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An essay on the history of mathematics
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The educational system grooms children to be productive members of society. First coined in the days of one-room schoolhouses, the phrase “reading, writing, and ‘rithmetic” has become a common mantra of education. The third of these three r’s is mathematics, an infamous subject. It is incumbent in many professions, from accountants and doctors to physicists and teachers. Both hated and adored by many, math is complex, essential, and encompasses hundreds of topics. These topics can be sorted into four basics categories: elementary math, algebra, physics, and calculus.
Elementary math is the math everyone wishes he could go back to learning. It is the math of writing numbers, counting to ten, and adding two plus two. In elementary math properly scrawling a “7” merits a “good job” sticker, and math’s possibilities never stretch beyond the basics of addition, subtraction, multiplication, and division. “Mad minute” tests—tests with 60 basic math problems to be completed in under one minute—are perhaps the only frightening aspect of elementary math. Teachers do not struggle to find real-world applications for the four pillars of arithmetic. Eager-eyed students will be enchanted by the fact that they can now answer the classic, “If John has two apples, and Jane has three apples, how many do they have together?” The phrase, “No matter what you do when you get older, you will need to do math” is actually true in terms of elementary arithmetic, for everyone from custodians to CEOs uses skills like adding or dividing every day. With that in mind, elementary mathematics could be considered the most important type of math, despite its simplicity.
The end of this simplicity, algebra, is where a student’s math career can take off or plummet...
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... one of the lucky Math Lovers. Math Lovers will continue on to Calculus II, III, and beyond. They will become engineers and computer programmers. If a student thrives in calculus, he should feel proud of himself. He is a Math Lover—one of the fecund minds society reveres for their understanding of such esoteric mathematics.
Striking fear in some and adoration and others, mathematics is diverse. Its divisions of elementary math, algebra, physics, and calculus cover everything from counting to finding the area under a curve. While some occupations require expertise in math, others call for only the basics: addition, subtraction, multiplication, and division. Those who struggle to understand much beyond these four pillars of arithmetic always have the other two r’s to fall back on. Together, reading, writing, and the notorious ‘rithmetic form the basis of education.
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
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
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.
Instead of having one hour, one teacher, and one curriculum to teach algebra, Andrew Hacker sees the solution of students’ struggles as breaking down the walls around the subject. Algebra can be involved and studied in any and every subject, from music, to science, to philosophy, and history. This could help students who thrive in other subjects benefit from algebra and continue in what they do well. Hacker hopes “the aim would be to treat mathematics as a liberal art, making it…accessible and welcoming.” Another solution would be creating a mathematics course that focuses on where math intersects everyday life. It would not be a way for students to get out of taking a math course, would still be challenging, and give students something more applicable to them. In this light, algebra would become less of a dread and appeal to more everyday life
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.
Okonkwo is the strong, successful son of a weak father, Unoka. This has formed his character and will eventually destroy him . "And so Okonkwo was ruled by one passion- to hate everything that his father Unoka had loved."(17) Nwoye is presented as being similar to his grandfather, or at least that is Okonkwo's greatest fear: "Nwoye was then twelve years old but was already causing his father great anxiety for his incipient laziness. At any rate, that was how it looked to his father." (17) Here the narrator interferes in defense of Nwoye; what it looks like to his father may not be the truth about the boy.
This motif of achievements and successes is continued throughout the story as every so often the narrator repeats and reminds the reader of Okonkwo’s achievements. This repetition shows the importance of achievements in the novel, and furthermore their importance to Okonkwo, as shortly after listing his achievements the narrator states that Okonkwo has “no patience with unsuccessful men” (4), which becomes quickly clear through the relationship between Okonkwo and Nwoye. It is evident that Nwoye is under a lot of pressure to be a successful man when the narrator says “his father wanted him to be a man. And so he feigned that he no longer cared for women’s stories. And when he did this he saw that his father was
In the beginning of the story, Okonkwo’s relationship with his son was strained. Toward the end of the story, Nwoye has left is his family and will never see his father again. The elders of the village put much emphasis on family life and helping fellow clansmen. Okonkwo’s family life had increasingly gone downhill as the story progressed. This book can be related to any family, even though it was written in a different time and place. Family problems affect everyone and this story shows the reader how certain problems are dealt with. I don’t believe, however, that Okonkwo’s family took care of their problems in a productive manner. With better communication, Nwoye’s leaving and Okonkwo’s death may have been prevented.
Skemp, R (2002). Mathematics in the Primary School. 2nd ed. London: Taylor and Francis .
What is math? If you had asked me that question at the beginning of the semester, then my answer would have been something like: “math is about numbers, letters, and equations.” Now, however, thirteen weeks later, I have come to realize a new definition of what math is. Math includes numbers, letters, and equations, but it is also so much more than that—math is a way of thinking, a method of solving problems and explaining arguments, a foundation upon which modern society is built, a structure that nature is patterned by…and math is everywhere.
The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed instruction.
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.
The prominence of numeracy is extremely evident in daily life and as teachers it is important to provide quality assistance to students with regards to the development of a child's numeracy skills. High-level numeracy ability does not exclusively signify an extensive view of complex mathematics, its meaning refers to using constructive mathematical ideas to “...make sense of the world.” (NSW Government, 2011). A high-level of numeracy is evident in our abilities to effectively draw upon mathematical ideas and critically evaluate it's use in real-life situations, such as finances, time management, building construction and food preparation, just to name a few (NSW Government, 2011). Effective teachings of numeracy in the 21st century has become a major topic of debate in recent years. The debate usually streams from parents desires for their child to succeed in school and not fall behind. Regardless of socio-economic background, parents want success for their children to prepare them for life in society and work (Groundwater-Smith, 2009). A student who only presents an extremely basic understanding of numeracy, such as small number counting and limited spatial and time awareness, is at risk of falling behind in the increasingly competitive and technologically focused job market of the 21st Century (Huetinck & Munshin, 2008). In the last decade, the Australian curriculum has witness an influx of new digital tools to assist mathematical teaching and learning. The common calculator, which is becoming increasing cheap and readily available, and its usage within the primary school curriculum is often put at the forefront of this debate (Groves, 1994). The argument against the usage of the calculator suggests that it makes students lazy ...
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,
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