- •Contents
- •Передмова
- •We are students at donetsk national university
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words
- •Student Dima Loboda
- •Student Dasha Klimova
- •Student Nastya Savchuk
- •Student profile
- •L earn mathematics in English Cardinal and ordinal numbers
- •1. Read the text about two arithmetical operations and do the exercises that follow it Basic arithmetical operations. (Addition & subtraction)
- •What’s your best friend like?
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words
- •Who’s their ideal partner?
- •L earn mathematics in English
- •1. Read the text and do the exercises below it Basic arithmetical operations (Multiplication & division)
- •A day in the life of a student
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words
- •I. Look through the text and do the tasks
- •Learn mathematics in English
- •I. Read the text and do the exercises below it. Advanced arithmetical operations
- •What’s your university like?
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words:
- •Donetsk national university
- •The University of Sheffield
- •1. Find a partner from the other group. Tell each other the information you read about one of the universities
- •Fractions
- •The city I live and study in
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words:
- •Learn mathematics in English
- •Mixed numbers
- •Mathematics is the queen of scienses
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •Key words:
- •“`A mathematician is a machine for converting coffee into theorems”. /Paul Erdos/
- •L earn mathematics in English
- •Equivalent fractions
- •Reciprocals and the "invisible denominator"
- •The language of mathematics
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •Key words
- •L earn mathematics in English
- •Statistics is very serious!
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •Key words:
- •Statistics is very serious!
- •Get to know a typical computer
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words:
- •Get to know a typical computer
- •Computer without a program is just a heap of metal!
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary.
- •2. Key words
- •We can’t imagine modern computing without them
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words
- •I. Read the following texts and do the tasks Alan Turing
- •Tim Berners-Lee
- •He has left mathematicians enough to keep them busy for five hundred years
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary.
- •2. Key words
- •I. Read the text and do the tasks niels henric abel
- •Getting to know each other better
- •II. Swap charts with b. Ask a to explain the information in his/her chart. Ask for more information
- •III. Explain your answers to b
- •Mood graph
- •A time for everything
- •Expert opinion
- •Vocabulary
- •Vocabulary
- •What’s your body age?
- •I. Read the questionnaire and answer the questions below, adding or subtracting the numbers after your answer from your actual age
- •How many friends can you share problems with?
- •15. Have you taken antibiotics in the past five years?
- •II. Check your score
- •If you're younger than your years
- •I. Look at your partner’s answers. Ask for more information, for example: What is your worst diet habit? How much time do you have for yourself?
- •II. Some ways to lower our body age are given below. Read it and give your partner some good advice starting with the following words: I think you should…
- •Donetsk national university
- •Inspires students’ enthusiasm for learning
- •An ideal teacher
- •Is a well-educated person has a good sense of humor is a polite and a punctual person delivers interesting lectures
- •Numbers
- •I. Mind–map’ numbers’. When you read this ‘mind-map’, you’ll meet words that are new to you. First try to guess their meaning and then look them up in a dictionary.
- •II. Answering and explaining
- •III. Playing a trick with numbers
- •IV. The ‘Terribly Stressed‘ game
- •I. Use this mind-map ‘Four basic operations in Mathematics’ as a topic activator to speak about the basic operations in Arithmetic
- •III. Reading, writing and saying numerical expressions
- •3. Look at each numerical expression written in symbols and signs. Then say it in words. Your partner will listen to see if you repeat correctly and correct your incorrect answers
- •I. Use this mind-map ‘Algebra’ as a topic activator to speak about Algebra (its origin and some facts from its history)
- •II. Match each numerical expression in the left column with the equivalent expression in the right column
- •Look at the expressions written in words and write them in mathematical notation (in symbols)
- •III. Read the following inequalities aloud. Your partner will check your answers
- •I. Mind-map ‘Geometry’. Use this map to speak about geometry (its meaning, the history of its development, its application). Add more information you know
- •II. Working with geometric terms. Demonstrate your knowledge of geometric terms. Work in pairs (a/b)
- •The language of mathematics
- •Practice set 12
- •III. Draw your mood graph or graph with your marks showing changes during the week or a month (semester). Explain it to your partner
- •Some facts from the history of mathematics education
- •I. Read the article and mark the sentences t (true), f (false) or ng (not given)
- •Do you know that…
- •II. Search for some information about one of these mathematics teachers and share it with other students. Make a table of the most important facts of his/her biography
- •Ancient sources of information
- •I. Choose from (a-j) the one which best fits each of (1-7). There are two choices you do not need to use.
- •II. Tell your partner about these famous papyri
- •III. Find some information about Mathematics of ancient civilizations and share it with other students (e.G. The Maya calendar, the ancient numeration systems)
- •The history of the symbols for plus and minus
- •I. Read the article. Guess the meaning of the highlighted words. Check with the teacher or your dictionary
- •II. Read the article again. Say what events the following years refer to:
- •III. Tick (√) the things the article says
- •IV. Read the facts listed below. In pairs, discuss which one is the most surprising do you know that...
- •V. Find some information on the history of the mathematical symbols. Give a presentation to the students of your group
- •Statistics
- •I. Match the words with their definitions:
- •II. Decide if the given statements are true (t) or false (f) according to the text
- •III. Search for information about one of the scientists listed below and then give a presentation
- •Important contributors to statistics
- •Degrees and diplomas in statistics
- •III. Do you know anything about awards in Statistics in your country or abroad?
- •Why is there no nobel prize in mathematics?
- •I. Read the text. Seven sentences have been removed from it. Choose from the choices (a- I) the one which fits each gap (1-7). There are two choices you do not need to use
- •III. Work in pairs. Tell your partner why Nobel decided against a Nobel Prize in mathematics
- •Major awards in mathematics
- •The obverse of the Fields Medal
- •The reverse of the Fields Medal
- •A. Fields medal
- •III. Look at these words. Why are they important in this text?
- •B. Abel prize
- •IV. Focus on these words. Why are they important in the text?
- •VI. Compare the major awards in Mathematics with the Nobel Prize by using like (similar to) or unlike (different from) in the sentences
- •V. Search for more information on the following topics on the Internet and share it with other students
- •Abel Prize Laureates
- •Fields medalist
- •I. Decide if the given statement is true (t) according to the text, if it is false (f) or if the information is not given (ng) in the text (Work in pairs)
- •II. Number these events in the order they happened. Look at the Reading
- •III. Interview your partner about this great mathematician (Work in pairs)
- •IV. Ask and answer the following questions in pairs
- •II. Match the number with its symbolic meaning:
- •III. Answer the questions below and then ask for more information (Work in pairs)
- •Do you know that…
- •IV. Find information on the Internet and give a presentation of the number you are interested in (brings you good or bad luck)
- •Text 10
- •Reading and Speaking
- •Number and reality
- •I. Match the word with its meaning:
- •II. Work in pairs. Decide if the sentences 1- 7 are t (true) or f (false)
- •A strong mathematical component
- •I. Choose from (a-j) the one which best fits each of (1-6). There is one choice you do not need to use
- •II. Match choices (a-d) to (1-4)
- •III. In pairs, find and then say what events the following years refer to:
- •IV. Do you know an artist (a writer) having a strong mathematical component in his/her creative work? Search for information on the Internet and give a presentation on the subject
- •Reading and Speaking fractal
- •I. Match the words with their meanings:
- •II. Choose from (a-f) the one which best fits each of (1-5). There is one choice you do not need to use
- •III. Work in pairs. Tell your partner about fractal
- •IV. On the Internet search for information about applications of fractals and then share your information with other students
- •Healthy computer work
- •Match the words with their meanings:
- •I I. Read the article once and then decide if the following guidelines are true, false or are not mentioned in the text above
- •III. Team work. Work out the main rules for operating the computer. The winner is to give clear recommendations for young people working on the computer. The first one is given for you
- •IV. Ask and answer the questions (Work in pairs)
- •Computers can do wonders
- •I. Match the words with their meanings
- •II. Decide if the following statements are true or false (t/f) by referring to the information in the text
- •III. Work in pairs. Tell your partner about the most surprising facts from the article
- •IV. Search for information about ‘computer wonders’ on the Internet and give a presentation about new computer developments (e.G. Robots)
- •Watching ‘how did mathematics begin? (a cartoon)
- •I. Answer the following questions:
- •II. Tell the class about the most interesting facts you have learned from the cartoon. Do you agree with the information mentioned in the cartoon? Add more information about the development of numbers
- •Recommendations and some useful phrases for giving presentations
- •Introduction
- •Introducing your subject
- •If you make a mistake, start your sentence again.
- •If you can’t remember a word, use another one.
- •Conclusion
- •Inviting questions
- •Questions
- •Wording mathematical signs, symbols and formulae
- •Answer keys
- •References
III. Draw your mood graph or graph with your marks showing changes during the week or a month (semester). Explain it to your partner
Practice set 13
I. Use this mind-map to speak about advantages and disadvantages of computers. Add more information
II. Draw a chart showing the main parts of the computer system. Follow these steps:
- At first draw the two main components: software and hardware
- Then draw the software parts
- After that draw the hardware parts
- Show your chart to your partner. Does he/she agree with the elements shown?
III. Work in pairs. Look at your chart and tell about the functions of each element
Part III
Text 1
Reading and Speaking
Some facts from the history of mathematics education
Elementary mathematics was a part of the education system in the most ancient civilizations, including ancient Greece, ancient Rome and ancient Egypt. In most cases, a formal education was only available to male children with a sufficiently high status, wealth or caste.
In Plato's division of the liberal arts into the trivium (education) and the quadrivium (classical education), the quadrivium included the mathematical fields of arithmetic and geometry. This structure was continued in the structure of classical education that was developed in medieval Europe. Teaching geometry was based on Euclid's Elements. Apprentices to trades such as masons, merchants and money-lenders could expect to learn such practical mathematics as was relevant to their profession.
The first mathematics textbooks to be written in English and French were published by Robert Recorde, beginning with ‘The Ground of Arts’ in 1540.
In the Renaissance the academic status of mathematics declined, because it was strongly associated with trade and commerce. Although it continued to be taught in European universities, it was seen as subservient to the study of Natural, Metaphysical and Moral Philosophy.
This trend was somewhat reversed in the seventeenth century, with the University of Aberdeen creating a Mathematics Chair in 1613, followed by the Chair in Geometry being set up in the University of Oxford in 1619 and the Lucasian Chair of Mathematics being established by the University of Cambridge in 1662. However, it was uncommon for mathematics to be taught outside of the universities. Isaac Newton, for example, received no formal mathematics teaching until he joined Trinity College, Cambridge in 1661.
In the eighteenth and nineteenth centuries the industrial revolution led to an enormous increase in urban populations. Basic numeracy skills, such as the ability to tell the time, count money and carry out simple arithmetic, became essential in this new urban lifestyle. Within the new public education systems, mathematics became a central part of the curriculum from an early age.
In the twentieth century mathematics became a part of the core curriculum in all developed countries.
During the twentieth century mathematics education was established as an independent field of research. Here are some of the main events in this development:
- A Chair in mathematics education was created at the University of Göttingen, under the administration of Felix Klein in 1893.
- The International Commission on Mathematical Instruction (ICMI) was founded in 1908, and Felix Klein became the first president of the organization.
- A new interest in mathematics education emerged in the 1960s, and the commission was revitalized.
- In 1968, the Shell Centre for Mathematical Education was established in Nottingham.
- In 1969 the first International Congress on Mathematical Education (ICME) was held in Lyon. The second congress was in Exeter in 1972, and after that it has been held every four years.
In the 20th century the cultural impact of the "electric age" was also taken up by educational theory and the teaching of mathematics. While previous approach focused on "working with specialized 'problems' in arithmetic", the emerging structural approach to knowledge had "small children” meditating about number theory and 'sets'.