Student No. 1873281 Assignment: SEMATICS in the Knowledge building process EDUC4269 Student No. 1873281 Section B Question 1: Semantic (Density) Analysis Here are the sematic maps of different formulas that one can use in financial mathematics, which illustrate the complexity of meaning, how these meanings are related (or not ) to one another within the mathematical discourse and financial mathematics. Student No. 1873281 Assignment: SEMATICS in the Knowledge building process EDUC4269 Starting with the present value (A) of annuities. For the reason that annuities are regular payments made, the formula itself is a result of cumulative knowledge building. Because as an annuity, it thus makes it a sequence of payments. Similarly, to the future value of annuities. So there can be more relation establish with other meanings (such as the geometric sum derived from first principle, with the formula of both future (B) and present value (A) of annuities – together with its part of compound interest formula (D) in it), leading to a stronger sematic density (SD+). Student No. 1873281 Assignment: SEMATICS in the Knowledge building process EDUC4269 Moreover, for one get the conceptual understanding of “effective and nominal interest rates” (C), one should start building from the knowledge of compound interest (which involves fewer meanings), towards a concept or knowledge that is concerned with greater implication of meanings. And that will be the concept of “effective and nominal interest rates” (C). therefore, by doing so we are strengthening the sematic density (SD↑) to become strong (SD+). In conclusion, since these formulas are not bound to one topic or big idea within the Mathematics context. Therefore, the use of it means that they are concerned with cumulative knowledge building. So, to say that segmentalism is more avoided in financial mathematics. Question 2: Responding using the videos i) The semantic density of the knowledge presented Reflection 1_6 Simple interest Throughout this lesson, financial mathematics concepts which are complex were being used. This shows that the sematic density of this lesson was relatively strong (SD+). 2_6 Compound interest This lesson was an inductive lesson, whereby it started with by solving an example, It could be said that the kno wledge-building was based on the procedural knowledge. So the lesson itself, was strengthening the sematic density (SD↑) 3_6 Future Value Looking at the idea that financial mathematics concepts, which are complex and networked, are used in this lesson. It shows that the sematic density of this lesson was relatively strong (SD+) as part of formal knowledge and understanding. 4_6 Future value The lesson outlines a shift from an everyday knowledge to scientific knowledge, thus it shows that the repacking of meaning is concerned. Therefore the lesson resulted in SD+ 5_6 Present Value Like wise, here the lesson (SD↑), since there is a shift from symbols of few meanings towards one implicating a greater range of meanings ( inductive), 6_6 Outstanding balance The focus knowledge of this lesson was how meanings and ideas are related to one another, in other to solve the different problem. So since the semantic density can also be conceive in terms of relationality, as ideas and meaning were being related, the stronger the SD get. Student No. 1873281 Assignment: SEMATICS in the Knowledge building process EDUC4269 ii) How sequential knowledge is constructed ( or not) in the lesson using the idea of semantic waves. Reflection 1_6 Simple interest In relation to the sequence of how knowledge is constructed in this lesson, starting from introducing the big idea of the topic, there is a quick shift to the knowledge of finance that is tied to our everyday life. So the sematic range, waves from the prosaic code (SG+,SD-) to rhizomatic code (SG-,SD+). Therefore, the knowledge building exist through building on what learners already know already know (inductive explanation). 2_6 Compound interest Likewise, in this lesson, the sematic range, waves from the prosaic code (SG+,SD-) to rhizomatic code (SG-,SD+). Because the knowledge building exist through building on what learners already know already know (inductive explanation). Moreover, it waves back to prosaic code (SG+,SD-), for further clarity before introducing the new idea in a lesson, then to rhizomatic code (SG-,SD+) which is the new idea of using logs. 3_6 Future Value Here the sequence of the lesson is based on the sematic range, whereby there is a wave from rhizomatic code (SG-,SD+) to prosaic code (SG+,SD-), ends with relational understanding of the knowledge presented at the rhizomatic code (SG-,SD+). 4_6 Future value Again, here the sequence of the lesson is based on the sematic range, whereby there is a wave from rhizomatic code (SG-,SD+) to prosaic code (SG+,SD-), ends at the rhizomatic code (SG-,SD+). As a result, the cummulative knowledge building is seen through the relational understanding that learner have obtained. 5_6 Present Value Similarly, present value lesson. Knowledge is sequential constructed based on the sematic range, whereby there is a wave from rhizomatic code (SG,SD+) to prosaic code (SG+,SD-), ends at the rhizomatic code (SG-,SD+). As a result, the cummulative knowledge building is seen through the relational understanding that learner have obtained. Student No. 1873281 Assignment: SEMATICS in the Knowledge building process 6_6 Outstanding balance EDUC4269 With a relational understanding that learners have. This lesson is sequence in a way that allows them to generalize knowledge across different context or ideas such as present value, future value and compound interest. It shows that the sematic range, start waving from rhizomatic code (SG-,SD+) which is part of formal knowledge, then it goes to prosaic code (SG+,SD-), and then back to rhizomatic code (SG-,SD+) continuously. But note that more time is spent on the rhizomatic code (SG-,SD+).
