1/5/22, 3:45 PM IDENTIFY MATH AND SCIENCE MANIFESTATIONS IN THE COURSE CONTENT AND WORKPLACE

IDENTIFY MATH AND SCIENCE MANIFESTATIONS IN THE COURSE

CONTENT AND WORKPLACE

Site: TESDA PROVINCIAL TRAINING CENTER - IBA Printed by: Danica May D. Trapsi
Course: TRAINERS METHODOLOGY LEVEL 1 Date: Wednesday, 5 January 2022, 7:45 AM
IDENTIFY MATH AND SCIENCE MANIFESTATIONS IN
Book:
THE COURSE CONTENT AND WORKPLACE

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Table of contents

1. IDENTIFY MATH AND SCIENCE MANIFESTATIONS IN THE COURSE CONTENT AND WORKPLACE

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1. IDENTIFY MATH AND SCIENCE MANIFESTATIONS IN THE COURSE CONTENT AND WORKPLACE

INFORMATION
SHEET 2.1-1

COURSE
CONTENT OF MATH AND SCIENCE AS APPLIED TO TECHNICAL TRAINING

Learning
Objectives:

         After reading this information sheet,

you must be able to:

1.
Discuss the basic Arithmetic/ four fundamentals operations

2.
Discuss Elementary Algebra

3.
Discuss Basic Science

4.
Explain Review of learning outcomes for math and science

5.
Identify and discuss the different training aids, audio visuals and learning
materials in teaching and adopting math and science in the area of
technical
training.

6.
Identify and discuss the different mathematical and science models/ representation

COURSE CONTENT
OF MATH SCIENCE AS APPLIED TO TECHNICAL TRAINING

Basic
arithmetic/four fundamentals operations

The four
elementary operations of arithmetic are addition, subtraction, multiplication
and division. Counting is the most basic concept of
arithmetic. Counting in the most fundamental sense involves the set of numbers
called the natural numbers (also called counting numbers for
this reason).
It is the
ordered set of numbers {1, 2, 3...}. Basic arithmetic generally takes place in
this setting.
When counting is
done, a number is incremented from one member of the set to the next. (See Peano axioms and Counting in set
theory for
a higher-level discussion.)

Elementary
Algebra

Elementary algebra
encompasses some of the basic concepts of algebra,
one of the main branches of mathematics.
It is typically taught to
secondary
school students and builds on their
understanding of arithmetic.
Whereas arithmetic deals with specified numbers, algebra
introduces quantities 
This use of variables
entails use of algebraic notation and an understanding of the general rules of
the   operators
introduced in arithmetic.
Unlike abstract
algebra, elementary algebra is not
concerned with algebraic structures
outside the realm of real
and complex
numbers.
The use of variables to denote quantities allows general
relationships between quantities to be formally and concisely expressed, and thus
enables
solving a broader scope of problems.
Many quantitative relationships in science and mathematics
are expressed as algebraic equations.

BASIC SCIENCE

Some of the research that is conducted

in the field of psychology is more "fundamental" than the research
conducted in the applied
psychological disciplines, and does not necessarily
have a direct application. The subdisciplines within psychology that can be
thought to reflect
a basic-science orientation include biological psychology, cognitive
psychology, neuropsychology, and so on. Research in these subdisciplines is
characterized by methodological rigor.

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The concern of psychology as a basic
science is in understanding the laws and processes that underlie behavior,
cognition, and emotion.
Psychology as a basic science provides a foundation for
applied psychology. Applied psychology, by contrast,
involves the application of
psychological principles and theories yielded up by
the basic psychological sciences; these applications are aimed at overcoming
problems or
promoting well-being in areas such as mental and physical health and
education

Review of learning outcomes for math and science

Training Methodology for science and math as applied
to technical training
Different training aids, audio visuals and learning
materials in teaching and adopting math and science in the area of technical
training

INFORMATION
SHEET 2.1-2

REVIEW OF LEARNING OUTCOMES FOR MATH AND SCIENCE

REVIEW OF LEARNING OUTCOMES FOR MATH AND SCIENCE

The aim of the current study compared the learning outcomes of students
with math in high and low frustration tolerance. Person failing to
feature in
the slow failed despite repeated efforts to resist the environment is hostile
samples used in this study, students in two class of human
sciences and
mathematical sciences from a public high school located in the region in Zanjan
province was TAROM. Failure tolerance measure
of student frustration tolerance
test (ERTO) was used to check the match performance of students in their match
scores from the first half year
was 89-90 degrees for data analysis descriptive
statics and test and correlation coefficient were used. Statistical result
showed frustration
tolerance between students and their match performance and a
significant positive relationship (P<0.0 5, r=0.65) is well tolerated among
the
scores of students fail math degree field of human there is a significant
difference (t=20.65 and 36 degrees of freedom with a significant level of
0.012). So, using the statistical result can be expressed conclude that the
amount of math learning is students who are failing to stand high in
most of
the students who have low frustration tolerance, the tolerance level of
students failing math degree is better than human field.

INFORMATION
SHEET 2.1-3

DIFFERENT TRAINING AIDS, AUDIO VISUALS AND LEARNING

MATERIALS IN TEACHING AND ADOPTING MATH AND SCIENCE IN
THE AREA OF TECHNICAL
TRAINING

Training teachers in the use of audio–visual media

and educational technology is a general objective constituting an essential
part of both initial
and follow–up training for three reasons:

1
In the material sphere. Ever since the 6th Plan, French schools have
been provided with more and more audio-visual appliances in order, in
the words
of the Plan, ‘to improve the output of the education system’. This
often-appreciable capital investment demands training which will
produce
teachers capable to putting it to good effect: an appliance is useless unless
people are trained to use it.
2
In the intellectual and educational sphere. Whether we take software
(broadcasts, photographs, etc.) or hardware (appliances), the volume
of
domestic equipment and the consumption of audio–visual material continue to
grow—in certain cases and for given social strata, almost to
saturation point
(black and white TV for example). The educational establishment can no longer
ignore this new dimension of learning and
irrespective of their subject
(although of course related to the subject objective), teachers must
incorporate its constituent elements into their
teaching, even if this means
redefining the teaching of that subject in relation to the new media.
3
Finally, there is the question whether to introduce media culture as a subject:
newspapers, radio and television newscasts, radio and
television programs, etc.
It seems unlikely that we can continue to accept a smattering within the
existing curriculum; in our opinion the media
of social communication must be
taught as a social science.

INFORMATION
SHEET 2.1-4

DIFFERENT MATHEMATICAL
AND SCIENCE MODELS/ REPRESENTATIONS

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QUANTITATIVE
MODELS

"Models are tentative pictures of relationships that attempt to

describe causality at points in time and space (Byrne, 2002)."
The concept explains the importance of qualitative and quantitative
modelling in the field of systems dynamics. It explains the key differences
between the two forms of modelling and offers practical advice on how the two
forms can be implemented simultaneously for superior
outcomes.

GRAPHS AND DIAGRAMS

The definition of a diagram is a graph, chart, drawing or

plan that explains something by showing how the parts relate to each other.

Graphs is a diagram representing a

system of connections or interrelations among two or more things by a number of
distinctive dots, lines,
bars, etc.

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