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Goals as a high school student
Personal goals for high school
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I walked up the long, stone stairs of Hidden Oaks Middle School. Middle school students were walking up the stairs alongside me and talking with each other. I joined this math club because I wanted to fit in and make new friends. We opened the doors and walked through the long hall filled with posters and works of students. We walked into Mrs. Janasky’s room. I sat down next to my sister and talked with her. The teacher handed us a piece of paper covered in math problems.
“You have 20 minutes to solve the math problems.” Mrs. Janasky says, “You may start now.”
The sound of people helping each other and pencils scribbling on paper filled the air. I looked down at the piece of paper that was given to me. I started filling in the answers as best as I
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could. I got stumped on some of the questions. I looked around the table that I sat in. “Hey,” I said, “do any of you understand this question? I’m confused.” “Of course!” said one of the people, “Let me help you!” The people at the table I sat at began helping me with the problem.
We all talked with each other and helped each other. Mrs. Janasky walked to the front of the class at the end of the 20 minutes and writes the answers on the board. I look at the board and check my answers.
“Not bad”, I say to myself, “not bad at all.”
After school ended, I walk to the bus loop. The bus loop is filled with buses. I found my bus and went inside it. The bus was filled with kids from every grade. The bus driver drives the bus to my stop and I get off my bus. I then walk to my house on the sidewalk with my sister. I sit down in a chair in front of my computer and start studying. Every few days, my taught me new concepts that get me confused.
The day of the tryouts for the Math Counts team came quickly; but I was ready to take the test. Quickly, I solved as many of the 30 questions that I could. I look around the room. Kids have their eyes focused on the test. All of the kids were determined to make the team. I stand up from my desk and give my test to Mrs. Janasky.
When Mrs. Janasky dismissed the class, everyone around me started talking about whether they made the team or not and how well they thought they did. I started
worrying. “Did I make the team? Did I make the team?” We waited. A whole week passed when I heard the great news from Mrs. Janasky. “Moojin, you’ve made the Math Counts team. Congratulations.” Those words helped to boost my self-esteem. I was so excited that I made the team. The leader of the team was David DeCorso, an eighth grader who was kind and smart. Preston Klaus was a tall seventh grader. He was the backup just in case someone on the team doesn’t show up during the competition. My sister, Yerim Ahn, made the team. She is a shy person, but is very smart and kind. My friend, Ryan Mitchell, made the team as well. He’s the youngest person on the team. Starting from that day forward, we practiced together for weeks. On the day of the competition, we drove and met up at the Indian River State College, where the competition was held. My mom gave my sister and me a hug and wished us good luck. The team walked from the cafeteria to a different building that wasn’t too far. We walk up the stairs to the second floor and open the doors to the hall. The halls were filled with teams from different schools, all of them wearing different T-shirts. The judge brought all of us into a room where the competition would take place. The judge announced the rules to us and had helpers pass out the test to us. The timer began and everyone in the room started solving the math problems. Racing to finish, I grabbed my pencil and began gliding through the problems. At the end of the competition, I cross my fingers in hope that I make it to the state competition. To go to the state competition, you have to make fourth place or better or you have to be on the winning team. “The winning team of the competition is Lincoln Middle School!” “Darn”, I said to myself, “now I have to win fourth place or better. There’s no chance in that happening.” As soon as I thought that I heard, “The third place winner is Moojin Ahn!” “Hooray!” I shouted. I couldn’t believe what I just heard. I made it. I made it to the state competition. I went to collect my trophy and everyone in the room congratulated me for my win. I felt so happy that I could die there and be satisfied. I said to myself, “Watch out Florida, here I come.”
For most people who have ridden the roller coaster of primary education, subtracting twenty-three from seventy is a piece of cake. In fact, we probably work it out so quickly in our heads that we don’t consciously recognize the procedures that we are using to solve the problem. For us, subtraction seems like something that has been ingrained in our thinking since the first day of elementary school. Not surprisingly, numbers and subtraction and “carry over” were new to us at some point, just like everything else that we know today. For Gretchen, a first-grader trying to solve 70-23, subtraction doesn’t seem like a piece of cake as she verbalizes her confusion, getting different answers using different methods. After watching Gretchen pry for a final solution and coming up uncertain, we can gain a much deeper understanding for how the concept of subtraction first develops and the discrepancies that can arise as a child searches for what is correct way and what is not.
When a teacher from Tryhard high school decides to voice her/he’s distaste about the success of the students from the previous year in mathematics, a few students decide to take matters into their own hand. Using the scores of the previous years they started to analyses the documents and see if the teacher was wrong.
The second class is Ms. Novak’s algebra. Ms. Novak. Ms. Novak starts her class off with group warm ups to get the students ready for class. Once the class is done with the warm ups, the class moves into the class exercise for the day. The students are learning two-step equations with manipulatives. First, Ms. Novak uses cups and chips as a manipulative to teach the students how to distinguish variables and numbers in a math equation. As a way of showin...
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...
There I was walking to see who made the softball team. I could feel the butterflies in my stomach, worried that I would not make the team. As I looked at the names nervously, I could feel goosebumps appearing on my arms. To my surprise my name was on the list and I could not have been happier.
Two years ago I made a choice, a choice I didn't think would change my life that
My realtor previously said, “Out of all the places you lived, Lindale will by far be the best and most favorite ever.” By the age of fourteen I had moved four times across the country. The United States consists of millions of towns with millions of inhabitants; however, when a foreigner invades the people are not consistently cordial.
Children can enhance their understanding of difficult addition and subtraction problems, when they learn to recognize how the combination of two or more numbers demonstrate a total (Fuson, Clements, & Beckmann, 2011). As students advance from Kindergarten through second grade they learn various strategies to solve addition and subtraction problems. The methods can be summarize into three distinctive categories called count all, count on, and recompose (Fuson, Clements, & Beckmann, 2011). The strategies vary faintly in simplicity and application. I will demonstrate how students can apply the count all, count on, and recompose strategies to solve addition and subtraction problems involving many levels of difficulty.
In sixth grade, one of my future teachers, Mrs. Bhaskar, created a “club” in which members would participate in math competitions, like AMC 8 and Math Olympiads. When I went to her classroom to register, she told me that I was the first person to inquire about the club. Unfortunately, she said she needed more members in the club, or she would have to cancel the club. Therefore, I asked several of my friends to join the club, and soon there were more than ten members participating in math com...
One day I was in the choir room after school. My friend Rachel and I were sitting talking about the breakdown of note durations and how they can be divided and subdivided. Mrs. Mann walked in to tell us it was time to go home. “What are you guys doing?” She asked. “Just counting notes,” Rachel said. “Can I show you
For kindergarten through third grade I was a lot different than I am now. For Kindergarten and First Grade I was at a school called Hill Top Elementary School which is in Illinois where I used to live. For the rest of elementary I was going to Spring Hill elementary. My family was noticing that I was growing up, but happy that I was excited to start school.
“Finally it was seventh period and school was almost over. I could feel the butterflies growing in my stomach. It was 2:35, five more minutes to go and I was counting down until I could run to the gym to start practicing for the big game.
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.
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Throughout out this semester, I’ve had the opportunity to gain a better understanding when it comes to teaching Mathematics in the classroom. During the course of this semester, EDEL 440 has showed my classmates and myself the appropriate ways mathematics can be taught in an elementary classroom and how the students in the classroom may retrieve the information. During my years of school, mathematics has been my favorite subject. Over the years, math has challenged me on so many different levels. Having the opportunity to see the appropriate ways math should be taught in an Elementary classroom has giving me a