Rhoel Jerome R.

Sampaga
11 MAD8

STATISTICS REACTION PAPER

Statistics is a branch of mathematics dealing with the collection, analysis, interpretation,

and presentation of masses of numerical. It is also a collection of quantitative data and the practice
or science of collecting and analyzing numerical data in large quantities, especially for the purpose
of inferring proportions in a whole from those in a representative sample. Making effective
business decisions are always based on cost, time and prospect. Calculating money cost, time cost
and forecast of return, all are based on marketing research, data mining, information analysis and
findings. The way of the finding the answer is statistics.
Statistics is a set of disciplines for study quantitative information. Implied that several
methods used to collect or process or interpret quantitative data from large amount of information,
then finally generate a calculated number, for example average, mean, standard deviationetc.
All of these are the key reference for decision making or predicting consequences. Thus, it enables
us to estimate the extent of our errors. Statistics was primly developed in 17th century. It was
initially used in collecting population and recourses information of United States. But now,
statistics is widely applied in various fields after hundred years of progress.
Today, few professional activities are untouched by statistical thinking. However, only
statistics itself cannot give any conclusions and findings. It is significant when complied with other
subjects or studies resulted in numerous of different independent disciplines were developed, for
example Environmental Health Statistics, Biostatistics and Economics Statistics, etc. Beside
scholars, many decisions that business managers make involve data and for analyzing problems,
describing policies and programs, monitoring progress, improving program operations and
evaluating outcome. A new breed of number cruncher, Super Cruncher, analyzed large amount of
data and discover the correlation between them.
In addition, Statistics enables us to organize and arrange a basket of data, to link up their
relationships by using calculation and diagrams, to analyze the results, finally evaluate errors,
generate conclusion from small group to large group. You can prove what you want by statistics,
but it really sometimes lies by tricky stratified sampling, distorted graphs and dimness figures.
Rhoel Jerome R. Sampaga
11 MAD 8

GENERAL MATHEMATICS REACTION PAPER

Mathematics is the science of quantity. Anything which can be multiplied, divided, or

measured, is called quantity. Thus, a line is a quantity, because it can be doubled, trebled, or
halved; and can be measured, by applying to it another line, as a foot, a yard, or an ell. Weight is
a quantity, which can be measured, in pounds, ounces, and grains. Time is a species of quantity,
whose measure can be expressed, in hours, minutes, and seconds. But color is not a quantity. It
cannot be said, with propriety, that one color is twice as great, or half as great, as another. The
operations of the mind, such as thought, choice, desire, hatred, &c. are not quantities. They are
incapable of mensuration.

This paper is an attempt to explain the structure of the process of understanding

mathematical objects such as notions, definitions, theorems, or mathematical theories.
Understanding is an indirect process of cognition which consists in grasping the sense of what is
to be understood, showing itself in the ability to apply what is understood in other circumstances
and situations. Thus, understanding should be treated functionally: as acquiring sense. We can
distinguish three basic planes on which the process of understanding mathematics takes place. The
first is the plane of understanding the meaning of notions and terms existing in mathematical
considerations. A mathematician must have the knowledge of what the given symbols mean and
what the corresponding notions denote. On the second plane, understanding concerns the structure
of the object of understanding wherein it is the sense of the sequences of the applied notions and
terms that is important. The third plane-understanding the 'role' of the object of understanding-
consists in fixing the sense of the object of understanding in the context of a greater entity, i.e., it
is an investigation of the background of the problem. Additionally, understanding mathematics, to
be sufficiently comprehensive, should take into account (apart from the theoretical planes) at least
three other connected considerations-historical, methodological and philosophical-as ignoring
them results in a superficial and incomplete understanding of mathematics.

My postulate is that, in the process of teaching mathematics, we should take into account
both the history and philosophy (with methodology) of mathematics, since neglecting them makes
the understanding of mathematics superficial and incomplete.