MY DIFFICULT WORDS TO EXPRESS MATHEMATIKAL IDEA

A. Difficult words which is remember:
- Garis singgung persekutuan dalam dua lingkaran
- Garis singgung persekutuan luar dua lingkaran
- Fungsi naik
- Fungsi turun
- Luas juring
- Luas tembereng
- Panjang busur
- Pertaksamaan kuadrat
- Persamaan kuadrat
- Fungsi pecah
- Persamaan irrasional
- Pertaksamaan irrasional
- Gradien
- Sumbu afinitas
- Irisan bidang
- Simpangan baku
- Simpangan rata – rata
- Kerucut terpancung
- Silinder terpancung
- Volume benda putar
- Persamaan garis singgung kurva
- Limit tak tentu
- Akar primitif
- Harga mutlak
- Harga ekstrim
- Faktor Persekutuan Terbesar
- Kelipatan Persekutuan Terkecil
- Berkas garis
- Prisma condong segiempat
- Dalil sisa
- Selimut tabung

B. Fine meaning and application

1. Arithmetic of “garis singgung persekutuan dalam dua lingkaran” if know radius and circle it personal 12 cm and 5 cm, along with distance in two drop in central is 24 cm!
2. Arithmetic of “garis singgung persekutuan luar dua lingkaran” if know radius and circle it personal 8 cm and 4 cm, along with distance in two drop in central is 20 cm!
3. Determine to interval f(x) = x2 + 5x, so that mode “ fungsi turun” and “fungsi naik”!
4. Arithmetic “ luas juring”, “luas tembereng” and “panjang busur” if know is circle with center O and a drop A and B in that circle with OA = 20 cm and acute AOB is 600!
5. Search finished assemble from “pertaksamaan kuadrat” for functions is:
a. x2 – 3x + 2 ≤ 0
b. 2x2 + x + 8 ≥ 3x2 + 2x +2
6. “Persamaan kuadrat” whom root’s disagree with from root’s 3x2 + 5x -1 = 0 is?
7. Drawing on the graph “fungsi pecah” y = x2 – x – 20 / x – 4 !
8. What is understanding with “persamaan irrasional” and “pertaksamaan irrasional”
9. Determine “gradient” from similarity line 3x – 2y – 6 = 0
10. Made “irisan bidang” to cube ABCD.EFGH with long side 20 cm and can a drop I to ½ AB, K on ¾ BF and then with long determine “sumbu afinitas”?
11. Determine “simpangan baku” and “simpangan rata – rata” from data in under: 7, 6, 6, 9, 8, 10, 10, 9, 8, 7!
12. Arithmetic “ volume benda putar” thing area whom line by y = 4x2 and y = 4x!
13. “Persamaan garis singgung kurva” y = ( x2 + 1 )2 in a drop with absist = 1 is?
14. What you know with “akar primitive”?
15. Who is manner to finish “limit tak- tentu”?
16. What you know from “kerucut terpancung” and “ silinder terpancung”?

TRUTH OF PURE MATHEMATIC
TRUTH OF SCHOOL MATHEMATIC AND STUDY MATHEMATIC FOR STUDENT

BY: ANDREAST WAHYU PMNR'08 ( 08301244011 )

A. TRUTH OF PURE MATHEMATIC

Follow that before. I’am reading, follow about absolute social mathematic is neutral and free from value is thet value whom. They arrange is value whom attack in they body whom is culture. So, not value that attack in a implicit manner is mathematic. Confenstioan that content and mathematic method, because trusth make mathematic so,can abstract, general, formal, objective, rational and theorytis,it’s all that understand mathematic truth and science. Absolute social also before pefinitited with other language they tolking with values in here if they have an itention accepted, all right they view opinion about natural of mathematic an free for value, also value in they body and not to see.
Critic as a critic about social fo with mathematic as natural and free value. But this critic can fine a problem. First, can found premist about mathematic is natural chateristic. Second, founding view opinion are hide that mathematic teaching as a natural. Third, about social group in mathematic also this value in mathematic is concecuention logist.
In the end, history can foun mathematic opush of human. Then view opinion of mathematic as a knowlage that bound with culture and creating value. History of mathematic is shape history not only that relations with corrections, but problem that apper, fact, meaning and creations theory that relations and formulations of private society contructivisit madern mathematic not evolusi culture human. Joseph (1987) can seeing that kind of culture and development mathematic from central and human culture. So, mathematic can necessary culture social to development (Davis and hers. 1988: 70 in Ernest 1991: 277-279). Shirley ( 1986:34) that mathematic can clasificased so formal and informal, aplien and pure. Foundation distribution so, afour kind, this is a identify is:
Formal pure mathematic
Formal aplied mathematic
Informal pure mathematic
Informal aplied mathematic
Ernest devide 4 kind, is a: productions, recontextualiasion, reproduction, and operationslization.
Second dimention since 4 development: Academic, School, work, Popular.

B. TRUTH OF SCHOOL MATHEMATIC AND STUDY MATHEMATIC FOR STUDENT

Follow Ebbut and Staker, 1995, so student like this mathematic then teacher use definition otomatis in mathematic, but a. Definition mathematic as school mathematic
a. Mthhematic is patren activity of relationship
b. Mathematic is creations founding, intituation, and image
c. Mathematic is problem solving, sleps:
- Discution alternative
- Like as small problem
- Use experience and institusy alternative to problem
Process in problem solving mathematic is reasoning, organizing, clasifizing, and recognizing pattern.
d. Mathematic is imunication tool

REFERENSI:
http://marsigitpsiko.blogspot.com/2008/12/matematika-ditinjau-dari-berbagai-sudut.html
http://marsigitpsiko.blogspot.com/2008/12/hakekat-matematika-sekolah-dan-siswa.html
http://pbmmatmarsigit.blogspot.com/2008/12/problem-solving-matematika-hakekat-dan.html

COMMENTS FOR Mr. MARSIGIT

1. Comment to Mr. Marsigit title with PLANE

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March 1, 2009 2:08 AM

2. Comment to Mr. Marsigit title with POWER AND ROOT

Thank Mr. Marsigit, because you have prepared article about POWER AND ROOT. And I have downloaded your article. Because your article is very easy and very simple language. I agree with your article. I hope Mr. Marsigit give another article about mathematics. Thanks before Mr. Marsigit ( Andreast Wahyu PMNR’08/ 08301244011 )