Introduction
Mathematics is a necessary aspect of my life. In my home, work, school and even social environments, numbers surround me. Over many years, I have learned how to derive meaning from them or use them to help me figure things out. During this unit, I have learnt, re-learnt and applied various areas of mathematics to help me achieve the outcomes and find solutions to each ‘Thinking Time Problem’ [TTP] presented. These relate to the Australian Curriculum- Mathematics proficiency strands of problem solving and reasoning, while the ‘What I Know About’ [WIKA] activities relate to understanding and fluency (Australian Curriculum Assessment and Reporting Authority [ACARA], n.d.-b). This paper aims to exhibit something of my achievements, confidence, anxieties, strengths and weaknesses in the six areas of Mathematics of Number, Algebra, Geometry, Statistics and Probability via these learning activities, in addition to the Mathematics Competency Tests [MCTs] (Pearson Education, 2015), study plans and Disposition Surveys [surveys]. I hope to demonstrate how relevant …show more content…
I recognised the visual aspects and progression of geometry as moving from a single point/location to a line, to plane shapes, then solids (Appendix H1, para. 1). In paragraph 5, I also mentioned how geometry can be a method of problem solving and its strong relationship to measurement. My response to TTP 9 (Curtin University, 2015f) demonstrates in paragraph 2 my application of area and volume, and paragraphs 10 and 11 make comparisons between objects and their properties to show how geometry can relate un-like objects (Appendix H2). When there is a physical basis for comparisons, geometry can be more readily
Mathematics is a necessary aspect of my life. In my home, work, school and even social environments, numbers surround me. Over many years, I have learned how to derive meaning from them or use them to help me figure things out. During this unit, I have learnt, re-learnt and applied various areas of mathematics to help me achieve the outcomes and find solutions to each ‘Thinking Time Problem’ [TTP] presented. These relate to the Australian Curriculum- Mathematics proficiency strands of problem solving and reasoning, while the ‘What I Know About’ [WIKA] activities relate to understanding and fluency (Australian Curriculum Assessment and Reporting Authority [ACARA], n.d.-b). This paper aims to exhibit something of my achievements, confidence, anxieties, strengths and weaknesses in the six areas of Mathematics of Number, Algebra, Geometry, Statistics and Probability via these learning activities, in addition to the Mathematics Competency Tests [MCTs] (Pearson Education, 2015), study plans and Disposition Surveys [surveys]. I hope to demonstrate how relevant …show more content…
I recognised the visual aspects and progression of geometry as moving from a single point/location to a line, to plane shapes, then solids (Appendix H1, para. 1). In paragraph 5, I also mentioned how geometry can be a method of problem solving and its strong relationship to measurement. My response to TTP 9 (Curtin University, 2015f) demonstrates in paragraph 2 my application of area and volume, and paragraphs 10 and 11 make comparisons between objects and their properties to show how geometry can relate un-like objects (Appendix H2). When there is a physical basis for comparisons, geometry can be more readily