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Sample research proposal on influence of parental involvement in academic performance
Sample research proposal on influence of parental involvement in academic performance
Sample research proposal on influence of parental involvement in academic performance
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I had a problem with math when I was in third grade. I wasn’t the best person in the subject. I was afraid of the numbers. But I was able to overcome it. My parents helped me, I became more confident, and everyone around me supported me. In the end, I started to like it and enjoy it. But one incident changed the way I looked at it. I always had a struggle with math when I was younger. It was a subject that I didn’t care for and I usually just ignored it. But this “ignored subject” became more and more important and was pretty much impossible to ignore. I started falling behind and my grades were getting worse slowly. It was a “ dark time”. I tried Kumon, but that class pretty much confused me even more. I also tried Abacus, and things were just getting better …show more content…
All of the programs that were supposed to be helping me didn’t help at all. And when we had 10 minutes left, I was still on problem 6 out of 20. My eyes started to tear up. How did the “perfect A student’ come to this? This was frightening, and I was very sad coming home that day. That was the final straw. I had to do something. I talked to my dad, and he said he was going to tutor me for one day, and I could choose what I wanted to do. After one day, I loved it. It was the best thing that happened. I was so fascinated by every single formula to every decimal point. My math grades started to slowly increase. My father said something that changed the whole aspect of math for me. “Don’t fear the numbers, the numbers have to fear you,” he said. And that saying is imprinted in my head even today. The final math test came. I was a bit nervous. I remembered what my dad said. I wrote my name and wrote down all the answers. It was so easy yet enjoyable. I aced the class, and passed the test with flying colors. I lost fear for math. I felt immensely proud. And that’s how my passion for math
You can’t go to the grocery store and walk away without making at least one comparison, which, you learned in math all your life. Besides waking up in the morning, the first thing you do is get ready for the day. Believe it or not, you are using math as soon as you open your eyes, especially when getting ready. The first thing you do is look at the alarm which already has numbers on it, then you get in the shower and turn the water on and to run the shower you must use electricity. Even though you don’t think about using electricity and running, the water is controlled by numbers.
At first, I was thinking what did I bring to the table, when I sat there in class, knowing my math teachers didn’t believe I was cut out for this. I won’t lie, I did give up in the end, because I fina...
This deep dive into self-knowledge occurred when I received my first progress report for second semester Ninth Grade Algebra. To say that I was put into a space of shock and awe is an understatement; I was outraged. I was completing all my assignments and turning in homework, but my poor test grades were obliterating my grade.
I also learned that mathematics was more than merely an intellectual activity: it was a necessary tool for getting a grip on all sorts of problems in science and engineering. Without mathematics there is no progress. However, mathematics could also show its nasty face during periods in which problems that seemed so simple at first sight refused to be solved for a long time. Every math student will recognize these periods of frustration and helplessness.
When I was in the sixth grade I started failing classes and I didn’t know how to fix it. I was to afraid to ask the teacher for help because I was far enough behind already. I didn’t have a lot of friends either, which decreased my chances farther from getting help. My mother was never good in school either, and my step-dad was always at work. So I realized I would have to get better on my own. At that moment I started paying a lot more attention to what was going on around me. I also had the privilege of a tutor in class, and math was her specialty.
My first few years of school I struggled with math the most. I remember losing games in class because I knew the answer but couldn’t get my thought out my mouth in in time. Me not being able to focus on one thing at a time also interferes with things like my speech and motor
Now that I am in highschool I have made nothing but A’s. The math is way more contented. I finally have a teacher that teaches in the way I understand. I am always the first one done and the one that understands it the most. I had finally got over my struggle in math. It is now way more exciting. I don’t dread going to math and actually enjoy it. Now my vision on math is as clear as day. It has been such a relief to understand it.
Qualitative data may be obtained from the student surveys and task analysis of student learning. Anecdotal notes, checklist, and student work samples will provide valuable data on whether the extrinsic motivators increased student math self-efficacy and indicate if the students’ were able to improve their mathematical skills through application. Additionally, a short survey (Appendix D) will be conducted at the last class meeting asking students to reflect on what this experience was like for them. I will also record all student responses, during discussions and activities, in order to gain anecdotal notes for tracking and studying how the students are responding to the extrinsic motivators that affect their math
I was unable to comprehend the high level material, which left me feeling stranded. At the end of the semester, my grade rose from a 76 to an 88 mysteriously. I did not earn that grade, and to make matters worse, I was made aware that we had only learned a fraction of the material. In order to prepare for the exam, I would have to learn how to do all of the material I did not understand and all the material that I was not taught. This would bring
I lived in a wonderland of games, toys and friends until a certain examination came my way. It was my first real math exam that changed everything. My father, recently returned from New York City, did all he possibly could to train me in the ways of addition and multiplication but to no success. I failed that exam. I added instead of multiplying. I got a grade of 74 in math so I missed my shot at becoming one of the Top Ten. I finished 14th in my class.
...re encompassing way, it becomes very clear that everything that we do or encounter in life can be in some way associated with math. Whether it be writing a paper, debating a controversial topic, playing Temple Run, buying Christmas presents, checking final grades on PeopleSoft, packing to go home, or cutting paper snowflakes to decorate the house, many of our daily activities encompass math. What has surprised me the most is that I do not feel that I have been seeking out these relationships between math and other areas of my life, rather the connections just seem more visible to me now that I have a greater appreciation and understanding for the subject. Math is necessary. Math is powerful. Math is important. Math is influential. Math is surprising. Math is found in unexpected places. Math is found in my worldview. Math is everywhere. Math is Beautiful.
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.
Mathematics grants me the serenity to escape daily hassles and gives me the will to follow my curiosity and look for the answer. The serenity and will are magical electricity, energizing me to forge ahead relentlessly and strive for greatness at any cost. I was determined to develop my skills further in Applied Mathematics after taking a Numerical Analysis class. I was intensely exposed to mathematical computing techniques for the first time. I instantaneously became enchanted with methods in data interpolation and error elimination.
I figure out some of my classmates are intelligent in math, and they are passionate about mathematics. I was shocked when the professor starts his lesson, and assign the homework at the end of the class session. As I exited from the classrooms, I faced another challenge to find manufacturing buildings. I realized I am lost when I learned I have enter in the wrong building. At the end, I had found the manufacturing building, although I was
Math is probably one of the only subjects that I have really struggled my whole life or more accurately, all my years being in school. Math has been such trouble and really challenging because I cannot really remember mathematical formulas and problem solving methods. It is actually a real struggle when taking a math test or exam, especially a final exam. Trying to remember all those methods and formulas, it makes it hard to think and focus on finishing up all the problems on time. Even though I am often am