Sains Sebagai Perluasan dari Islam

Islam is a religion based on submission (Taslim) towards the will of God Almighty, Allah SWT. And based on the knowledge of His oneness. Islam is the last religion. The prophet of Islam is Khatam Al-Anbiya (Closing of the Prophets) and fourteen centuries of human history have recognized the validity of Islam as the last religion. The relationship between the Qur'an and science is a priori surprising, especially if it becomes a harmony and not a contradiction. The confrontation between religious books and scullary ideas proclaimed by science, perhaps in the eyes of people is now a paradox

Incorporating Different Number Bases into the Elementary School Classroom.

Since becoming an educator and gaining extensive classroom experience, I have concluded that it would be beneficial to elementary school children to learn other number bases and their basic functions and operations. In this thesis, I have developed five units involving lesson plans for incorporating various number bases into the existing curriculum. The units are Decimal (Base 10), Duodecimal (Base 12), Quinary (Base 5), Binary (Base 2), and Octal (Base 8) which are all appropriate for the elementary level

Reconceptualizing Mathematics Education

This dissertation is to explore theoretically mathematics education in the United States and the need for reconcepualizing mathematics education. Mathematics education needs reconceptualizing because students know very little mathematics by the time they graduate from high school. Mathematics has become a subject to be feared and dreaded for centuries. High school teachers blame middle school teachers, middle school teachers blame elementary teachers, and elementary teachers blame parents for their students\u27 lack of preparedness in mathematics. Elementary teachers express frustration in teaching mathematics because of their own lack of content knowledge and lack of preparation for the mathematics component of their profession. Regardless of who is to blame, most students entering high school are not prepared to problem solve nor are they interested in mathematics except as the dreaded requirement needed to graduate. Because I have been involved in mathematics education for more than three decades, I have seen many programs come and go. I have seen different types of pedagogy be the in way to teach mathematics. Naturally, technology has influenced mathematics education tremendously in the last decade. Unfortunately, many mathematics educators use technology as a crutch instead of using it to enhance mathematics education. Mathematics education in the United States has been debated for over three centuries. The debate is ongoing. Standardized testing has become a way of life in schools today. Teachers are expected to tell the students exactly what they are supposed to know in mathematics. Standardized tests do not allow students to be creative or struggle in their quest for knowledge because teachers must make sure they have covered the material for the test. The No Child Left Behind Act of 2001 (NCLBA) adds to the problem of mathematics education. The shortage of mathematics teachers throughout the nation is acute. Compliance with the NCLBA requires more mathematics teachers than can possibly be found. My purpose in writing this dissertation is to convey my thoughts and ideas about how the study of mathematics developed, how mathematics education progressed throughout history how mathematics education is progressing today, and how mathematics education will progress in the future. In my opinion, teacher preparation of elementary and middle school teachers will be a very strong component in the reconceptualization of mathematics education. Mathematics teachers at all levels should be grounded in a history of mathematics and be cognizant of the development of mathematics education throughout the relatively short history of America. Furthermore, a dialogue must be implemented and maintained between mathematics educators at all levels. With the implementation of this dialogue, mathematics education will become a subject of intrigue and beauty and will no longer remain the subject to be feared and dreaded

Pra seminar penelitian Sriwijaya

Penerbitan ini merupakan hasil Pra Seminar Penelitian Sriwijaya yang telah berlangsung di Jakarta pada tanggal 7 dan 8 Desember 1978. Pra Seminar ini diselenggarakan untuk mempersiapkan bahan yang akan diajukan dalam "SPAF A (Seameo Project in Archaeology and Fine Arts) Workshop on Sriwijaya" yang akan diselenggarakan di Jakarta pada bulan Maret 1979. Pendapat-pendapat selama Pra Seminar Penelitian Sriwi1aya ini akan dituangkan dalam kertas kerja delegasi Indonesia dalam forum tersebut

Exploring children's conception of zero.

The overall aim of this study was to explore children's conceptions of zero. To determine whether children have more problems understanding and using zero than other single digit numbers and, if so, to investigate why these problems might arise. The focus areas of this exploration were: (a) Zero as a number and its relationship to other numbers (b) The zero number facts (c) The empty set (d) The language of zero. Initial data was gained using questionnaire returns from 100 children, aged 10-11 years, in five UK primary schools. More detailed fieldwork was undertaken using task-interviews conducted with 136 children, aged 3 to 11, in one of these schools. The children's explanations for their answers, correct or not, and the analysis of their reasoning provided some unexpected results. With regard to the children involved in this research this study concludes that a child's conception of zero consists of a series of generally accepted notions such as zero being a number, zero being worth nothing and zero being found in the number order, next to one. These generally accepted notions are subject to diversity of thought and an individual child's diversity of thought did result in high profile consequences. These were the ignoring of zero; the formation of a personal zero rule(s); children's understanding of nothing as nothingness and the startling reaction of many young children (aged 3 to 5) to the empty set.The research highlights and contributes new knowledge to an, as-yet, uncharted area of investigation that of children's conceptions of zero. As a consequence the findings are discussed in terms of their implications to primary mathematics education

Making up Numbers

"Making up Numbers: A History of Invention in Mathematics offers a detailed but accessible account of a wide range of mathematical ideas. Starting with elementary concepts, it leads the reader towards aspects of current mathematical research. The book explains how conceptual hurdles in the development of numbers and number systems were overcome in the course of history, from Babylon to Classical Greece, from the Middle Ages to the Renaissance, and so to the nineteenth and twentieth centuries. The narrative moves from the Pythagorean insistence on positive multiples to the gradual acceptance of negative numbers, irrationals and complex numbers as essential tools in quantitative analysis. Within this chronological framework, chapters are organised thematically, covering a variety of topics and contexts: writing and solving equations, geometric construction, coordinates and complex numbers, perceptions of ‘infinity’ and its permissible uses in mathematics, number systems, and evolving views of the role of axioms. Through this approach, the author demonstrates that changes in our understanding of numbers have often relied on the breaking of long-held conventions to make way for new inventions at once providing greater clarity and widening mathematical horizons. Viewed from this historical perspective, mathematical abstraction emerges as neither mysterious nor immutable, but as a contingent, developing human activity. Making up Numbers will be of great interest to undergraduate and A-level students of mathematics, as well as secondary school teachers of the subject. In virtue of its detailed treatment of mathematical ideas, it will be of value to anyone seeking to learn more about the development of the subject.

Making up Numbers

"Making up Numbers: A History of Invention in Mathematics offers a detailed but accessible account of a wide range of mathematical ideas. Starting with elementary concepts, it leads the reader towards aspects of current mathematical research. The book explains how conceptual hurdles in the development of numbers and number systems were overcome in the course of history, from Babylon to Classical Greece, from the Middle Ages to the Renaissance, and so to the nineteenth and twentieth centuries. The narrative moves from the Pythagorean insistence on positive multiples to the gradual acceptance of negative numbers, irrationals and complex numbers as essential tools in quantitative analysis. Within this chronological framework, chapters are organised thematically, covering a variety of topics and contexts: writing and solving equations, geometric construction, coordinates and complex numbers, perceptions of ‘infinity’ and its permissible uses in mathematics, number systems, and evolving views of the role of axioms. Through this approach, the author demonstrates that changes in our understanding of numbers have often relied on the breaking of long-held conventions to make way for new inventions at once providing greater clarity and widening mathematical horizons. Viewed from this historical perspective, mathematical abstraction emerges as neither mysterious nor immutable, but as a contingent, developing human activity. Making up Numbers will be of great interest to undergraduate and A-level students of mathematics, as well as secondary school teachers of the subject. In virtue of its detailed treatment of mathematical ideas, it will be of value to anyone seeking to learn more about the development of the subject.