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The importance of learning mathematics
Importance of mathematics
Importance of mathematics
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I chose Mathematical practice 1 because it said, “Make sense of problems and persevere in serving them”. I think we use this practice all the time in math, especially in Pre-Ap Math because we are in an advanced class with some advanced problems. With the advanced problems we definitely must persevere in solving them. As for the making sense of problems part the extension problems were a little hard to make sense of at first but once I started working on them they got easier but I still had to persevere in solving them. So I definitely use Mathematical practice 1. I chose math practice 6 also because it said, “Attend to precision” or in other words, “I can check to see if my strategy and calculations are correct”. I think we use this practice
in math because when we measure angles in complex problems if I am say 10 degrees off it messes up the problem, if it’s a multistep problem. Also if I don’t attend to precision when I do regular math problems I will usually end up with the wrong number. Also if I draw a square and it doesn’t have all equal sides and angles, then it isn’t a square anymore. The same thing would happen with angles, if I was supposed to draw a 45 degree angle and I draw something such as a 60 degree angle then I would have the wrong angle. So paying attention to precision is important also. I believe that engineers, some olympic sports competitors, and many more careers use this type of math. I also believe skateboarders, ice skaters, and road sign creator's work with this type of math. I believe that this math practice would be important to them because engineers use angles, rotations, polygons, and properties to design everything they build. I believe road sign creators use this type of math because they use polygons like triangles to make yield signs and octagons to make stop signs. All of the other careers I listed definitely use this type of math too. I am comfortable with this type of math, but there is so much more to learn and there always will be. But since we need to cover a lot this year I am comfortable with moving on. Some places I failed were with the Design Challenge 1.5 assignment. I failed on some of the questions like drawing the triangles, but I had to persevere in solving them. I feel I succeeded on the Geometrical Summer assignment because I feel I drew everything relatively well for having to use only polygons. So this area can be challenging yet fun, but I am ready to move on to the next subject.
The following assignment shows the progress I have made throughout unit EDC141: The Numerate Educator. Included are results from the first and second round of the Mathematics Competency Test (MCT). Examples from assessment two, which, involved me to complete sample questions from the year nine NAPLAN. I was also required to complete a variety of ‘thinking time problems’ (TTP’s) and ‘what I know about’ (WIKA’s). These activities allowed me to build on my knowledge and assisted me to develop my mathematical skills. The Australian Curriculum has six areas of mathematics, which I used in many different learning activities throughout this study period (Commonwealth of Australia, 2009). These six areas will be covered and include number, algebra,
Numeracy is a mathematical skill that is needed to be a confident teacher. This unit of study has allowed students to build their knowledge in the mathematical areas of competency and disposition towards numeracy in mathematics. The six areas of mathematics under the Australian Curriculum that were the focus of this unit were; algebra, number, geometry, measurements, statistics and probability. Covering these components of the curriculum made it evident where more study and knowledge was needed to build confidence in all areas of mathematics. Studying this unit also challenges students to think about how we use numeracy in our everyday lives. Without the knowledge if numeracy, it can make it very challenging to work out may problems that can arise in our day to day activities. The knowledge of numeracy in mathematics I have has strengthened during the duration of this unit. This has been evident in the mathematics support I do with year 9 students at school, as I now have a confident and clear understanding of algebra, number, geometry, measurements, statistics and probability.
...ts work on the lessons independently or with a preservice teacher by using manipulatives or other mathematical tools it will allow them to fully grasp the concept that is being taught so they can do well in the long run of learning more complex mathematics.
Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.
College readiness is the main focus point for high school students. Becoming that person that is able to achieve the highest potential in a certain area and obtain a degree is what each student aims for. However, for all that to occur one should be able to have the opportunities to help him or her reach the goals that have been set. The lack of AP classes that our school does not offer interferes with that. Our school offers eleven out of the forty AP classes that are available. In addition, some of the AP classes do not end up running because of the school policy of having a certain amount of students placed in it. The importance of AP classes is increasing when one fills out an application for his or her desired university. Having AP classes listed down on an application for a university enhances a student 's application. Colleges want to see that you have challenged yourself to the best of your ability, and that you were able to handle the college level coursework (hubpages).
Council for Education Change, (2010). Best Mathematic Practices K-C retrieved March 11, 2010, from: http://www.teachersandteaching.com/tti_module_math/glossary.php
Math anxiety is a negative emotional reaction to mathematics that can be debilitating, It has been defined as a feeling of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in ordinary life and academic situations. Math anxiety often results in a lack of confidence in the subject, which impedes academic performance. It perilous hurdle for many children across all grade levels. Individuals with math anxiety often avoid studies in mathematics and therefore limit their career options (Hembree, 1990). Hence, interventions are imperative in order to prevent further affecting students success in both academic and life itself.
As a highschool student we come up with many goals that we want to achieve each year. My three main goals for my junior year are to get good grades and maintain a good G.P.A. to stay active and play sports, and to start looking for colleges to apply for. Usually, it is hard to achieve all your own personal goals, especially if it involves working extra hard or doing other tedious activities.
Practice over theory is the essential key to my learning process. I easily memorize theory, or "book learning," of the actual material on a subject, for example, in Medical Laboratory Technology. Nonetheless, I excel in the actual, practical application of the information, performing procedures, specific tasks, or analysis in the hospital Lab setting. Also, part of the ISTJ academic scenario, which also reflects my learning, is the repetition boosting retention of the material, along with multiple ways of
Wu, Y. (2008). Experimental Study on Effect of Different Mathematical Teaching Methodologies on Students’ Performance. Journal of Mathematics Studies. Vol 1(1) 164-171.
Using literacy strategies in the mathematics classroom leads to successful students. “The National Council of Teachers of Mathematics (NCTM, 1989) define mathematical literacy as an “individual's ability to explore, to conjecture, and to reason logically, as well as to use a variety of mathematical methods effectively to solve problems." Exploring, making conjectures, and being able to reason logically, all stem from the early roots of literacy. Authors Matthews and Rainer (2001) discusses how teachers have questioned the system of incorporating literacy with mathematics in the last couple of years. It started from the need to develop a specific framework, which combines both literacy and mathematics together. Research was conducted through
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.
Many students view mathematics as a very difficult subject since it does not only focusses on numbers but also in letters. Mathematics does not only require the students to come up with an answer but it also requires them to show the solutions on how they arrived at the answer. While in elementary, students were already taught on how to solve problems in a step-by-step procedure starting with what is asked in the problem, what are the given, make a number sentence or formulate an equation and solve the problem. These procedures are called problem-solving which cannot only apply in mathematics but also in other areas such as in Science, businesses and most
A somewhat underused strategy for teaching mathematics is that of guided discovery. With this strategy, the student arrives at an understanding of a new mathematical concept on his or her own. An activity is given in which "students sequentially uncover layers of mathematical information one step at a time and learn new mathematics" (Gerver & Sgroi, 2003). This way, instead of simply being told the procedure for solving a problem, the student can develop the steps mainly on his own with only a little guidance from the teacher.
Some children find that mathematics is too abstract and does not connect to their daily life. They may find mathematics boring and irrelevant. Children who are forced to learn mathematics through rote memorization might find that they do not understand mathematical concepts and are unable to solve problems at a higher level as their foundation and grasp of basic math concepts are weak. Children who are forced to sit still and learn math by doing many worksheets may develop math anxiety and an aversion to numbers.