I propose here ideas teachers need to know and pay attention to when teaching mathematical proofs and how to prove. A. What is a (mathematical) proof? I define proof as a relational network of claims (propositions and conclusions), substantiation (established knowledge that makes the claim legitimate) and appropriate connectives so sequenced to justify why the conclusion is a...

Original by Erlina Ronda

]]>Whether a mathematical notation is a variable, parameter, or constant depends on what you mean by it. If you intend to represent the value of a quantity whose measure varies within a situation, then you are using that notation as a variable. If you intend to represent the value of a quantity whose measure is the...

Original by Erlina Ronda

]]>Most Grade 10 syllabus do not yet include the concept and calculation of derivative. At this level, the study of function which started in Year 7 and Year 8 on linear function is simply extended to investigating other function classes such as polynomial function to which linear and quadratics belong, the exponential function and its...

Original by Erlina Ronda

]]>In my previous post about examples, I described different uses of examples in teaching mathematics. In this post I’ll give a series of examples for us to be conscious about sequencing examples in our lesson. What are the things do you consider when you think of an example in a math lesson? And how do you sequence...

Original by Erlina Ronda

]]>