution presented by the instructor. You can differentiate what you know and only accept new ideas and different solution teacher is. So, a student dedicates himself more with what he did when he applied these methods compared to those receiving the projects blindly without some basic understanding.

Mathematics is all about work. Practice makes perfect and there is no shortcut in learning math. Keep practicing and expose you to different types of math questions and get as much experience as possible. This is very effective in learning calculus and trigonometry in particular because of the type of questions and their complexity to prove – you might think this method is right, but you may be wrong because there are various ways to approach this type of problem and at a certain time, you find yourself going round the question in vain without establishing a final answer. This requires a certain level of expertise that can only be achieved through experience. Keep practicing and you can rest assured that you are on the right track

Here are some tips for those who sit for the tests :.

to take into account before testing

  • Never burn the midnight oil the night before the exam. Those who do may find that they lose focus easily on the exam and some even have their mind blanking out. Start preparing your exam as soon as possible.
  • Avoid engaging in activities that could potentially make you sick.
  • Observe healthy diet to make yourself in tip-top condition.
  • Get yourself enough rest

Here are some things to consider while you sit for the exam :.

  • Ensure calculator is in good working condition. If you need to replace the battery, just replace it.
  • Do not spend too much time on one question. Students often stubbornly spend most of their time on one question just to figure it out. Exam questions are structured in such a way so that difficulties are jumbled up. You may find easier questions right after the harder one. If harder one is taking too much time, just skip it. Remember to revisit it later after you’re done with other questions.
  • Never enter the solution immediately, even if you think it’s wrong. Marks could provide from work, even if you get the answer right. Only enter it when you’re done with another solution, hopefully a better one.

I was once told by my lecturer of this fact. I feel that it is worthwhile for me to mention its offer.

All you have to learn on the internet. It is a great online resource. We are here simply just to guide you.

Happy learning math!

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Mental Math Tricks

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This article is about teaching mental math tricks for addition to the primary school child. Almost every child starts by counting on her fingers. This is easy to do when the sum is less than ten. It starts to get confusing when the total is more than ten. After learning these tricks, the child should be a math wizard!

get the basics

The trick to perform mental math quickly by understanding the idea of ​​groups of ten. The first thing to do is to put ten pencils on the table. Move one pencil aside; now you have a group of nine pencils and a pencil group. Ask your child what is the answer to the nine plus one. Write it out mathematically

9 + 1 = 10

Carry on this way for eight plus two, seven plus three and so on until the child knows all the combinations that make up a group of ten . The next step is to commit them to memory. One way to do this is in writing similar to this:

7 + ___ = 10

____ + 8 = 10

10-6 = ____

Another interesting way through the game. Take out a normal pack of cards. Remove all the tens and picture cards, leaving only the Aces to the nines. Shuffle the cards and place the deck face down on the table. Turns to look over the top card. Let’s say it’s three, the other person must call the number that would give a total of ten – in this case, the number seven. Your points for correct answers. The first to reach twenty points wins. Play this several times a day and your child will soon remember all groups of ten.

A variation of this game is based on the memory game. Spread out the cards face down on the table. Exchanging lifting up two cards at once. If the total of ten, you collect cards and take another turn. The player with the most cards at the end of the game wins.

less than twenty

Now the child is ready to mentally add numbers to a total of more than ten but less than twenty. For example, add seven and eight. They already know that the seven and three make ten. Split number eight in three and five. Add three to seven make ten. You are left with five so that the total is fifteen. Here’s the trick written out mathematically

7 + 8 = 7 + 3 + 5 = 10 + 5 = 15

It may seem complicated at first, but your child will get an idea very quickly . In practice, use the cards again. This time take two cards at the time of the stack. The first to add a number of works right.

larger numbers

When the child has mastered the first two tricks, it’s time to learn how to add larger numbers. Here’s what to do to add twenty-five and seventeen

25 + 17

= 20 + 5 + 10 + 7

= 30 + 5 + 5 + 2

= 30 + 10 + 2

= 42

It takes a little getting used to, but by using the idea of ​​groups of ten, the child should learn this mental math tricks in no time!

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Math Concepts and skills – Repetition of Mathematics

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the last two decades has been declining emphasis on the importance of repetition of math concepts and skills in learning this stuff. The focus has shifted more towards thinking skills and “working outside the square,” which means to be able to apply problem solving skills to real life situations. This has been in contact with the increase in the volume of written material in secondary mathematics textbooks and a decrease in the amount of repetitive exercises where only basic math skills are practiced.

This is good in theory, but a steady decline in standards of mathematics in Australia and the United States suggest that this method of mathematics is not as good as it seems. The problem lies with the basic assumption that students already have the basic skills needed to solve problems. In mathematics, it is not possible to “work outside the square” unless one is a town with all the skills within the square. For example, a student will not be able to solve the problem regarding the amount of wire needed to fence fence Farmer Brown, unless they can accurately calculate the perimeter first.

Freedom to complete repetitive textbook exercises does not guarantee success in the application problem. What it does do is to give students the tools they need to address problems outside the textbook. Try to solve abstract problems without a solid knowledge base is like building a house on sand; it is a futile exercise.

This situation can be compared to physical training. Can understand the benefits of being able to build muscle through exercise, but if you do this you will fail when it comes to application task weight lifting. Math works the same way. Repetition builds on basic skills so that it becomes reflex. When skill is action that can be applied to other situations. Possessing the skill does not guarantee success in the application, but it is expected that success.

role repetition of basic skills in mathematics should be reviewed in conjunction with primary and lower secondary level. Without binding basis math skills to build on, students will continue to struggle with mathematics throughout their school careers.

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Aryabhatta, The Indian Mathematician

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Aryabhatta (476-550 AD) was born in Patliputra in Magadha, modern Patna in Bihar. Many believe that he was born in southern India especially Kerala and lived in Magadha at the time Gupta rulers; time is known as the golden age of India. There is no evidence that he was born outside Patliputra and traveled to Magadha, the center of education and learning program where he even set up a training center. His first name “Arya” is hardly the south Indian name while “Bhatt” (or Bhatta) is a typical north Indian name even found today especially among “Bania” (or trader) community.

What this origin it is not possible to argue that he lived in Patliputra where he wrote his famous thesis on “Aryabhatta-Siddhanta” but more famously as “Aryabhatiya”, the only work to have survived. It contains mathematical and astronomical theories that have been revealed to be quite right in modern mathematics. For example, he wrote that if 4 is added to 100 and then multiplied by 8 then add the 62,000 divided by 20,000 the answer will be equal to the circumference of a circle diameter twenty thousand. This calculates to 3.1416 near real Pi (3.14159). But his greatest contribution has to be zero. Other works of his are algebraic numbers, trigonometry, quadratic equations and the sine table.

He already knew that the earth rotates on its axis, the earth moves round the sun and the moon revolves round the earth. He talks about the positions of the planets in relation to its movement around the sun. He refers to the light of the planets and the moon and the reflection from the sun. He goes so far to explain the eclipse of the moon and sun, day and night, the contours of the earth length of identical 365 days.

he even calculate the Earth’s circumference as 24 835 miles, which is close to modern calculation 24900 miles.

This remarkable man was a genius and continues to baffle many mathematicians today. His work was then later adopted by the Greeks and the Arabs.

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Mathematics: History and Importance

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First, let’s take a look at the origins of mathematics:

How math? Where did it start first? For many who are well versed in the origin of mathematical thought, the development of mathematics will show up consistently and continually refining (and growing) set of expressions materials.

first abstract, that many animals share with us the figures. What do I mean by that? Well, the implementation of a certain number of things, such as 2 trees and 2 bananas are similar in quantity.This their ability to recognize the amount and multiple amounts are often considered to be the first abstract.

A step up from the first abstract ability to consider and perceive abstract not physical quantities time and elementary statistics. One does not see really see the 3 items deducted 4 parts is one thing. From there, it is only natural that subtraction, multiplication and division began.

In fact, mathematics precedes written script and written communications and records of primitive methods of counting among the knotted strings or tallies. Statistical systems go as far back as the Egyptians and ancient Chinese. They were used for everything from everyday life (painting, weaving, recording time) to more complex mathematics involved arithmetic, geometry and algebra for financial considerations, such as taxes, trade, construction and time. On the subject of time, this was often based on astronomy and

ancient Egyptians and Babylonians were skilled to hire math and it really speculate Pyramids were more than tombs of ancient kings long dead. Pyramids are also the first computers. It was said issues and alignment of the pyramids assisted by the ancients in the implementation of complex calculations like how we could use log table for the widespread use of calculators.

But where was essentially theoretical mathematical start? Mathematics as we know it with geometry, vectors, differentiation, integration, mechanics, sequences, trigonometry, probability, binomials, estimation, hypothesis testing, geometric and select distribution and hyperbolic functions (to name a few of the top of my head) started in Ancient Greece as far back between 600 BC 300 f.Kr ..

From it’s humble origins tied knots, mathematics has been extended in science and has been of immense benefit to both disciplines. In fact, it is said that one who does not know mathematics can not fully appreciate the beauty of nature. I would go so far as to say that there is no truth without mathematics. Anything without a number is just an opinion. What we believe qualitative measurements are highly quantitative ones that have exceeded a certain threshold after which we pass a certain signal. For example, when we say that the drug works, what we really mean is that 70% of people who received a certain dose of the drug over a period of experienced perhaps 90% reduction in the severity of them.

threshold our say “drug works” is 70%.

To give you an idea of ​​how the world of mathematics has expanded in recent years, I shall take this article with a reference from the Monetary American Mathematical Society

“The number of articles and books in the Mathematical Reviews database in 1940 (the first year that MR) is now more than 1.9 million and more than 75,000 items are added to the database annually overwhelming majority of works in this ocean contain new mathematical theorem and accompanying them. “- Mikhail B. Sevryuk

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