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Heavenly mathematics
Spherical trigonometry was at the heart of astronomy and ocean-going navigation for two millennia. The discipline was a mainstay of mathematics education for centuries, and it was a standard subject in high schools until the 1950s. Today, however, it is rarely taught.Heavenly Mathematicstraces the rich history of this forgotten art, revealing how the cultures of classical Greece, medieval Islam, and the modern West used spherical trigonometry to chart the heavens and the Earth. Glen Van Brummelen explores this exquisite branch of mathematics and its role in ancient astronomy, geography, and cartography; Islamic religious rituals; celestial navigation; polyhedra; stereographic projection; and more. He conveys the sheer beauty of spherical trigonometry, providing readers with a new appreciation for its elegant proofs and often surprising conclusions.
Heavenly Mathematicsis illustrated throughout with stunning historical images and informative drawings and diagrams that have been used to teach the subject in the past. This unique compendium also features easy-to-use appendixes as well as exercises at the end of each chapter that originally appeared in textbooks from the eighteenth to the early twentieth centuries.
eBook
Using indigenous artefacts to support conceptual field approach of learning special trigonometric angles
Concerns have been expressed on the abstract nature of teaching and learning trigonometry in pre-tertiary institutions. However, studies on student-teachers mathematics learning shows that this concern could be ameliorated by using indigenous artefacts to support conceptual fields of trigonometry. With pre-/post design, the researcher selected 50 student-teachers through simple random sampling and performed experiments using indigenous artefacts in teaching and learning of 30o-60o-90o and 45o-45o-90o special trigonometry angles. This cohort has had at least two years of teaching experience in their permanent schools of work. After going through the experiments, two diagnostic tests (pre- and post-test) were administered, scored and analyzed with the SPSS software. The results of the descriptive statistics, one sample t-test, paired samples t-tests, and correlation coefficients showed that the student-teachers’ performance had significantly improved. The improvements were really attributable to the deployment of the indigenous artefacts to carry out the instruction in the special trigonometric angles. We, therefore, recommended that stakeholders should adopt indigenous artefacts to support the conceptual field approach for the teaching and learning of basic trigonometry.
Journal Article
Solving high order thinking problem with a different way in trigonometry
This research is a descriptive-analytical study that aims to describe how student solve high order thinking (HOT) problem. The research subject was a student who was chosen based on HOT problem-solving in a non-routine way and took a mathematics course at Science Education of Universitas Sarjanawiyata Tamansiswa Yogyakarta DS Setiana1. Data were collected using observation, documentation and interviews methods, then will be analyzed descriptively. Based on the analysis that has been done, it was found that: (1) the strategy used by the student to solve the HOT problem was obtained from the internet; (2) there are errors when student applied the strategy that has been obtained in solving the HOT problem; (3) the student have difficulties when solving HOT problem in the same way. The results of this analysis are expected to provide a little description for educational activists related to the solving of HOT problem by students.
Journal Article
