Standardized testing is an issue with students fearful to fail the tests, with all the pressure and tension on them to overcome this predicament, as well as teachers ' jobs being in jeopardy. Most students from lower income families are at a disadvantage with this setup and groundwork for standardized tests, such as the SAT. A wealthier, more affluent family can buy higher quality and superior preparation books. Students even turn to various methods such as cheating, in order to overcome the tests. Another bad example of the aftermath of standardized testing is cramming, which some might do as a result of the lack of concern with studies.
This allows the students to be productive with students of a different culture. Students performed math problems with students who may have learned certain things differently than them. This acknowledges the progress of students learning from each other and working as one. The mathematics teacher also provided his students every opportunity to ask questions and tackle any problem that they needed help with. The diversity of the group brings out different approaches to confront any math problem.
Many impressionable students depend on their test scores to get accepted into their dream school, but what if students lack test taking skills. Should one test really determine it all? Not only are standardized test scores like the SAT a waste of time, but they lack to demonstrate students full academic ability and only shows that a student has good test taking skills. For many students their dream is to one day to get accepted into their dream college. For many this is hard, but it can become even harder if students lack good test taking skills.
In “Math Anxiety: A Comparison of Social Work and Non-Social Work Students,” David Royse researches how social work students’ bad experiences with math bode poorly for the preparation for their field, which often involves taking statistics courses. He does some interesting background research into the history of mathematics anxiety, making the claim that “math anxiety is thought to be acquired rather than inherited” (Royse 271). Royse argues that social work students need a certain level of quantitative analysis skills, but many are incapable of overcoming their math anxiety in order to reach the minimum mathematics requirement for social work. Statistics for social workers is important so that they “can use research as a tool to improve their practice and to build knowledge for the profession” (Royse 271), but it is increasingly difficult to develop these skills when “most social work majors had not completed a college algebra class” (Royse 271). Since math anxiety is not an inherent trait, any acquired math anxiety can be reversed with better teaching, in particular for social work students that need to use mathematics in their studies.
Students with learning disabilities should be included in the “normal” classroom because it improves their academic performance, social behavior, and communication language. One reason why students with learning disabilities should be in the normal classroom is that inclusion improves their academic performance. In the article “Outcomes for Students With Learning Disabilities in Inclusive and Pullout Programs”, researchers in education programs conducted a study to compare the students’ academic behavior between inclusive and special schools. Throughout their study, the researchers took several factors into
Additionally, the lack of seriousness transitions into students being uninterested in school because they have to take unnecessarily long tests. Not only do standardized tests cause lack of school interest but they increase students stress. Having to sit through a test that impacts your grade, represents your intelligence, and future adds a lot of pressure to oneself. Overall, when standardized tests aren 't taken seriously the data collected makes it hard for educators to improve education, students lack motivation, and adds a lot of pressure to people 's everyday lives. Typically, standardized tests are multiple choice meaning students can guess for every question without understanding how to solve the problem.
Many people fail to realize that Art is related to Math. It is impossible to be a great artist without mastering the basic skills of Math. These methods can be used in the classroom with younger students. Younger students have a lower attention rate. Therefore, lessons need to be entertaining and interactive.
They believe it gives accurate results on the students learning, and accurate is a way of evaluating what a student does or does not know across areas like math, reading, and writing. Teachers and even so parents believe it allows them to see how their students is doing, compared to the other students in their class, school, city, and country. They believe these tests are important because it shows students problems in certain areas and shows them what the teachers need to focus more on. They believe these tests are important because everything on the tests are very important and needs to be taught. It gives the students a picture of their progress in the significant areas like math, reading, writing.
In Alfie Kohn’s argument, “Who’s Cheating Whom?” he explains that cheating happens because students are not engaged in class because of a few different factors, like a lack of interest in a subject, or the pressures of getting good grades instead of learning. He states evidence from different experiments, allowing him to appear more credible, showing that students are more likely to cheat because their school puts more emphasis on how well students do on tests and homework versus how much is being learned in class. Kohn effectively argues that if students were truly engaged in what is being taught, and learning was more encouraged than memorizing and passing a test, cheating would be less of a problem. In simplest terms, cheating is wrong because teachers cannot accurately assess how much is being learned in class, and what they need to improve on the next time they teach that lesson. Kohn stated, “when teachers don’t seem to have a
Time and I went and observed Mr.Sundance’s math concepts class. Upon hearing that this class has students from different backgrounds and cultures, my preconception was formed. My preconception was based on previous experiments and it was that the class will be a big mess since not all students came from the same grade and age group. I have been in math classes where students came from different grades and the teacher has a really hard time teaching the class because the older students seem to understand concepts better than the younger students. This created a big gap in gardes that the students received as well as the speed in which they move on forward to the next concepts.