Question

write about a mathemcition about 2 page​

Answer 1

Answer:

It is very important subject

It is very important subject it helps us too much

It is very important subject it helps us too much It helps us in day to day life

EXAMPLE : in calculate, to find area of something, length and Etc

• These moments bring the mathematician in me much despair.
• It is frustrating to observe highly influential people, who dictate how maths is taught to millions of students, get it so hopelessly wrong.
• Mathematicians themselves rarely feature in these high-stakes discussions, despite being best placed to comment on the nature of mathematical thinking.

• So here is a mathematician’s perspectives on some of the most pervasive but mistaken beliefs held in mathematics education.
• Our working memory is what allows us to manipulate items. It relies on short-term recall and is limited to a handful of items at a time.
• We therefore cannot afford to waste time computing basic multiplication facts
• Facts can only be recalled in this way if they are stored in our long-term memory.

• This all sounds reasonable, but proponents often go further by claiming that facts precede understanding, and that times tables should be learned by rote.

• This all sounds reasonable, but proponents often go further by claiming that facts precede understanding, and that times tables should be learned by rote.
• Such an argument ignores the conceptual depth embedded in multiplication.

• This all sounds reasonable, but proponents often go further by claiming that facts precede understanding, and that times tables should be learned by rote.Such an argument ignores the conceptual depth embedded in multiplication.
• Times tables are rampant with connections, which should be highlighted as students acquire multiplication facts.
• If students’ reasoning is absent in these foundational stages of learning, they will be hampered as they navigate the wondrous world of mathematics.
• If students’ reasoning is absent in these foundational stages of learning, they will be hampered as they navigate the wondrous world of mathematics.
• Indeed, the narrow task of memorising times tables is supported by an enriched understanding of how multiplication works.
• There is no mathematical context in which it makes sense to discard understanding.
• Times tables included.

• Times tables included
• .In an age of high-powered computers, mental maths is irrelevant

• Every debate has two extremes
• . For every traditionalist arguing vociferously for the rote learning of times tables, you can be sure to find a progressivist who believes we should do away with multiplication facts altogether.
• We have calculators to, well, calculate, and
• we humans should focus on the rest.
• But a solid grasp of mental maths is worth striving for; indeed,
• it should be a natural consequence of sound understanding.

• But a solid grasp of mental maths is worth striving for; indeed, it should be a natural consequence of sound understanding
• .Privileging understanding at the expense of basic knowledge brings its own absurdity 
• — just ask the student marked wrong for
• saying that 5x3 = 5+ 5+5.

• But a solid grasp of mental maths is worth striving for; indeed,
• it should be a natural consequence of sound understanding.
• Privileging understanding at the expense of basic knowledge brings its own absurdity 
• — just ask the student marked wrong for saying that
• 5x3 = 5+ 5+5
• .Facts and understanding are mutually reinforcing —
•  it’s a more nuanced view than the outright rejection or embrace of times tables,

• but it’s the one that best aids students’ mathematical development.