Master in Teaching Mathematical Terminology

Question: Discuss about theMaster in Teachingfor Mathematical Terminology. Answer: Part One Media Article 1: Description and Explanation of Mathematical Terminology The mathematical terminology used in the media article one is percentage. The article also used median mathematical tool. For example, in the article, it is indicated that median weekly asking rent in Melbournes for house hit four hundred dollars for a first time. The percentage is used where they yearly growth in rent for the houses, at 5.3 percent, outstripped units that surged 2.8%. The median unit rent remained steady at $370. Having acknowledged the use of both median and percentage as mathematical terminology in media article, we now turn into understanding what median and percentages are. Median Together with mean and mode, median is a kind of average. Median is one of the most common average in statistics. It is mostly encountered in the pre-statistics courses. The median describes the middle value in any given list of numbers. It is obtained by listing the numbers in the numerical order. Before obtaining the median, one must rewrite the list of numbers first. We can illustrate median using the following list of values. 21, 13, 13, 18, 14, 13, 14, 16, 13. To compute median for the above list of numbers, the first step is to rewrite the numbers in numerical order. This list then becomes13, 13, 13, 14, 16, 18, 21. Once the list has been rewritten, like in this case, we have nine numbers in the list. As it has been shown that median is the middle number. We get this by (9+1)/2=10/2=5th number. Therefore, the fifth number from the above list is 14 which then becomes the median. Median is significant in statistics since it is a representation of the center of a given set of data set. It can frequently provide two various stories regarding data particularly where the set of data entails outliers (extreme values). An outlier describes the statistical observation which is mathematically aloof from the other the data. It has the potential to skew the data mean, however, by means of the median, mathematicians can obtain an additional correct image of the true average or the central worth of a given data set. The median is used to measure the center of a numerical data set. An arithmetical median is such as the median of an interstate road. For example, on various roads, the median is the central and equivalent to the amount of lanes on either side of it. In the arithmetical data set, median gives the place at which there are an equivalent amount of data points whose values fall overhead as well as below the median value. Therefore, median is truthfully the central of the set of data. In case of a set of data with an odd number of the points, finding median will follow the above procedure by arranging the figures in order from the least to the biggest and then counting numbers The median shall become the one precisely in the mid, with an equivalent quantity of the numerous on each side of it. However, with an even amount of data points, one will obtain the median by calculating the median since no one number will fall in the center. In such a scenario, we begin by arranging the digits in ascending form and select the 2 mid figures provided as well as sum them up. We will eventually divide the result by 2 to get the median number. Percentage Percentage in mathematics means per 100 or for every 100 or out of 100. The symbol for percentage is (%). This symbol gives a quick way of writing a fraction with the denomination of 100. For example, in the above Media Article 1, the yearly growth in rent for houses, at 5.3% that surpassed units which surged 2.8%. This means that house rent grew 5.3 times for every 100 houses. The percentage can be expressed as decimals. This is done by moving the decimal part two places to the left. For example, 5.3% becomes o.053. In the same decimals can be expressed as percentage by moving the decimal point two places rightwards. Accordingly, 0.53 becomes 5.3%. The formula for calculating the percentage or for converting from the percentages remain relatively simple. For example, to convert a give fraction or decimal to percentage is done by multiplying by 100%. For example, 0.053, is converted to percentage by; 0.055*100=5.3%. A percentage can also be converted into a fraction by dividing by 100 and reducing the fraction as possible. For example 5.3%=5.3/100= 53/1000 However, there is a need to be wary of the common errors in the calculation of a percentage. As percentages are frequently thought of as parts of a larger whole item, there can be a tendency to divide instead of multiplying where one is faced with the problem like. Find 10% of 50. As the example below indicates, upon converting the percent to a decimal, the subsequent is to multiply, and not division. 50/0.1 =500 instead of 0.1*50=5 Understanding of percent enables the students to undertake effective estimation to check whether their solution is reasonable. In the example find 35% of 80, knowing that 35% is between one-quarter and one-half, would imply the solution needs to be somewhere between twenty and forty. Percentage is, therefore, in expressing growth or decline in a given phenomenon. Like in the media article 1, percentage has been used to showcase the growth in houses rent in Melbourne. Description of Major Conclusions The reasons for the surges were related to a number of factors. It is noted that with the December vacancy rates for the houses tightening from 1.8% to 1.7% over the month, tenants can anticipate more competition. Unit renters, nevertheless, have avoided the rise in price, with a vast volume of apartment constructions have kept the prices growth flat and vacancy rate high. Moreover, it is also due to the strong overseas as well as interstate migration besides enhanced Melbourne economy that creates more jobs leading to rising demand for the houses (Boseley, 2015). It was also concluded there was a reduced number of investors adding the rental stock due to the crackdown of Australian Prudential Regulation Authority on investor lending. It was also concluded that the increased demand for house in the east due to families wanting to reside in particular school zones. Moreover, this was also due to the investors who sold their properties after seeing the rates of interest surging and due to lower yields thereby decreasing supply. The landlords therefore can ask for increases in rent as there is a prospect for higher rents for the houses in Melbourne. The surges were also due to due to the tenants willing to pay six months rent upfront. The demand was fueled by individuals who had sold last years and hence they were looking to buy when the market cooled down. Whether Evidence is Convincing The evidence given in the article are convincing. This is because various industry experts have expressed the views based on analysis. Moreover, there are percentage increases shown in the Media Article 1. This demonstrates that they were drawn from real figures. Also, the study included such participants as tenants, landlords, regulators and property owners. The views of these groups have been effectively integrated in the analysis and this is convincing. Also, the factors given for the surges are real-world example. It is true that as people demand more of houses, with fixed supply of the same houses, the price will automatically increase due to economic forces of demand and supply. Nevertheless, there is a need to show the figures from which the percentage increases were drawn from. This additional information will make the information presented more convincing than it appears currently. This is because the source data from which the information is derive will make people easily compare past and the present more effectively than merely percentages and median used. Media Article 2: Description and Explanation of Mathematical Terminology As explained above in Media Article 1, Media Article used the mathematical terminologies like percentage. The percentage has been explained in the article one based on the meaning, how it is calculated and its important and hence the information in article one will serve this part. However, I will explain the specific use of percentage in Media Article 2. The report by the World Health Organizations International Agency for Research on Cancer (IARC) concluded that for every fifty gram (1.80-ounce) share of the meat that is processed consumed daily raised the colorectal cancers risk by eighteen percent. Description of Major Conclusions The first conclusion from Media Article 2 drawn from the IARCs research specialists is that for every fifty-gram (1.80-ounce) slice of the everyday consumed processed beef, the colorectal cancers risk increases by eighteen percent The study showed that the peril of developing cancer (colorectal) for a person remains small due to low consumption of the processed meat, but with the increase in the amount consumed, there is an increase the risk. The worldwide effect on incidence of cancer is of significance to the public health in understanding of the massive amount of individual who eat processed beef. Accordingly, the study ranked ham, bacon, and sausages together with cigarettes as chief causes of cancer thereby putting cure as well as processed beefs in one class as alcohol, tobacco, arsenic as well as asbestos. Whether Evidence is convincing The evidence presented in Media Article is convincing. This is because, the conclusion is drawn from the empirical evidence following the research undertaken by the WHOs IARC experts. Moreover, the findings are also supported by Doctors and Professor Time Key. Prof Key is renowned Cancer Research United Kingdoms epidemiologist in University of Oxford. He has supported the decision by IARC holding that there is sufficient and robust evidence to categorize processed beef as a cause of cancer while red beef categorized as likely cause of cancer. The Prof Key moves further to hold that it has long been known that there is a probable connection between red beef and processed beef and the cancer (bowel). Moreover, this knowledge is supported by considerable evidence. The research is supported by Doctor Kurt Straif who is the head of IARC monographs programme. This because the Dr. has shown effectively that the worldwide influence on cancer occurrence is a public health significance in view of huge amount of individuals who eat processed beef. The World Cancer Research Fund (WCRF) has been advising individuals that processed beef is cancer peril. There is, therefore, sufficient evidence to categorize processed in same level as cigarettes. This is because the World Cancer Research Fund have shown that consuming products like ham, bacon, and salami should be in little amount less than 500 grams weekly to avoid cancer (ZhouJan, 2016). The decision also follows a year deliberations by international scientist moreover there is evidence that it will be welcomed by cancer researchers. This shows that the evidence given in the study is backed by effective investigation and this explains why it has taken the whole year. Nevertheless, there is a need for additional information to bring together all the stakeholders to accept the IACRs decision. This will give the decision a synergy that will help people embrace the decision and accept evidence-based health practices. There is a need for the IACRs to show that experimental and empirical study results so as to support their decisions. The WHO should also come undertake awareness campaigns focusing on the need to reduce the amount of processed meat consumed by the people. They should explain clearly whether there is a total ban on processed meat consumption or little amount being accepted since it seems people have not understand the implication of their decision to categorize processed meat in one category as cigarettes and red beef as likely cause of cancer. Part Two Completed Competency Test I have completed the numeracy test on written arithmetic and written data. I was tested in written questions being presented to me in a series of on-screen questions. I was able to use an on-screen calculator. The test specifically tested my ability to interpret and use written data. This test has helped have a comprehensive understanding of identifying trends correctly, making comparisons to draw conclusions, interpreting information accurately. The specific areas that I was tested included time, money, decimal, percentages, and fractions. The test also included such areas as ration and proportion, range, averages (mean, median and mode), using simple formulae and conversations. The test also included measurements like area and distance. Strength and Weaknesses The strength and weaknesses in this test are essential in enhancing my ability to identify numeracy opportunities across the curriculum. From the test, my strengths include correct identification of trends and effective comparisons to draw deductions. However, my weaknesses regards the interpretation of information accurately. Impacts of Strengths and Weakness By identifying trends correctly, I have an opportunity to identify the trends in the curriculums. This will help me know the effective ways of doing things including identifying me ability and areas that need improvement. The weakness I have, however, will not allow me to interpret the effects of these trends identified on my competency levels. This will impede my ability to solve my problems. My students will, therefore, have problems in applying whatever they have learned in school to real-world problems. This is because they will be able to identify their problems and opportunities around them but fail to interpret it correctly. In this, they will not have the right strategies to address their problems and explore their opportunities. Areas to Work On Some of the critical areas that I have decided to work on to improve the learning opportunities for my students include the interpretation and use of the written data. By working on this weaknesses, I will not only know how to interpret the data but also to use it correctly. In this case, I will be able to pass the knowledge effectively to my students who will then have the opportunities to apply whatever they have learned in class in real-life situation. In so doing, my students will be able to identify problems and opportunities across the curriculum and devise effective and relevant strategies to solve the problem by exploring the opportunities. I will, therefore, focus on such areas as percentages, conversions, proportions, decimals and measurement. The focus will to understand the meanings and uses of the mentioned areas. By understanding for example the meaning and uses of percentages, I will be able to know how to interpret the information presented as percentages. References Boseley, S. (2015). Processed meats rank alongside smoking as cancer causes WHO. The Guardian, 1-4. ZhouJan, C. (2016). Melbourne median house rent hits new high. The Age, 1-4.