SOUTH AFRICAN MATHEMATICS OLYMPIAD Organised by the SOUTH AFRICAN MATHEMATICS FOUNDATION 2012 FIRST ROUND SENIOR SECTION: GRADES 10‚ 11 AND 12 19 March 2012 Time: 60 minutes Number of questions: 20 Instructions 1. This is a multiple choice question paper. Each question is followed by answers marked A‚ B‚ C‚ D and E. Only one of these is correct. 2. Scoring rules: 2.1. Each correct answer is worth 5 marks. 2.2. There is no penalty for an incorrect answer or any unanswered question. 3. You
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PEDAGOGICAL STRATEGIES FOR THE TEACHING OF MATHEMATICS IN NIGERIAN PRIMARY SCHOOLS FOR SCIENTIFIC AND TECHNOLOGICAL DEVELOPMENT BY AJILEYE‚ Adewole Mukaila Department of Mathematics Osun State College of Education‚ Ilesa E-mail: ajileye4ever@yahoo.com Abstract For a country to be technologically developed there is need for efficient handling of mathematics at levels of education. The perennial low performance of pupils in mathematics has been attributed among other things to inadequate
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[edit] Mathematics [edit] Pi as irrational Aryabhata worked on the approximation for Pi (π)‚ and may have come to the conclusion that π is irrational. In the second part of the Aryabhatiyam (gaṇitapāda 10)‚ he writes: caturadhikam śatamaṣṭaguṇam dvāṣaṣṭistathā sahasrāṇām ayutadvayaviṣkambhasyāsanno vṛttapariṇāhaḥ. "Add four to 100‚ multiply by eight‚ and then add 62‚000. By this rule the circumference of a circle with a diameter of 20‚000 can be approached."[12] This implies that the
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References: Johnsborough‚ R. (2009) Discrete Mathematics 7th Edition. (N.D.) Binary search algorithm. Retrieved on March 24‚ 2014 from https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Binary_search_algorithm.html (November 24‚ 2011). Computer Algorithms: Sequential Search. Retrieved on March 24‚
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Surname Centre No. Candidate No. Paper Reference(s) Initial(s) Paper Reference Signature 6 6 6 3 6663/01 0 1 Examiner’s use only Edexcel GCE Core Mathematics C1 Advanced Subsidiary Monday 10 January 2011 – Morning Time: 1 hour 30 minutes Team Leader’s use only Question Leave Number Blank 1 2 3 4 Materials required for examination Mathematical Formulae (Pink) Items included with question papers Nil 5 6 7 8 9 Calculators may NOT be used in this examination
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Dyscalculia is characterized by specific difficulties with certain types of mathematics‚ and this is what differentiates it from other mathematical learning difficulties. If a child has problems with the four basic types of calculation‚ this will indirectly affect their ability in higher mathematics. If there are difficulties in understanding basic numerical facts‚ more complex calculations will also be affected. It simply takes the person with dyscalculia a much longer time to complete different
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promote school improvement (Danielson‚ 2006). The Rice University Mathematics Leadership Institute (RUMLI) was an attempt to develop the great potential of teacher leaders to help advance systemic changes in their schools and districts. The primary purpose of RUMLI was to confront an inability to meet a large‚ persistent‚ and growing demand for guidance in mathematics on many high school campuses. To
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Resources‚ Research‚ and Related Literature This section contains resource documents about standards-based instruction‚ Essential Learnings support documents from OSPI‚ and C&I resources for teachers teaching the Interactive Mathematics Program and Connected Mathematics Project materials. TPS Mathematics Resources CMP Book Card This sample of a book card was modeled after one used by one of our trainers during the summer 2001 institutes. It provides easy record keeping when checking in and
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Raising Standards in Mathematics Education: Values‚ Vision‚ and TIMSS Author(s): Donald MacNab Reviewed work(s): Source: Educational Studies in Mathematics‚ Vol. 42‚ No. 1 (2000)‚ pp. 61-80 Published by: Springer Stable URL: http://www.jstor.org/stable/3483276 . Accessed: 17/01/2013 04:00 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use‚ available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps
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The construction of a fundamental understanding of numeration and place value concepts forms the foundation for all additional branches of mathematics (Booker‚ et al.‚ 2010). Computational processes and patterns of thinking require a clear understanding of these concepts‚ as they underpin the learning and use of mathematics (Booker et al.‚ 2010). Developing mathematical thinking from an early age is extremely important in establishing students understanding of number concepts. Clements (2001‚ p271)
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