Elementary Algebra on Vedic Mathematics

The South Asian region has a long history of discovering new ideas, ideologies, and technologies. Since the Vedic period, the land has been known as a fertile place for innovative discoveries. The Vedic technique used by Bharati Krishna Tirthaji is unique among South Asian studies. The focus of this study was mostly on algebraic topics, which are typically taught in our school level. The study also looked at how Vedic Mathematics solves issues of elementary algebra using Vedic techniques such as Paravartya Yojayet, Sunyam Samyasamuccaye, Anurupye Sunyamanyat, Antyayoreva and Lopanasthapanabhyam. The comparison and discussion of the Vedic with the conventional techniques indicate that the Vedic Mathematics and its five unique formulas are more beneficial and realistic to those learners who are experiencing problems with elementary level algebra utilizing conventional methods.

Giving the Value of a Variable

What does it mean to ‘give’ the value of a variable in an algebraic context, and how does giving the value of a variable differ from merely describing it? I argue that to answer this question, we need to examine the role that giving the value of a variable plays in problem-solving practice. I argue that four different features are required for a statement to count as giving the value of a variable in the context of solving an elementary algebra problem: the variable must be in the scope opened by the problem statement; the values given must be in the range of the variable, which is determined by the problem; the statement giving the values must represent a complete solution; and it must be in a canonical form. This account helps us better understand elementary algebra itself, as well as the use of algebraic tools to analyze phenomena in natural language.

Coupon Bond Duration and Convexity Analysis

Coupon bond duration and convexity are the primary risk measures for bonds. Given their importance, there is abundant literature covering their analysis, with calculus being used as the dominant approach. On the other hand, some authors have treated coupon bond duration and convexity without the use of differential calculus. However, none of them provided a complete analysis of bond duration and convexity properties. Therefore, this chapter fills in the gap. Since the application of calculus may be complicated or even inappropriate if the functions in question are not differentiable (as indeed is the case with the bond duration and convexity functions), in this chapter the properties of bond duration and convexity functions by using elementary algebra only are proved. This provides an easier way of approaching this problem, thus making it accessible to a wider audience not necessarily familiar with tools of mathematical analysis. Finally, the properties of these functions are illustrated by using empirical data on coupon bonds.

Evaluation of Photo Math in Teaching Elementary Algebra

This study aims to evaluate “Photo Math” in teaching Elementary Algebra. Specifically, it aimed to identify the effect of teaching Elementary Algebra with the use of “Photo Math”. To achieved these objectives, the researchers used qualitative, quantitative and experimental design. This was conducted through a separate teaching demo in Elementary Algebra of the two Grade 7 sections. Pre-test was administered before the conduct of the demo and post-test after the teaching demo. The study showed that there was a significant difference between the pre-test and post-test results of the section with “Photo Math” as intervention. Moreover, there was also a significant difference between the pre-test and post-test results of the section without the said application as intervention. However, it showed that there was no significant difference between the two section. The first section showed that there was an effect to the performance of the students when “Photo Math” was applied as teaching tool but it was not fully claimed when compared with the traditional method of teaching. This was because the sample size of the study is small so it was recommended to have a larger number of sample size to see the effect of “Photo Math” in teaching Elementary Algebra. The study implied that Photo math as a teaching tool had an effect on teaching elementary algebra.

ANALISIS KESALAHAN MAHASISWA DALAM MENYELESAIKAN PERSAMAAN KUADRAT PADA MATA KULIAH ALJABAR ELEMENTER

This study aims to describe student errors in solving quadratic equations in elementary algebra courses. Mistakes can teach students and lecturers to reflect. This research was conducted on students of 2018-B Mathematics Education program IKIP Budi Utomo Malang. Errors found include mistakes in facts, namely errors in understanding what is known in the problem. The principle error is that the formula used is not in accordance with the questions asked.

The Critical Thinking Abilities in Learning Using Elementary Algebra E-Books: A Case Study at Public Universities in Indonesia

The learning Algebra courses are often taught using coventional textbooks. However, the reality of the learning outcomes has not been able to absorb the material to the maximum extent possible, and this is because the textbooks is limited in number so that students only record some of what is taught by the Lecturer. At the same time, electronic books are available free of charge in several world libraries. The purpose of this study is to determine the ability to think critically mathematically through the use of Elementary Algebra electronic books. The study of the method are used a Quasi Experiment with a nonrandomized Pre-test Post-test Control Group Design research design. The study population was all students who took Elementary Algebra in the Department of Mathematics Education, Malikussaleh University, in the Even Semester 2018/2019 academic year. Sample for the study was students of class A1 as an Experiment group using E-books for Teaching, and Class A2 as a Control group with lectures using conventional textbooks. The results showed that the mathematical critical thinking ability of students taught using Electronic books was better than the mathematical critical thinking ability of students who were taught using conventional textbooks. Thus the use of elementary algebra electronic books (E-books) can improve students' mathematical critical thinking skills in learning Algebra.