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Algebra be required for high school graduation. There is a kid that he's looking at his report card with his parents and then on the side it says that he can not move on to college. He wonders why and then looks at it again. The student looks at the algebra section and he got a low grade and is not able to move on. The kid thinks that he is not good enough to do what he wants to do when he moves on after college so he drops out of high school.Some kids that don't have that grade for algebra might be held back from graduating. That is why Algebra should not be required for high school graduation.
One reason it should not be required is because that most kids don't pass algebra . For example The New York Times states that “A TYPICAL American school day finds some six million high school students and two million college freshmen struggling with algebra. In both high school and college, all too many students are expected to fail.” Most kids do struggle with algebra. The kids that can't learn the subject in school
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The New York Times also explains that “State regents and legislators — and much of the public — take it as self-evident that every young person should be made to master polynomial functions and parametric equations.” They think that kids can do things that they can't. Then when the kid fails they make themselves look bad and then the kid the school and the district looks bad. Algebra is a hard subject to learn and then with all the pressure the kids can't get the grades they should have gotten. This makes it so the kid can't move on to college and the kid won't follow what they wanted to do in the future. The pressure is to high for the kids to not think about the pressure instead of thinking about algebra. That is why algebra should not be required for high school
Algebra is one of the major parts in exams like GRE and ACT so that all college students and high school students need to learn. In order to get a good grade, students are willing to spend hours and hours studying hard on things like matrices and equations. When they are wondering why they have to learn things so difficult and if this knowledge would be useful in the future time. Andrew Hacker, the author of "Is Algebra Necessary?", thinks not. In his editorial, he argues that students, especially those who are not majoring in math, should not be forced to learn high-level math. His arguments are very effective because he successfully uses logos, pathos and ethos in his editorial. The usage of the rhetorical triangle made his editorial logical,
Recently the guidance department of Boston Latin School has instituted a new policy that limits the number of Advanced Placement classes students can enroll in during junior year. Previously students after being granted a waiver could take a maximum of four AP classes. However under the new guidelines all juniors are restricted to three. This is unfair to students who seek to reach their full academic potential.
Math is everywhere when most people first think of math or the word “Algebra,” they don’t get too excited. Many people say “Math sucks” or , “When are we ever going to use it in our lives.” The fact is math will be used in our lives quite frequently. For example, if we go watch a softball game all it is, is one giant math problem. Softball math can be used in many
One of the most controversial proposals in the bill is the elimination of the Algebra II requirement for students to graduate. Algebra II is still a required course by most colleges for admission. This means the students who elect not to take Algebra II are the students who do not plan to attend college directly after high school. Many opponents feel that the bill negatively affects at-risk students, who they worry will not receive upper level math courses due to the new requirements. In reality, the bill offers alternative upper-level math courses such as statistics and reasoning that will better prepare students who intend to enter work force after graduation (Glennie, Bonneau, Vandellen, Dodge, 2013).
From the moment that I entered the Chemistry room at Windsor High School, I knew I was in trouble. That trouble came from realizing that almost every single Chemistry problem involved math, specifically math that required three to four equations along with written explanations about what the results meant. No matter how hard I tried on my homework and exams, I just could not understand how a problem could tell me that I needed the Ideal Gas Law as well as Faraday’s Law to know how many moles sodium chloride contained in one gram. My mind had trouble going along with the logic behind the math in Chemistry. The math in this class was not difficult; it was just confusing to know what steps must be taken to get the correct solution. In addition,
Reys, R., Lindquist, M. Lambdin, D., Smith, N., and Suydam, M. (2001). Helping Children Learn Mathematics. New York: John Wiley & Sons, Inc.
Students do not get much freedom, if any, to choose what subjects to take. They are forced to take classes that do not interest them only because of graduation requirements. A child forced to take these classes will only focus on getting good grades and not actually learning anything. Many schools focus strictly on preparing students for standardized tests; therefore, “Nothing [counts] other than mathematics and reading” (Ravitch). Schools focus on these topics in order to receive more funding.
In 2010, Alyssa faced one of the horrors students face: bringing home a bad report card. Afraid of her parents’ reaction, the girl hid her report card to avoid showing the grim 76, for she, like other kids, does not want to be grounded for it. However, should students feel pressured to get a high grade? Should kids fear getting a bad grade? In reality, no parent should punish their children because of a “bad” grade; such action is detrimental to the students’ health and relationships. There is a more healthful, efficient way to improve grades, although, in reality grades are insignificant in today’s society.
The transition from high school to college is supposed to be freeing and exciting for students, yet general education requirements make it the opposite. Jaime Wandschneider, writer for Iowa State Daily, says, “From the start of our first semester, general education classes fill the credit count towards our graduation. These courses are supposed to turn young, fresh college students into well-rounded adults”. General education classes do exactly what he says: they fill: they are fillers: somewhat educational and very pointless. Many of the first and second year courses feel like a repeat from high school. As a freshman, I am taking algebra, and I can attest completely that this class is absolutely pointless to me. Does it makes sense that a freshman in college would be taking the same math as a freshman in high school? No, absolutely not, but that is the case for me, and unfor...
When someone whispers "Common Core" into a pit of aspiring teachers, especially those who want to teach math, a collective groan can be heard. Although the Common Core was created to prepare students to be both college and career ready, the actual outcomes of the program have not been so fruitful. There are many states within the United States of America who have agreed to follow the new standards but find that it is more detrimental than beneficial for their students. Common Core is "a set of clear college- and career-ready standards for kindergarten through 12th grade in English language arts/literacy and mathematics...which are designed to ensure that students graduating from high school are prepared to take credit bearing introductory
My personal view regarding algebra being a requirement for a degree program has changed from years pasted. If you had asked me this same question as a kid I would have said algebra as a requirement is a terrible idea. 7th grade was the first time I can remember ever seeing an algebra problem and to me it was like a foreign language. All the alphabets and numbers just didn’t make any since to me and many times I just except I wasn’t very smart in math. I struggled from that point on all the way through high school barely passing my math classes. It wasn’t until I failed many math courses at the local community college and by luck was in Mrs. Brown college math class that the light came on. I wasn’t I couldn’t learn
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+ ( ) =
“My kids used to love math. Now it makes them cry. Thanks standardized testing and common core! “(Louis CK (@louisck) April 28 2014). Math for example has change dramatically. On average a 9-year-old is learning fractions or equations instead of making sure they know their multiplication. The testing itself, however, sets standards that are very unrealistic and honestly impossible to reach. The test throws misleading and unanswerable questions at students in efforts of raising expectations for them and their own expectations for themselves, but instead throws these students into a world they have no knowledge of because they were not given any support to help them understand what they are seeing on this examination. (http://www.huffingtonpost.com/courtney-michelle-johnson/the-core-problem-a-colleg_b_6607636.html). Some parents understand that Common Core is a working progress and they have noticed a difference in their child’s work. To parents, the Common Core is indistinguishable from the curriculum and instruction that teaches their kids every day. In addition, more than a few parents are seeing is confusing curriculum, too much time spent on test prep, and too many days spent toiling on assessments. This goes back test scores many students can either do well or fail. That teacher say that no student is common and not every student was on the same grade level at
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,
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.