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success by zero value criticism makes to your life undefined."

(F.C. Pascual)

AN OFFICIAL MAGAZINE OF MASTERS IN MATHEMATICS EDUCATION OF SLSU

Vol. 1 No. 1

VOL.1 NO. 1

FEATURES….

**3 Gauss: A Mental Calculator 7
**

What is Jigsaw Method?

Editorial Staff Maria Angelica A. Abustan Editor-in-Chief Aileen A. Rafa and Clarisa O. Ella Layout Artists Contributors Riza B. Arasa Aldrin Decena Maurice A. Lim Delon Ching Gemma S. Limbo Rea D. Maledeo Gilberto F. Mercado Michael C. Salamat Mary Grace Desembrana Lilibeth Fuster Mia Carissa V. Miranda

**16 Unpublished Study
**

LITERARY….

8

It started in One Math in Our Lives What you are to Me?

Other contents...

About the Cover

4 9

Teaching Math Experiences Math Updates Creating Magic Square

10

The cover shows one type of marine diatoms. Although they are microscopic, diatoms can grow in huge quantities until the resulting mass becomes visible to the naked eyes. They are said to have flourished in the Mezoic Era (65 million years ago) during which they lived in such enormously large numbers that they left vast deposits of their silica shells (called frustules) up to three thousand feet thick. Diatoms are fitting introduction to the equally fascinating world of numbers from the infinitely small to the infinitely large. XP Introductory Algebra

**11 Mathematical Horoscope 12
**

Math Cartoons

VOL.1 NO. 1

**Gauss: A Mental Calculator
**

One of the world’s greatest Mathematicians is Carl Friedrich Gauss who was born on April 30, 1777 in Braunschweig, in the Electorate of BrunswickLüneburg, now part of Lower Saxony, Germany, as the son of poor working-class parents. There are several stories that prove his being genius. One spectacular story was at the age of three when he corrected, mentally and without fault in his calculations, an error his father had made on paper while calculating finances. Gauss was a child prodigy. The famous story cal student, he misbehaved, his teacher, J.G. Büttner, gave him a task: add a list of integers in arithmetic progression; as the story is most often told, these were the correct answer within seconds, to the astonishment of his teacher and his assistant. He has proven that he was really a mental calculator. He died in Göttingen, Hannover (now part of Lower Saxony, Germany) in 1855. His brain was pre- served and was being studied. It was found its mass to be 1,492 grams and the cerebral area equal to 219,588 square millimeters. Though he did take in a few students, Gauss was known to dislike teaching.

Some of Gauss’ Significant Contributions in Mathematics/Sciences He developed a fruitful collaboration with the physics professor Wilhelm Weber, leading to new knowledge in magnetism. He discovered a construction of the heptadecagon (17-sided polygon). He invented modular arithmetic, greatly simplifying manipulations in number theory. He became the first to prove the quadratic reciprocity law. This law allows mathematicians to determine the solvability of any quadratic equation in modular arithmetic. He made the prime number theorem, gives a good understanding of how the prime numbers are distributed among the integers. He made important contributions to number theory with his 1801 book Disquisitiones Arithmeticae (Latin, Arithmetical Investigations), which introduced the symbol ≡ for congruence .

has ever told was while he was in primary, as a typi-

the numbers from 1 to 100. Then he was able to give

Statue of Gauss at his Birthplace

Source: www.yahoo.com/wikipedia.com German y Gauss at By: Maria Angelica A. Abustan Grave o f

VOL.1 NO. 1

I Confess……..

Why is it that when you ask your students what they think of Math or whether they are good in math, they either give us a smirk or a look of disgust? A smirk, which give us the answer that they do not want the subject and just need to take it for them to complete the course program. Some students do not like Math, because they do not understand it – there are too many rules, formulas and procedures to memorize. But the question is, is it only the subject that they do not want or the way of the teacher teaching the subject? But of course there are situations that the students enjoy despite having rules and procedures – the games! Since the students love games, as a teacher it is your responsibility to make this subject easy and enjoyable. Make them realize that it is not boring. Let them learn the subject while they are enjoying and make them realize how useful Mathematics in their lives.

**By: Ms. Maurice A. Lim
**

Teaching Math in a low performing class is a mile away to experience a cloud nine feeling. It isn’t as easy as eating peanut for students who are at least they do not know how to spell out literally p-e-a-n-u-t. My students who are found homed in the last sections have math phobia, poor background and allergic reaction to criticism. More saddening fact tells that teaching Math is hampered with the disinterested of the students whose eyes wander together with the passersby in the open field where I hold my class, the grandstand. Every class hour is like do or die occurrence in me. There’s no great assurance that what I chew for them in a day class will be ready for digestion. It’s really a big trouble and disappointment on my part as a teacher. But I still hold that with one step at a time, Math teachers can move closer to the long-timed aspirations of making each student think and solve math problems. If English is the language of the intellectuals then Math is the formalized common sense of people. By: Mia Carissa V. Miranda I HATE MATH! These are the words that we often hear from students who have lost interest in Mathematics. Perhaps, they are not certainly aware of its usefulness and applications in everyday life, but unknowingly, they are using it already even in simple things. One of the common applications of Math is in solving word problems. This I believe like solving a mystery. Clues are found in the problem itself and these will help unveil the mystery. Constant practice and a lot of patience are needed to be an expert- problem-solver. Confidence, concentration, and courage are important too. And that’s what I want my students to be imparted in their young minds. Naturally, there is a real joy if the students will be able to solve problems in Math. Later on, they will realize that they can already solve even the complicated or challenging ones. And in the end, they can say with pride that……..I LOVE MATH! By: Mr. Gilberto Mercado

VOL.1 NO. 1

I Confess……..

Every student needs to learn many things that include those we think that are not useful enough, we hate those but it is needed. Oftentimes, those that we hate are essential. Math like other subjects are essential in everyday living. So whether we like it or not we have to accept the fact that it is a part of our daily life. It is not just an easy task of being a math teacher. You need extra effort and extra patience to be a successful math mentor. The task of being one always endeavor the skill of higher critical and mathematical thinking for better learning and outcome. For almost two years that I’ve been teaching math subjects in lower sections in public school I really find it hard. A lot of students hate math especially those poor in comprehension and calculation. Even the basic concept, they found it complicated. A simple memorizing the multiplication table finds them a big deal. What more do we expect if it pertains to problem solving, they just staring at you, pretending they are listening but they’re not. Math challenges our mind when we solve complicated problem. Some pursue, some give up. Problems are always a part of our life. But always think positive, never get tired of getting your dreams in the way you are heading problem, just stand up straight, solve it with confidence, being a successful person always includes numbers, count on. By: Ms. Gemma S. Limbo In our old saying, “Teaching is a noble profession”. It is an extraordinary career. What other calling offers the opportunity to mold so many young lives? What an incredible privilege and responsibility! But sometimes this task may seem quite overwhelming. As a secondary school teacher of Mathematics for almost 4 years, one year in private school and three years in public school, I observed that many students of today’s computer age are lazy in making their assignments. Instead of doing that in home, they are making that in school instead. Computer shops have been their second home. This is one of the major problems arising nowadays. And as a teacher I believe we can do something about this. In Mathematics we have steps to solve a given problem with the acronym ARESC (Analyze, Representation, Equation, Solve and Check). In my personal experience in teaching Math, lots of my students are afraid in this subject, they really find it difficult, most especially when it comes to problem-solving. On the contrary, there are still few students who like and love Math. They enjoy solving and finding the right answer. And the challenge for us teaching Math is think of ways to encourage more students to love this subject. BE CHALLENGED…NEVER GIVE UP WITH OUR STUDENTS.THIS IS OUR PURPOSE.RUN TOWARDS THE GOAL. By:Ms. Riza B. Arasa

VOL.1 NO. 1

I Confess……..

Teaching Mathematics to our students plays a very important role of what they will be in future. Mathematics is one of the most important subjects that must be learned by every student because everything that surrounds us is being made with the concept of Mathematics. The only problem is that many students do not appreciate the importance of Mathematics in their daily lives. We often hear to our students that Mathematics is a very difficult and challenging subject. Some students do not give much important with the subject because they are not interested. Only those who are math-challenge students pay much attention. Things do not always turn out the way we want them to. Teaching Mathematics is not an easy task to do. We can teach the way we want to teach but the problem is did our students learn what we teach. As a teacher, I had experienced different problems with my students. Such problems are procrastination, poor concentration, absenteeism, cutting classes, not making the assignments and lack of motivation to learn resulted from lack of academic goals. This bitter truth causes frustrations with my students. They feel hurt and sorry for themselves and, worst eventually submit to fear and lack of confidence to try again, which more often leads to avoiding challenges and resigning themselves to study. Addressing to this problem is a very challenging task for us teachers. We should always make our classes alive and have new innovations with the way we teach. Knowing the individual differences of our students, their strengths and weaknesses and their learning ability plays a vital role to know what teaching methods and teaching strategies are suited for them. We should motivate our students to learn and face life’s realities with a positive attitude. As a teacher, we should help our students to establish their goals in life. Knowing what they want to achieve will keep them motivated and determined to improve their life. At its best, the goal setting process can steer them to a successful and more focused future. This is the best way we can help our student. By : Rea D. Maledeo

I find my first year in teaching Mathematics very exciting despite the multiple challenges it pored to me. First, I could still remember my first day in school when I came face to face with my students. I could very well identify with how my students feel in studying Math in college. It is both challenging and terrifying. Mathematics has its beauty and charm with its exact principles. But terrifying because of its analytical rigor. Teaching Math involves discipline and lots of preparation. There are some nights when I have to stay up late night to prepare for the next days’ lesson. Yet, I find this fulfilling because it enhances my own self’s appreciation of Mathematics. Mathematics maybe hard, but overtime one learns to love it. Lilibeth Fuster

VOL.1 NO. 1

**What is Jigsaw Method?
**

By: Mr. Aldrin Decena Jigsaw is a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a learning unit.

Purpose

The purpose of Jigsaw is to develop teamwork and cooperative learning skills within all students.

History

The jigsaw classroom was first used in 1971 in Austin, Texas. It was invented by Professor Elliot Aronson and his graduate class dur-

How TO do this?

25 students

1. Divide students into 5- or 6-person jigsaw groups. The

groups should be diverse in terms of gender, ethnicity,

2.

Appoint one student from each group as the leader. Initially, this person should be the most mature student in

LEADER

LEADER

**3. Divide the day's lesson
**

into 5-6 segments. 4. Assign each student to learn one segment, making sure students have direct access only to their own segment.

LEADER

LEADER

5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.

6. Form temporary "expert groups" by having one student from each

LEADER

jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of

7. Bring the students back into their jigsaw groups.

EXPERT GROUPS

8. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification 10. At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.

9. Float from group to group, observing

the process.

VOL.1 NO. 1

**I Started With One
**

By: Delon A. Ching

**Math in our Lives By: Rea Maledeo
**

Mathematics is everywhere That can be used from day to day Wherein we solve for many ways To ease the pain that comes our way. Ideas in different dimensions Units of measure too many to mention We undergo transformations Needed by the new generation. Mathematics is exactly like our life Full of problems, full of trials We need to find the keys That will unlock our difficul-

I started with one … After I learned ABC that seems so easy That looks like correlating A with Alice Then there comes 1, 2, 3 quest of numbers I begin counting with basics of one I started with one… In a life full of tribulations All started with one elucidation A challenge to test one solution Out of all opportunities in one revolution I started with one … In making one footstep in the ground That may sounds easy but hard to be found What matters is to start always with one, To make complicated things simple at hand.

What you are to Me? By: Rea Maledeo I always encountered you wherever I go I always used you whatever I do You added color and meaning to my life You subtracted the things which make me cry You multiplied the happy thoughts in my mind You divided the worries when I am sad You make me discover the unknown things in my life You factored my goals like they’re just numbers You simplified my complications and frustrations When my days are rough and tough And when things become puzzling blue You are my shining star, my guiding light You are my formula in my existence So let me tell you, how glad I am to have you Guess whom I am referring to, It is none other but you “Mathematics”.

VOL.1 NO. 1

VOL.1 NO. 1

**Creating a Magic Square (From Graeco-Latin Squares)
**

1. Choose a pair of n x n orthogonal Latin Squares L 1 & L2 (with entries on the diagonals 1, 2, 3, …, n and/or sum is n(n+1)/2 ) 2. Create the join (L1, L2) 3. Replace the alphabet by 0, 1, 2 …, n-1 4. For each (i, j) entry, rewrite it as in + j 5. Add one to each resulting entry

VOL.1 NO. 1

http://www2.stetson.edu/

VOL.1 NO. 1

VOL.1 NO. 1

Corny Polygon

Touching LINE

Loving Algebra

by: Delon Ching

VOL.1 NO. 1

ts s pe enny' J of . All ll of t one Q: A t ep s exc excep e dog cats ar nd s ar e ts a y ca r pet n he have? w ma . Ho nny e one es J s do dog t e ca Q: If 26 s on ha clow nny balloo ns in 2 ns can blow : Je A 6 clowns up 26 . do you minutes, how e dog balloo need to many nd on a ns in blo

78 minu tes? w up 78 A: You but you still need onl y minutes give them 3 t 26 clowns, imes as . many

Q: If March = 43 and May = 39, then by the same logic, what does July equal?

A: July = 68. Each letter is replaced by the number of its position in the English alphabet. Then the numbers are added together.

Q: Write down the four-digit number described by the following three statements. 1. The first digit is one-third of the third digit. 2. The fourth digit is two times the second digit. 3. The first digit and the third digit add up to twice the sum of the second digit and fourth digit. Q: As you know, one way to tell an from a spider is insect to count its legs. A: The number is 3,294. All insects have six legs, an d all spiders have eight legs. So if some insects and spiders went to a dance, and there were 48 dancing legs, how many insects and how many spiders wer e at the dance?

A: Four insects (24 legs) and th ree spiders (24 legs). No other combi nation will work.

Source: http:www.yahoo.com

By: Maria Angelica Abustan

VOL.1 NO. 1

VOL.1 NO. 1

ABSTRACT Caig,Vivian M., Gendrano, Adiel Lira B. and Salamat, Michael C. Southern Luzon State University – Judge Guillermo Eleazar, September 2008, “NATIONAL CAREER ASSESSMENT EXAMINATION CORRELATES ACADEMIC PERFORMANCE OF THE SENIOR STUDENTS OF SOUTHERN LUZON STATE UNIVERSITY – JUDGE GUILLERMO ELEAZAR LABORATORY HIGH SCHOOL TAGKAWAYAN, QUEZON, A.Y. 2007 – 2008” Research Adviser: Dr. FELIX B. LAMPOS, JR This study aimed to evaluate the relationship between the academic performance and the performance in the National Career Assessment Examination (NCAE) of the senior high school students of Southern Luzon State University – Judge Guillermo Eleazar Laboratory High School, Tagkawayan, Quezon for the Academic Year 2007 – 2008. Specifically, it tried to answer three problems: (1) What are the levels of academic performance of the fourth year students along English, Mathematics and Science based on the first grading period, for Academic Year 2007 – 2008?, (2) What is the level of performance of the students along the same subjects based on the National Career Assessment Examination (NCAE) results?, and (3) Is there a significant correlation between the academic performance of the students and the National Career Assessment Examination results? The descriptive-correlational method was used in this study using the class records of the subject teachers and the NCAE report cards as the main instruments to gather the needed information and data from the 23 senior high school students as respondents of this study. Statistical treatments used were frequency, percentage distribution, arithmetic mean, and Pearson Product-Moment Correlation Coefficient. Major findings and conclusions of the study were: (1) The students’ academic performance level is above average. (2) The students’ NCAE level of performance is above average. (3) There is no significant correlation between the academic performance of the students and the NCAE results.

AN OFFICIAL MAGAZINE OF MASTERS IN MATHEMATICS EDUCATION OF SLSU

AN OFFICIAL MAGAZINE OF MASTERS IN MATHEMATICS EDUCATION OF SLSU

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