It Is A Must That I Have A competence in English For Mathematics

Mathematics is one of the subject to be trained in the system reasoning. In addition, the mathematics is a means of thinking in determing and developing science and technology. Even mathematics is a method to think logically, systematically, and consistently. Thus, all life issues that need solutions carefully and should always carefully refer to the mathematics.
Mathematics also serves to calculate, measure, reduce and use mathematical formulas needed in daily life through the materials that exist in mathematics. And with the English for mathematics education make students can develop the ability to communicate ideas through mathematical models in English language form of word, sentences, mathematical equation, diagrams, graphs, and tables.
So to be able to develop the knowledge needed in the ability of the English for mathematics education word with the word of the mathematics and words in everyday life, grammar, and vocab. Not only that, it needs the ability to think and conclude in commob sense, imagination, intuition, thinking divergent, ability to solve problems, convey information and communicate ideas. In the other words the is very much need mathematics ability and English ability.
So, to hone the ability to require a lot of reference books and especially from internet. Ability will realized with a lot of listening, discussion, and writing about the behavior of English for mathematics education everyday in language and mathematical symbol. This capability is needed in the life to the globalization which is very demanding people to use English as the international language.
If students have the ability to increase the control of mathematics in accordance with international developments in English language, improve the international competitiveness of technology, and to improve the ability to communicate internationally in English. And if all realized that we will be a teachers as a professional, innovate, and powerfully moral to teach mathematics based English.
So, to sharpen and increase the capacity we have should be supported with training success in absorbing and understanding. And create problems and expected to solve the problem with formulating and interpretation. I have the ability of the subjects of English for mathematics education, will be the stock in the teaching and life in the future. Not only for my self but for the people I have around me.

What I Have Done and What I Will Do About English For Mathematics

Mathematics is mother of various discipline knowledge, certain definite have veil large area and to chew nearly all aspect in human life. Therefore, understanding mathematic really needed with developing world technologies. Mathematics is too thinking method that logic, systematic, comprehensive, and consistent. By the side of mathematic for study of quantity, structure, space, relation, change and various topics of pattern, form, and entity knowledge and use of basic mathematic have always been an inherent and integral part of individual and group life. Mathematics is not a closed intellectual system, in which everything has already been worked out.
There are connected with what have done and what will do about English for mathematics. There is an English for mathematics hope can read text book Mathematics, can back written anything about mathematics with English language. So, student can discuss and fluent communication in English language. Thus, student have enough skill on study English for mathematics.
After I study English for mathematics education, I have done some knowledge about:
1. Word related to shapes
a. One dimensional shape
For the example are point, straight line, parallel line, vertical line, horizontal line, curved line, angle, acute angle, obtuse angle, and diagonal line.
b. Two dimensional shape
For the example are circle, semi circle, rectangle, trapezium, parallelogram, etc.
c. Three dimensional shape
For the example is sphere, hemisphere, cube, cuboids, cylinder, cone, and pyramid.
2. Word related to dimensions
Word related to dimensions consist of adjective and noun usually in pattern which usually used to explain the dimension of an object. Not only adjective and noun, but also describing sign.
With to be available English for mathematics, student can increase knowledge about mathematics. Because many books or reference to learn mathematics use English language. This is very supported. But, if my teacher given test about word related to mathematics or word related to human life, the result not perfect or really unsatisfied.
So, work I will do about English for mathematics till my teacher feel satisfied. Thus, I will introspection my self because my teacher hope all student have mathematical ability and English ability. To realized it, all student must read, understand, and hear from mathematics references. With much practice to speak and write. Because student can get reference mathematics from many source, for example are books, internet, and from society.

The Video
1. Do you believe me
The video about “do you believe me”. Which contains about do you believe in me? Do you believe there I am in here? It’s right because real. I can do anything, be anything, and cry anything, become anything. Because of you believe me. Let’s me as your questions. Do you believe at my classmates? Do you believe that every single. You better because next week where also in up your school. And what we needs from you assembly that we carried or have? No marry where we came from. What it is? A way ever you be nice, because true. You’re the wines to finders how weep a tiers. Who hound our hand? You’re the win who loves when something if feels like a known else’s. To give my classmates. Do you believe and your class. I hope so, because they can to your school because they want it make a different, too. Believe in there, swarthier and line on there when times gets off. We are know, we kits in sometimes my kit off. I am right? Can I get up? Can’t learn. All library, a teacher sixteen, and friend office. What you surf a milk and cappuccino, my foods. What your teachers or principle? We need you. Please believe in your calyxes and we believe in you. Do you believe in your self? Do you believe that what your doing shipping. Not it just, but that my children am I children student. It probably it way make a living, but I want to tell you a behavior all the students in dailies. We need you. We need you now want over believe in your self. Finally, do you believe that every child daily this is ready on the world place? Do you believe that daily for college students can be active; we need you ladies and gentleman. We need to know that what you doing in the most important jobs in this today. We need you to believe a nice in your calyxes, in your self. If you long believe. I want to thank you for what you do for me?

2. Do you know about math?
The video contains about what you know about math …what you know about math…what you know about math…what you know about self math. Mathematics consist of Exponent line to declaim, graphics, trigonometry, significant feature, Ln (x), Lim, and Exponent graphics.


3. Trigonometry
The video consist of trigonometry. Trigonometry is from right triangle. Relationship between the sides to the angles. The side of line 3 is adjust, 4 is opposite and 5 in the hypotenuse.
For solve the problem on the school, for remember every times other the trick is:
Soh cah toa
It means that:
Soh: sin is opposite over hypotenuse.
Cah: cos is adjust over hypotenuse.
Tao: tan is opposite over adjust.
So, sin theta equals 4 as opposite over 5 as hypotenuse.
Cos theta equals adjust over hypotenuse. It means cos equals 3 as adjust over 5 as hypotenuse.
Tan theta, is also use tao: tan theta equals 4 as opposite over 3 as adjust.
So, tan x is also opposite over adjust, tan x equals 3 as opposite over 4 as adjust. It means that tan x is inverse of tan theta.

4. properties of logarithm
a) If logarithm of M times N in bracket to the base b equal logarithm M to the base b plus logarithm N to the base b.
b) If logarithm of M over N in bracket to the base b equal logarithm M to the base b minus logarithm N to the base b.
c) If logarithm of X to the power of n to the base b equal n times logarithm X to the base b.
Example:
Logarithm open bracket x squared times y plus one close bracket over all z cubed to the base 3 equal logarithm open bracket x squared times y plus one close bracket to the base 3 minus logarithm of z cubed to the base 3. Equivalent logarithm of x squared to the base 3 plus logarithm of y plus one in bracket to the base 3 minus logarithm of z cubed to the based 3.
Equivalent with 2 times logarithm of x to the base 3 plus logarithm of y plus one in bracket to the base 3 minus 3 times logarithm z to the base 3.
5. pre calculus.
This video consist of off limit is f (x) equal x plus 2 over all x minus 1.
Insert x equal nought so f(x) equal 2 over minus 1 equal minus 2.
If insert x equal 1 so f(x) equal 3 over nought equal nought.
Because the function has a polynomial in the denominator .
Don’t forget rational functions denominator can be zero. For polynomial, smooth unbroken curve, rational function x to zero in the denominator. There is no value for the function, brake in the graph.
6. lets the function f be defined by f (x) equal x plus 1.
if 2 times f(p) equal 20, what is the value of f(3p)?
f(3p)
f(x)=x+1
2 f(p) = 20
f(p)=p+1=10
p=9 (but the answer not this?)
f(3p) is mean x=3p
so, x= 3 times 9
x= 27
so, f(3p)=27+1=28
In the xy-coordinate plane, the graph of x equal y squared minus four intersect line l at (0,p) and (5, p)
What is the greatest possible value of the slope of graph.
X equal y squared minus 4.
Line l equal y2 minus y1 over all x2 minus x1.
So the answer is t minus p over all 5.

The Exercise:
1. Characteristic of Logarithm
a. If a to the power of m times a to the power of n equal a to the power of m plus n in bracket.
b. If a to the power of m over a to the power of n equal a to the power of m minus n in bracket.
c. If logarithm of b to the base a equal n. Equivalent with b equal a to the power of n.
In other words, Logarithm of a to the base g equal x, equivalent with a equal g to the power of x and logarithm of b to the base g equal y equivalent with b equal g to the power of y.
For the exercise: Logarithm of a times b in bracket to the base g equal?
E.g., Logarithm of a to the base g equal x so a equal g to the power of x. Logarithm of b to the base g equal y so b equal g to the power of y. If a times b equal g to the power x times g to the power of y. If a times b equal g to the power of x plus y in bracket. For the note logarithm of g to the base g equal 1.
Logarithms of a times b in bracket to the base g equal logarithms of g to the power of x plus y in bracket to the base g. Equivalent with x plus y in bracket times logarithm of g to the base g. Equivalent with x plus y. To remember that logarithms of g to the base g equal one. So, the result is x plus y.
If logarithms of a times b in bracket to the base g equal logarithm of a to the base g plus logarithm of b to the base g. And if logarithm of a to the power of n to the base g equal logarithm of a times a times a….until n factor in bracket to the base g.
As well as logarithm of a to the power of n to the base g equal logarithm of a to the base g plus….plus a to the base g. From the above logarithm of a to the base g is n multiple with sum from respectively logarithm of a to the base g.
So, be obtained logarithm of a to the power of n to the base g equal n times logarithm of a to the base g.
Other evidence from nature if a over b equal g to the power of x in bracket over g to the power of y in bracket. Equivalent with a over b equal g to the power of x minus y in bracket. So that the principle: of considering the logarithm so logarithm of a over b in bracket to the base g equal logarithm g to the power of x minus y to the base g. Equivalent with logarithm of a over b in bracket to the base g equal x minus y in bracket times logarithm of g to the base g. Because logarithm of g to the base g equal one. So, logarithm a over b in bracket to the base g equal x minus y.
Meanwhile logarithm of a over b in bracket to the base g equal logarithm of a to the base g minus logarithm of b to the base g. That in accordance with the nature of two logarithm.


2. How do obtain the value of phi?
Phi is constant in mathematics which is the comparison that is always around to keep the diameter. And in ancient Egypt, the Moscow Papyrus and the Rhind Papyrus have found the value of phi of land in the circle is seen with the same square eight over nine times the middle line. Can be describe:
Note that area is eight over nine times diameter in bracket square.
With diameter equal two times r, r is radius.
So, the area equal eight over nine times diameter in bracket squared.
Six-ty four over Eighty one times four times r squared.
Equivalent with two hundred fifty-six over eighty one times r squared. So, the result is three point sixteen times r squared.
Meanwhile value of phi is a commonly used three point fourteen or twenty-two over seven but for the more precisely, have sought to more than
one billion two hundred and fourteen million one hundred thousand. decimal place. Phi values to ten decimal place is three comma one four one five nine two six five three five eight.
If proven in the following as an example:
If r=seven centimeter and the circumference of circle is forty-four centimeter.
So, phi value equal forty-four over two times seven in bracket. The result for phi is twenty-two over seven.


3. How do I get the formula a, b, c of quadratic equation?
If a times x squared plus b times x plus c equal nought.
Equivalent with a times x squared plus b times x equal minus c.
Equivalent with x squared plus b times x over all with a equal minus c over a.
Equal x squared plus b times x over a plus open bracket b over two times a close bracket square equal minus c over a plus open bracket b over two times a close bracket squared.
Equivalent open bracket x plus b over two times a close bracket squared equal b squared minus four times a times c in bracket over all four times a squared.
Equal with x plus b over two times a equal plus or minus squared root of b squared minus four times a times c over all squared root of four times a squared.
Equivalent x plus b over a equal plus or minus squared root of b squared minus four times a times c over all two times a.
So, x equal minus b plus or minus squared root of b squared minus four times a times c over all two times a.


4. Show that root of two is the irrational number?
E.g. the root of two is rational number in squared root of two equal a over b, where a and b as an integer prime number, so a equal squared root of two times b or a squared equal two times b squared.
Because a squared equal two times an integer number so a squared is even number so a is also even number. E.g. a equal two times c so the equation be:
four times c squared equal two times b squared.
two times c squared equal b squared.
So that b squared is even and b is also even. But even this is not possible because is it a relatively prime number. So the assumption that squared root of two is rational has brought us to the impossibility should be canceled.


5. How to search for intersection between y equal x squared minus one and x squared plus y squared equal thirty?
Note that y equal x squared minus one. Equivalent with x square equal y plus one.
To, come in equality x squares equal thirty. So, y plus one in bracket plus y squared equal thirty. y squared plus y minus twenty-nine equal nought.
Have known that a equal one, b equal one and c equal minus twenty-nine.
Thus, search for the value y by using the a, b, c formula:
y equal minus b plus or minus squared root of b squared minus four times a times c over all two times a.
So, minus one plus or minus squared root of one squared minus four times one times minus twenty-nine over all two times one equal minus one plus or minus squared root of one hundred seventeen over all two. Equal minus one plus or minus three times square root of thirteen over all two.
For y equal minus one plus three times squared root of thirteen over all two. So x equal squared root of one plus three times squared root of thirteen over all two.
And for y equal minus one minus three times squared root of thirteen over all two. So, the x equal squared root of one minus three times squared root of thirteen over all two.
Thus, the intersection point are squared root of one plus three times squared root of thirteen over all two point minus one plus three times squared root of thirteen over all two in bracket. And squared root of one minus three times squared root of thirteen over all two point minus one minus three times squared root of thirteen over all two in bracket.

My Difficult Word to Express Mathematic Ideas

I. Brain Storming

1. Kelipatan Persekutuan

2. FPB (Faktor Persekutuan Terbesar)

3. Pecahan

4. Keliling

5. Jari-jari

6. Sudut Miring

7. Lingkaran Dalam

8. Menyisipkan

9. Menganalisis bilangan

10. Seperangkat ciri yang berlainan

11. Merubah

12. Pecahan Pembanding

13. Pembilang

14. Penyebut

15. Persamaan

16. Sudut Lurus

17. Tanda sama dengan

18. Derajat

19. Sudut Pencerminan

20. Sumbu

21. Hasil Bagi

22. Irisan Kerucut

23. Tepi bawah

24. Akar Pangkat Tiga

25. Nilai Mutlak

26. Petidaksamaan

27. Sudut Bertolak Belakang

28. Sudut Bersebrangan

29. Sudut sehadap

30. Sudut-sudut berdampingan

II. Meaning and application of difficult word

• Common multiple of 4 and 6 are number that these two lists share in common: 12, 24, 36, 48,……..

• The highest common factor divisor is useful for reducing fractions to be in lowest term.

• The circumference of a circle can be calculated from its diameter or substituting the diameter for the radius.

• Angle of elevation is the angle between the horizontal and the line of sight to an object above the horizontal.

• In geometry, the incircle or inscribed circle of a triangle is the larges circle contained in the triangle.

• In the mathematical subfield of numerical analysis, interpolation is a method of constructing new data points within the range of a discrete set of known data points.

• Many calculators and converters related to mapping and navigation.

• The representative fraction is the expression of map scale as a mathematical ratio.

• Fractions consist of numerator and denominator. The numerator representative a number of equal part and denominator telling how many of those part make up a whole.

• An equation is a mathematical statement in symbols, that two thing are exactly the same. Equations are written with an equal sign.

• Straight angle exactly 180 degrees and reflex angle between 180-360 degrees.

• Axis of symmetry, a line that divides a two-dimensional object into identical shapes.

• The quotient can also be expressed as the number of times the divisor divides into the dividend.

• A conic section is the intersection of a plane and a cone.

• Bottom margins that adjoining vertical margins are indisposed to use the maximum of the margins values.

• A cube root of number denoted x power to 3.

• The absolute value of a real number is its numerical value without regard to its sign.

• Inequality is a statement that two quantities are unequal, alternatively by the symbol <, signifying that the quantity preceding the symbol is less than the following etc.

• A vertical angle is an angle that intersects with another one. Vertical angles are two angles whose sides from two pairs of opposite rays.

• Alternate interior angles if two parallel line are cut by a transversal, the alternate interior angles are congruent.

• Corresponding angles are formed when a given transversal line crosses two coplanar lines.

• Adjacent angles is two angles in a plane which share or common vertex and a common side but do not overlap.

Mathematics Essence

To ascend effort of education quality in Indonesia, generally to ascend quality of mathematics education that still to ascend straight. Because another people believe that mathematics as mother of sciences. For that, need definite success student factor learning. Except that mathematics as discipline knowledge have special specially equal purpose other knowledge that must to see the mathematics essence in student learning. The mathematics essence are:

• Mathematics as pattern: This means student is given freedom and opportunity to do invention activity and attempt. They study finally student can conclude.
• Mathematics as communication: This means that communication can send train of thought self to another people.
• Mathematics as investigation: Student can identify question for investigation, query assumption, negotiate meaning of term with to bring together the proof, make conjunctures, make arguments, and will give logics conclusion based on idea and the relation of them.
• Mathematics as deductive design: This means that truly of concept or conclusions logic consequence for truly proceeding. So that relation of concept or conclusion mathematics is consistent.
• Mathematics as idea design: This means is problem solving process with truly order and logic. So mathematics lesson means learning to rational and logic thingking.
• Mathematics as sign language: This means that mathematics as sign to expression and symbolize a number of means from arguments that will to talk.
• Mathematics as problem solving: Mathematics as problem solving because in mathematics most of student make problem and finalize the problem. For the purpose students is expect can break or does problem mathematics by the way of them self.
  

My comment in Marsigit's blogs about cylinder, cone, and sphere:
"I know this blogs discuss about mathematics for junior high school. But this matter too part of university student. In this blog Dr. Marsigit written learn destination well. Although nothing picture in there, but Dr. Marsigit can giving description with chapter about cylinder, cone, and sphere. Anything else with the example that more than easy to understand and know about cylinder, cone, and sphere. Along with to complete practice can measure how as many as understand student about cylinder, cone, and sphere.
Thank you Dr. Marsigit….. "