The Nature of Measurement and Growth

THE NATURE OF
MEASUREMENT AND GROWTH
SITI ASMANI BINTI MUSTAPHA

SITI MASHITAH BINTI SHAARI
PERIMETER
Measuring length
To measure an object is to assign a number to its size.

The number representing its linear dimension, as
measured from end to end, is called measure or length.
Measurement is never exact, so you need to precise the
measure should be.
To get the accurate answer we have to round the final
answer to be as accurate as the least precise measurement.
The most common system of measurement used in the
world called the metric system.
One application of both measurement and geometry
involves finding the distance around a polygon. This

distance is called the perimeter of the polygon.
The perimeter of a polygon is the sum of the lengths
of that polygon.
perimeters of the most common
polygon.
1.An equilateral triangle is a tringle with all sides equal in

length.
PERIMETER = 3 (side)
2. A rectangle is a quadrilateral with angles that are all

right angles.
PERIMETER = 2 (length) + 2 (width)
3. A square is a rectangle with all sides equal length.

PERIMETER = 4 (side)
P =4s
AREA
 RECTANGLES
AREA = LENGTH.
A = lw
length, l
width, w
 Squares
AREA = SIDE × SIDE

= (SIDE) slide , s
A=s
slide, s
 Parallelograms
AREA = BASE × HEIGHT

A = bh
height, h
base, b
 Triangle
AREA = ½ × BASE × HEIGHT

A = ½ bh
Height, h
Base, b
 Trapezoid
AREA = ½ h(b + B)
B
 Circle
A = ∏r²
Radius
r
Values in Mathematic
Values are the deep affective qualities which

education aims to foster through the teaching of
mathematics.
Values are not the same as beliefs, although the two

constructs are related, and there is much research on
beliefs in mathematics education but little on values.
Introduction
Whereas it is relatively easy and common in the teaching of
humanities, arts subjects and perhaps also the sciences to

discuss the development of values, this is not the case at
present in mathematics teaching.
There is a widespread misunderstanding that mathematics
is a value-free subject, and many policy developers (as well

as some educators) might initially be concerned about
explicit values education in mathematics.
What policy developers and others should be concerned about,
however, is that values teaching and learning inevitably goes on in

mathematics classrooms.
This is because whenever teaching takes place, choices are made,
which are based on, and therefore reveal, certain values.

However there is only a limited understanding at present of what
values are being transmitted, and of how effectively they are being
transmitted.
Perhaps this is because most values appear to be taught and learnt
implicitly rather than explicitly in mathematics classrooms.

All teacher teach value but it seem from research
that most teaching and learning of values in

mathematic clasess happen implicity.
Key to genarating more possiblities for mathematic
teaching.
What are values.
Deep affective qualities that education fosters

through the school subject of mathematic.
Research suggest that the negative feature of these
value lead subsequently to a dislike of mathematics

in adult hood and hence to negative parental
influence(Cockroft 1982)
Put value and valueing clearly within the affective
domain and pointed also to their deep seated nature.

Seven criteria for calling something a value (Louis Raths, Merill
Harmin and Sidney Simon 1987):
1. Choosing freely
2. Choosing from alternative
3. Choosing after thoughtful consideration of the sequence of each
alternatives
4. Prizing and cherishing
5. Affirming
6. Acting upon choice
7. Repeating
The research literature on values in education
indicate that values should involve the existence of

alternatives, choice and choosing, preferences and
consistency.
Values in Mathematic teaching is happening
implicitly, so it depend on our own sets of values as
a person and as a teacher.
we have to make choice depend on our value and it
will give influence in the student value.

Through the choice we make are implicitly shaping
the value of the student.

Values in mathematics education are of three basic kinds:
Mathematical values: values which have developed as the subject
has developed within the particular culture.
General educational values: values associated with the norms of
the particular culture, of the particular society, and of the
particular educational institution.
Mathematics educational values: values embedded in the
curriculum, textbooks, classroom practices, etc. as a result of the
other sets of values.

The mathematic teacher and values education
As a value carrier teacher have to acting as some sort of
model. The value she assimilate will affect her work.

Teacher should presenting pupil with activities that
encourage them to make choice.

The teacher task should show to the student that there
another aspects of mathematic are more important

besides merely technical aspect.
Variety of learning context in which the education of
matematichal values can happen.
Small group activities will generating a greater
awerness of value.
Project activies show the relationship between
mathematic and society.(historical project, present
day society, enviromental problem).
Mathematical investigation-creative

The Nature of Measurement and Growth

Uploaded by

Copyright:

Available Formats

The Nature of Measurement and Growth

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Nature of Measurement and Growth

Uploaded by

Copyright:

Available Formats

THE NATURE OF

MEASUREMENT AND GROWTH

SITI ASMANI BINTI MUSTAPHA

To measure an object is to assign a number to its size.

involves finding the distance around a polygon. This

The perimeter of a polygon is the sum of the lengths

1.An equilateral triangle is a tringle with all sides equal in

2. A rectangle is a quadrilateral with angles that are all

3. A square is a rectangle with all sides equal length.

AREA = SIDE × SIDE

AREA = BASE × HEIGHT

AREA = ½ × BASE × HEIGHT

Values are the deep affective qualities which

Values are not the same as beliefs, although the two

Whereas it is relatively easy and common in the teaching of

humanities, arts subjects and perhaps also the sciences to

is a value-free subject, and many policy developers (as well

however, is that values teaching and learning inevitably goes on in

which are based on, and therefore reveal, certain values.

implicitly rather than explicitly in mathematics classrooms.

that most teaching and learning of values in

Deep affective qualities that education fosters

value lead subsequently to a dislike of mathematics

domain and pointed also to their deep seated nature.

Harmin and Sidney Simon 1987):

2. Choosing from alternative

3. Choosing after thoughtful consideration of the sequence of each

4. Prizing and cherishing

6. Acting upon choice

indicate that values should involve the existence of

will give influence in the student value.

the value of the student.

Mathematical values: values which have developed as the subject

has developed within the particular culture.

General educational values: values associated with the norms of

the particular culture, of the particular society, and of the

particular educational institution.

Mathematics educational values: values embedded in the

curriculum, textbooks, classroom practices, etc. as a result of the

other sets of values.

As a value carrier teacher have to acting as some sort of

model. The value she assimilate will affect her work.

encourage them to make choice.

another aspects of mathematic are more important

Small group activities will generating a greater

You might also like