Discussion in 'Jukwaa la Elimu (Education Forum)' started by Machozi ya Simba, Jun 4, 2012.
why kwaniin hili somo wa2 weng sana wanalichukia
Vifaa vya kufundishia na kujifunzia,aina ya walimu, njia za kufundishia ,motisha pia promosheni!!!!
Vyote vipo nyuma!
Numbers(not jus numb3rs bt Complex numb3rs)
mbona rahis kuelewa kwanini wa2 wanamwaga vumbi
Recently I saw this article and I thought we should encourage young people to learn maths because it is the core subject for all science subjects.
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[TD="bgcolor: transparent"] THE WORLD AFTER 2020 - EMPLOYING LOGIC
Johann Rupert, the South Africanchairman and CE of Richemont made some interesting comments recently which werewidely reported and applauded. He stated: "A few years ago, I said ifpeople do not watch it Europe will become an open-air museum for travellingChinese. Well, we are halfway there. You cannot work 35 hours a week, want toretire by 50 with full pension, have eight weeks of holiday and expect to bebailed out by people who work their butts off either in northern Europe or inChina. Life does not work like that. It's quite amusing as a South African thatwe're now debating how much credit should we extend to Europe." I havebeen reflecting on his comments and doing some simple calculations.
If the average European workingweek was increased from 35 to 40 hours then that's equivalent to a 14% increasein work done. Similarly, if average leave was halved to four weeks a year, thatwould account for a further 10% increase in productive time. Now in the civilservice the number of passport applications processed or the amount of garbagecollected, for example, will not have changed so the government workforce willbe some 24% larger than needed to get the work done. Similarly in business,unless there is more demand for products and services, companies too will findthemselves overstaffed by 24%. Assuming current unemployment is 10%, thenlaying off all these surplus workers will increase the overall unemploymentrate to above 30%. This means 24% fewer people paying tax and a lot more peopleclaiming unemployment benefits. True, the total wages bill will also havedropped unless the surviving workers demand a salary increase to compensate forthe added hours worked. And consumers as a group will have less to spend on thegoods and services produced by the lucky corporate survivors.
That's just the first calculation.Assume most people start working at age 20 and work till 50. That's 30 years.Now up the retirement age to 65. That means people have careers lasting 45years, a 50% increase in average working lives. The trouble is, if people don'tretire then there's no space for new people, specially young ones, to enter theworkforce. This change could, over time, cause a further 30+% increase in theunemployment rate. All in all this would take the unemployment rate to above50%. You might want to redo the calculations yourself and see if you come to asimilar answer. From previous newsletters, you will know of my concerns thatthe present world financial crisis is masking a much bigger crisis - advances oftechnology in recent decades have improved productivity to the extent that allthe world's goods and services can be produced by an ever shrinking proportionof the world's population of working age.
Now there are a couple of otherassumptions inherent in Mr Rupert's comment that warrant comment. I am not surewhat the term working butts off really means. However, I've a feeling itmeans working harder rather than working smarter; could the average Europeanworker have been working smarter than his or her Asian counterpart thusallowing the job to be completed sooner? On a different tack, nowadays theservice industries, which includes tourism, are the ones to be in by allaccounts rather than messy things like mining, steel manufacture or working ina factory so I'm not sure what's wrong with Europeans aiming to take Chinesevisitors for rides around their old buildings. After all, the upwardly mobileChinese population is probably a major target of the Richemont Group just as itis for European tourism companies. Maybe Mr Rupert would prefer that Chinesemillionaires bought his luxury bling and cigarettes rather than squanderingtheir money on grand tours?
Hata mimi sijui ila ni perception ya watu tu kuwa somo ni gumu but mathematics si gumu hata kidogo
Walimu ndo wagumu!!!! Niliingia chuo kimoja mwalimu wa somo akasema LAZIMA NIWAKAMATE from the start sikuwa na mahusiano mazuri na somo hili
Na akikamata anafurahi kwelikweli
Kwa sababu halianzi kufundishwa kwa kulipenda kuanzia mwanzoni, hata Waalimu wanaofundisha hesabu wao wenyewe hawalipendi.
Njia rahisi ya kuwafanya wanafunzi wazipende hesabati na kuwafanya kuujuwa umuhimu wake ni kuwa hesabati ziwemo katika kila somo na lisiwe ni somo la kipindi kimoja tu.
Hesabu ni somo linalokwenda kwa ‘principles' na lina vipengele vinavyotegemeana.
Ni somo ambalo linahitaji mtu asome kwa kuelewa na halitaki kuungaunga! Ukielewa hatua moja, ndo itakupelekea uifaham vizur hatua ya mbele yake and so on.
Hii inamaana unahitaji msingi mzuri toka unapoanza kusoma somo hili.
Hii ina maana uwe na walimu wanaolielewa vema somo lenyewe ktk kila hatua.
Ukipata mwalimu mmoja mchovu somewhere in-between, ndo mwisho wa habari yako…huendi mbele!
Hii ni tofauti kidogo na masomo mengine ambayo unaweza kukomaa ukatoka.
Mkuu, haya yote ni matokeo sio kiini cha tatizo!
What makes people avoid mathematics is the use of inappropriate teaching methods. Math is a subject that requires a lot of practical examples (the "projection" sub-topic will best be understood if learners are taken to the airport and see how aircrafts take-off and land etc. The "kinematics" will best be understood if learners are taken to the Lushoto skyline. "triangles and pyramids" sub-topic will best be understood if learners are taken to the pyramids of Egypt or, at least shown a video with something interesting about them)
Mathematics, as a subject, is the art of logical thinking. That means every living thing is a mathematician and it is only the dead who cannot understand mathematics
As a proof to my argument above, we find people who score "F of zero" in mathematics but they are very good carpenters and masons. Bill Gates, the inventor of the contemporary IT technology, was a mathematics "reject" but he is a geniuous today. Name others like Einstein, Newton etc who were "unpopular" to mathematicians but today ............
So it is just a quest of national priorities that make learners flee away from this subject that is the heart of all other subjects. People will only love math if the govt sets favorable policies to make this subject "lovable"
By saying "favorable policies" I don't mean budgetary % inflation. I mean setting policies that will stimulate educators to use all available teaching tools in making learners understand. Best practises can be used. e.g. Tumain University produces the best mathematics educators. The government invested zero shillings in building this university. It allocates a maximum of 60% cost per student as bursary but yet what we see coming from there is wonders.
Why don't we peak a leaf or two from Tumaini University and apply it to our oldest universities?
Why don't we stimulate the private sector investors in education by giving bursaries to learners at secondary school levels so they get admitted in private schools instead of embarking on over ambitious expensive community schools physical infrastructure development?
Can't we learn from Columbia, Venezuela, Chile, Netherlands who have applied the voucher system in education reduced spending in education while increasing quality? check these links http://www.tamongsco.org/od/uploads/Netherland%20education%20financing%20system%20Patrinos.pdf or search by google using key words like "education voucher" or names of popular education researchers of the world bank "Hanushek" "Woessman" "Psycharopolous" "Patrinos" etc
Nililichukia baada ya Mwalimu wangu kutumbukiza kitu kinaitwa 'pai', na nilipomuuliza huyo pai ni mdudu gani na anatoka wapi, nkaambiwa 'leave pai as pai'. Hiyo ilinikata stimu kabisa.
Basing on the fact that the government collects taxes for provision of social services including education, it is pertinent that the role and duty to educate Tanzanian citizens rests in the hands of the Government as it does in other sectors (health, University education, infrastructure etc.) whereby the private sector incurs the investment cost and assumes the provision role while the public sector assumes the learner direct financing role.In this way, the government is relived of the investment costs in terms of infrastructure and the management role. Under this arrangement, the quality of education improves while the costs on the part of the government are minimized. This system of PPP has worked successfully in countries with the highest quality of education like Netherlands which is among the eleven best education systems in the worldThe available figures confirm to the truth that it is cheaper to educate students in non-government schools than in public schools. In the USA for instance, educating a learner in a mission school is one third ([SUP]1[/SUP]/[SUB]3[/SUB]) as compared to the cost of educating the same in a public school. In Tanzania, the cost in private schools is only 50% as compared to that in public schools. The only thing that makes non-government schools appear charging more is the fact that learners in public schools contribute only 3% of the cost while they contribute 100% in private schools.This fact contradicts the general public view that it is extremely costly to educate a student in a non-government schools basing their arguments on the food students eat considering such services as luxurious. The truth is that a parent (tax payer) who sends his/her child to a non-government school is double taxed as s/he does not enjoy the money set aside for public schools. Instead s/he has to pay yet additional money for his/her child's fees.Many countries are sponsoring students even in non-government schools to enable them provide affordable cost effective education in order to enable them utilize resources available in non-government educational institutions. This is a sign of true PPP. Nonetheless, there are cases where the government faces scarcity of resources thus compelled to invite partners in development to extend an assistive hand, as it is in the case of non-government educational institutions.Yet, despite this noble invitation of assistance, most of the non-government educational institutions suffer from bank debts as they had to borrow money from the banks with an interest rate between 20-23%. Repayment of these debts has proven difficult and thorny because not only do these schools fail to recruit enough students to offset the debts but the bank interest rate has always been exorbitantly high. Given the banks' high interest rates, it is very unlikely that new investors can be attracted to invest in the educational sector let alone being able to maintain and/ expand the existing infrastructures. The consequence of imposing high bank interest rates has either been closure of many schools or forcing school owners to venture into other cost effective services.The way forward: Non-government schools and colleges should not be viewed as competitors by the government but rather as true partners in the provision of quality education. This is because, all over the world, education quality has been achieved after having effective PPPs. Besides, all countries which provide quality education have well performing economies. Since 87% of Tanzanians are employed in Agriculture, it is pertinent that we can only get emancipated economically if we combine quality education and KILIMO KWANZA.We appeal for the following: -i. The government should open and facilitate the opening of the soft loan window for schools ‘ELIMU NI MHIMILI" (education is the Pivot) as in the case of KILIMO KWANZA (agriculture first). In fact we may combine the KILIMO KWANZA motto with that of education so that it reads "KILIMO KWANZA CHENYE MHIMILI WA ELIMU BORA" (AGRICULTUR FIRST PIVOTED AROUND QUALITY EDUCATION).ii. The government should contract an independent consultant to study the unit cost of education in Tanzania who, we believe, will confirm that it is cheaper to educate students at non-government schools than at government schools.iii. The government should give students the requisite funds in the form of vouchers for students to seek education at either government or non-government schools. It should do as it is doing for Universities. Subcontracting this way will definitely lower government's costs as in the case of TANROADS or in Universities where the government is not compelled to sponsor students 100% as it was happening in the 1990 whereby university education was provided and financed by the government alone.
Ila tunakokwenda kama hatutatengeneza wana sayansi wengi mambo yatakuwa hovyo kabisa, especially kwenye ajira na kujiajiri maana karibu kila kitu kitakuwa supported na advanced technology, which has to do with mathematics.
Tuwatie hamasa watoto wetu ya kupenda mahesabu.I encourage my kids to work hard to learn mathematics from early stages
Pole sana Mkuu. Lakini PAI (3.142) ni kitu rahisi sana kukielewa. Ukichukua mzingo wa duara lolote lile na kugawanya kwa kipenyo chake ndiyo unapata hiyo namba 3.142 au 22/7 inayoitwa PAI.
maths ngumu banaa,huwezi linganisha na somo kama history geograph au chemistry,inahitaji thinking ya hali ya juu!
Thinking Ya Hali ya Juu! Nimekuelewa sana, lack of it ndio huu upuuzi tunaouna kwa watendaji wetu kuanzia kwa Mkulu mwenyewe mpaka kwa watoto wetu wa sekondari, umenifanya niamue kurejea nilipoiachia math kumbe bila math maisha ni magumu.
Kwani katika mambo ya kawaida hakuhitaji thinking ya hali ya juu? Math ni somo la kawaida tena sana inahitaji kusoma na kujituma kujua basi. kama unaweza biology why not mathematics?
mkuu,kwa mfano calculus,utalinganisha na mada gani ktk kiswahili?au maclaurin series utalinganisha na kuchanganua sentensi kwa matawi?wakati mwingine 2kubali 2 kwamba maths is a" bad ass"c unaona mwenyewe matokeo ya madogo yanavyopambwa na F za maths?
KUBALINI MSIKUBALI MATHEMATICS IT'S TOUGH KULIKO ANY OTHER SUBJECTS, BINAFSI NILISOMA MATHEMATICS LAKINI MTITI WAKE SIO WA KITOTO KA MASOMO MENGINE. Mfano A-Level KUNA TOPICS 18 LAKINI KUZIMALIZA SI JAMBO DOGO AISEE, PIA KUNAWAUNGWANA WANADAI UGUMU WA SOMO NI KICHWA CHA MWANAFUNZI MWENYEWE HILO NI KWELI PIA KUBALI USIKUBALI MATHEMATICS NI TOUGH INAHITAJI MAZOEZI YAKUTOSHA. KAMA MTU UKIAMUA KUISOMA A-Level BASI KUBALI KUWEKA UBROTHER MENI na USISTER DUU PEMBENI
UTALINGANISHA NA TOPICS ZA SOMO GANI????