Observation and Introductions
As we all went through High school age and end up in College, we saw a big different in mathematic levels. My brothers are student in high school, when I see their mathematic lessons I feel this just repeat for middle school math, not advance. Middle school mathematic are introduction levels to high school and in many districts their levels will pass the introduction but in general its introduction to high school. But high school must be an introduction to college levels not just continues of lower level than middle school. This will lead into a weak mathematic level that future college will face a dramatically low in their scores and will start from beginning and waste time for that.
The student ability is more
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than what in high school teach, most of the students do not study hard in their school years and there for they face a big challenge in future. The system must change the books and courses, while the teacher should have an input that will benefit the student latter in his college terms. Adding algebra with geometry together not separate them, will help the students to apply what they got from algebra again in geometry with short time not long. The student take algebra after two semesters he then take geometry and again two semester latter he will take algebra 3,4. This is waste of time and will not help the students to understand and apply the both algebra and geometry at the same time. The result of this is combination will help the student to solve some hard problems that sounds more like some calculus problems. I had to pull some info from the Phoenix union high school district to see the mathematic level and do an interview with high school counselor to understand the levels and the requirements. Data Collections While observing this data, I noticed that many high school students, who gradate from high school and went to college there is a big chance that most of them are in level of Algebra, and even though they are in that level most of them will have some difficult time to pass that level, and enter the pre calculus and to calculus class. Most of the student who took calculus in high school and pass the class, their levels was either in algebra but most of them were in pre calculus in college. I my self saw the difference between high school the one in Phoenix district and now in Glendale district. I gradate from Camelback High school back in days, I finish the calculus not just as normal regular schedule, I had to take an extra period night class in Metro high school to finish some mathematic levels. On the Phoenix union district the mathematic course were, begin from algebra up to AP calculus.
I was confused when I was at high school I start pre algebra, because I do not see pre algebra. I then deiced to interview a high school consoler MS. Chaves, she was my high school consoler at Camel back.
I asked her that there are some courses that are in the phoenix district like statistic and trigonometry and modeling or math technology courses that I kindly hear about it but I did not really think about nor the teachers tell us info about these course.
She said that most of the students in Phoenix union high school distract are mix of backgrounds and there is high percentage of them are second language and most of them are ESL students. Then she showed me a diagram that how the counselor make or conclude their decisions on the students level of mathematic from freshman year at high school.
She also said that base on the students we define their abilities and interest too.
- Students that want Principles of Math technology are interested in community college or vocational post HS experience.
- Students that want Pre Calculus are interested in: Calculus but have been in regular pathway in grades 9-11, community college level
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math. - Students that want Discrete Math are interested in: any non-technical majors (English, History) needed student skills: interest in computer programing, average in algebra, able to think outside normal procedures, problem solver. - Students that want Trigonometry are interested in: Architecture, Construction, Engineering needed student skills: average in algebra but want to pursue college algebra as an entry level math course. - Students that want AP Statistics are interested in: Business, Psychology; and any Medical field, needed student skills: average math skills, good at writing, good with Ti calculator.
Literature
Source 1:
Heitin, L. (2015, February 14). Common Core Seen Falling Short in High School Math. Retrieved September 28, 2016, from http://www.edweek.org/ew/articles/2015/02/25/common-core-seen-falling-short-in-high.html
Purpose: the purpose of this study was to find the path of mathematic levels and determine the outcome in the student’s future.
Method: the study was that 75 percent of student who went though pre-calculus eventually graduated with a bachelor. The fear is that students will not take course beyond algebra 2 which the data show are correlated with an increased likelihood of college graduation, because the common core does not explicitly require them.
Results: mathematic levels are very important in order to define the rate of graduate college with B.S degree.
Source 2:
Purpose: the purpose of this study was to find why you should choose math in high school.
Method: the study was to define why students should choose math. And the outcome will surprise you. Most of the students who choose math find that they become smarter and the make more money and to get easier time at college and
university. Overview The results of these studies prove just how important math in our studies in college and university, and latter in work. We all know that US academic core is the average to below other countries. And the math part is the part that we have an issue with it. We need a smart generation with smart brain.
I was never one to be inclined towards math or science. I always felt that English and writing were more my speed, and in turn I enjoyed them more. From Susan Jacoby’s point of view as shown in her essay “When Bright Girls Decide That Math is a Waste of Time,” this would not have been a good enough reason for me to stop taking those subjects in my later years of high school. However, I disagree. I think learning, especially as you get older and closer to college-age, should be about the subjects that allow you to thrive and discover yourself, not about those that you struggle with and cause you stress.
United States. National Center for Education Statistics. Long-Term Trends in Student Mathematics Performance. Sep. 1998. Web. 2 May 2009. .
I was in the third year of Mathayom when students are forced to make their first decision about future career. According to Thailand’s education system, high school is divided into different programs. Each program limits student’s choices when entering college. As a result, most parents, including mine, prefer their children to choose the Math-Science program, which provides more options. Moreover, my
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and
Mathematics has become a very large part of society today. From the moment children learn the basic principles of math to the day those children become working members of society, everyone has used mathematics at one point in their life. The crucial time for learning mathematics is during the childhood years when the concepts and principles of mathematics can be processed more easily. However, this time in life is also when the point in a person’s life where information has to be broken down to the very basics, as children don’t have an advanced capacity to understand as adults do. Mathematics, an essential subject, must be taught in such a way that children can understand and remember.
After his visit to a Shell Research Laboratory, my high school teacher in math told us in class that he was so happy with his education, because mathematics had helped him to understand the explanations and demonstrations that had been given by the Shell researchers. He said, "If you master mathematics then you can understand everything." That was certainly an exaggeration, but it nevertheless sounded like a golden message. Since I definitely wanted to have a better understanding of what was going on around me, mathematics seemed the obvious way to go. Also, if it was not much beyond high school math, then it was pretty easy in addition. What could one wish more? So I enrolled in every advanced math class offered in our high school. Pretty soon I discovered that mathematics was much more than a set of principles that helped one to solve intellectual riddles. It was not a finished system that one could aim to master after some limited time, but it was really a way of thinking, a means of expressing creativity: endless, an old established science, but still fresh and with undiscovered green meadows, nearby and far away.
Education has changed. We must learn a new style of teaching. Retrain ourselves to listen to lecture and overwhelming workloads. It has been 34 years since I graduated high school, I remember the basics math was simply it only required addition, subtraction, multiplication and fraction and we were done. A+ ( ) =
In addition, the project supports the goal of Texas two- and four-year public institutions documenting, updating, and communicating the skills students acquire in their programs by ensuring that marketable skills are communicated to participants throughout the project. Texas College and Career Readiness Standards (10.3.2) The ISTI curriculum and instruction will incorporate the Mathematics College and Career Readiness Standards to ensure that the participating students will be more likely to persist and succeed in the college level course
From my schooling, I had immense interest in Mathematics and thus I chose Mathematics and Science at my intermediate level. My school was the place at which I gained deep knowledge in the fundamentals of Maths and Science. Academic excellence has always been my primary goal & it has engendered in me a sense of competitiveness. I secured an aggregate of 89% in my high school and 86% in my higher secondary program. This performance helped me in getting admission into CVR College of Engineering, for my undergraduate program which is one among the top 10 colleges under Jawaharlal Nehru Technological University.
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
When I first started school it was obvious to my teacher that I was more advanced than my peers in most subjects, especially math. My teacher advised my parents that I should be placed in an advanced learning math class. For as long as I can remember math has been a fairly easy and engaging subject for me. I have had effortless classes, but do not be fooled, I have also had difficult classes. I will discuss my previous math knowledge and how it has influenced me in my current math class, as well as life in general.
To begin this essay, I will like to discuss two of my positive experiences dealing with mathematics. Some may say that they hate mathematics because it deals with numbers, functions, algebraic equations, etc. They may even say, “It’s complicated. When I will ever use radicals and long division in real life?” However, I actually like mathematics.
Logic and mathematics starting with basic arithmetic showed me how to follow steps, one at a time and one after another, to arrive at the results, one step at a time and after another. I learned that an error in one step will make all the following steps and results wrong. Mathematics like any other rule and pattern based discipline may show through experience and trial or error, how to solve problems first by following given methods and later, if needed, by combining and exploring different methods.
Devlin believes that mathematics has four faces 1) Mathematics is a way to improve thinking as problem solving. 2) Mathematics is a way of knowing. 3) Mathematics is a way to improve creative medium. 4) Mathematics is applications. (Mann, 2005). Because mathematics has very important role in our life, teaching math in basic education is as important as any other subjects. Students should study math to help them how to solve problems and meet the practical needs such as collect, count, and process the data. Mathematics, moreover, is required students to be capable of following and understanding the future. It also helps students to be able to think creativity, logically, and critically (Happy & Listyani, 2011,
This last means having met all the academic requirements within the curriculum of the race. The results obtained confirm the central tendency in the literature consulted, including, in the sense that indeed the prior performance of students in teaching Media does have power predictive regarding the performance of the students. Indeed, the main variables that determinants were statistically in the success of the students were, in the first place notes teaching media, second the score on the aptitude test Mathematics academic, and finally the number of gap years between the year of graduation of the middle school and year of admission to the University. High school notes actually seem to indicate that students with good performance academic before entering college have better methods of study, some discipline and individual responsibility, characteristics which are to be valued in the University System. In Thus, the importance of this variable is consistent with the general intuition. With respect to the score in Academic mathematics aptitude test seems to have greater importance than the fitness test Verbal academic, at least in commercial engineering, so the ability to solve problems with arithmetic, algebraic reasoning and