2309 Words10 Pages

Back when I was a senior in high school, much like everyone else my age, I began to plan what I wanted to do with the rest of my life. The way the current education system is in place, the classes we take throughout our elementary and secondary educations are meant to give us a basis in a range of topics, but more importantly guide us toward which areas of studies would be best suited for our future pursuits. Unfortunately, this does not always work in the way it intends to. Using myself as an example, my high school experience should have shown me that going into mathematics would be the best path for me. Year after year, math had been my favorite subject, and the subject that I performed best in. From that, it would seem reasonable that*…show more content…*

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. Social work majors are just as much victims of the vicious cycle of math anxiety as elementary education majors, but instead of continuing the cycle through*…show more content…*

In “Math Anxiety: Personal, Educational, and Cognitive Consequences,” Mark H. Ashcraft goes into an analysis of what he’s seen about mathematics anxiety over the past 30 years. His article focuses on general background information about the history of mathematics anxiety, and his examples show how math has taken a toll on people emotionally. He details examples of times when a participant in a lab study involving got so worked up that she “eventually [became] so distraught that she burst into tears” (Ashcraft 181). The math that the participant had to experience was nothing more than simple arithmetic, which shows the level that math effects people emotionally. It is safe to assume that the level of difficulty of the math alone would not be enough to elicit such an intense reaction, which means that other negative experiences must be in effect. Whether it be the fear of being labelled as dumb for not being able to do math—which Lia relates to—or the memories of math class in grade school, people carry this math anxiety with them. Ashcraft goes on to place some of the blame on how “U.S. culture abounds with attitudes that foster math anxiety: Math is thought to be inherently difficult (as Barbie dolls used to say, ‘Math class is hard’)” (Ashcraft 181). People who have suffered from math anxiety—victims of the

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. Social work majors are just as much victims of the vicious cycle of math anxiety as elementary education majors, but instead of continuing the cycle through

In “Math Anxiety: Personal, Educational, and Cognitive Consequences,” Mark H. Ashcraft goes into an analysis of what he’s seen about mathematics anxiety over the past 30 years. His article focuses on general background information about the history of mathematics anxiety, and his examples show how math has taken a toll on people emotionally. He details examples of times when a participant in a lab study involving got so worked up that she “eventually [became] so distraught that she burst into tears” (Ashcraft 181). The math that the participant had to experience was nothing more than simple arithmetic, which shows the level that math effects people emotionally. It is safe to assume that the level of difficulty of the math alone would not be enough to elicit such an intense reaction, which means that other negative experiences must be in effect. Whether it be the fear of being labelled as dumb for not being able to do math—which Lia relates to—or the memories of math class in grade school, people carry this math anxiety with them. Ashcraft goes on to place some of the blame on how “U.S. culture abounds with attitudes that foster math anxiety: Math is thought to be inherently difficult (as Barbie dolls used to say, ‘Math class is hard’)” (Ashcraft 181). People who have suffered from math anxiety—victims of the

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## Common Core Argument Analysis

1855 Words | 8 PagesHowever, there are underlying issues for math and English standards. The Common Core math attempts to emphasize “... on breaking down numbers into their component parts so that kids better understand what it means to add, subtract, multiply and divide” and includes visuals to demonstrate math concepts (NPR). However, Common Core math actually overcomplicates simple arithmetic as it requires students to explain the process behind how they reach the answer. Another concern for Common Core math standards is that it will not be able to prepare students for college by the time they graduate high school. Despite how thoroughly planned out the teaching plans for math are, “the standards set a floor, not a ceiling.

## Constructivism Impact The Teaching And Learning Of Mathematics In Middle Schools

790 Words | 4 PagesMy inquisitiveness leads my interest in investigating if there is a correlation between constructivism (active learning) and students’ performance in mathematics at the middle school level. I want to know if the gap in students’ mathematical skills at the high school level is attributed to the teaching strategies at the lower level. There is a tremendous need to improve students’ performance in mathematics. Many teachers are incapable of adaptation and are non-compliant with

## Junior Year Research Paper

511 Words | 3 PagesI like the finer things in life and I plan to have them. I go to school and work to have a better future. Describing my junior year to a stranger would be like a college student describing their junior year. Starting my career in high school is a blessing. You have a good idea of

## Standardized Tests Are Ineffective

728 Words | 3 PagesAdditionally, 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.

## My Weakness In Math

740 Words | 3 PagesThis is a sad reality for many high school math students they are obsessed with the right answer. I find that the beauty of math is in the process, and if students learn to care more for that instead I think they will understand more math. While being stressed is definitely my biggest weakness in math my biggest strength would be conceptualizing problems in new ways. Often when I was in college of high school when math becomes more complex and there are more than one way to solve the problem I would enjoy exploring that. I would try and look for the most effective way to solve problems it helped me to avoid the trap of getting the right answer being the goal.

## Henry David Thoreau's Materialistic Beliefs

538 Words | 3 PagesThoreau’s belief is that people who find value in materialistic things show that they do not have the ability to rely on their own power or understanding. When it comes to these select people and technology, it seems that they turn to technology for almost everything. They do not feel that they have the ability to solve their problems without the use or possession of technology. People of this nature can be considered lazy because they are not using technology as a benefit, instead, they are using it as an alternative to using their own brain. For example, someone is doing their math homework and have to figure out what nine multiplied to the second power is.

## Should Standardized Testing Be Banned Essay

1056 Words | 5 PagesWhy the SAT and ACT Tests Should Be Banned Every junior’s worst nightmare, the Scholastic Aptitude Test (SAT ) and American College Testing (ACT). It’s such a stressful test where you have to cram everything you have learned throughout middle and high school into one standardized test to determine your college entrance. Many students do not perform well on standardized test which pertains only of general knowledge which is unfair to many students. The students should not be penalized for poor test taking skills, stress and anxiety which may cause them to score low. College admissions should not be determined mostly by a test that does not measure a student’s potential and work ethic.

## Culture In The Classroom Analysis

477 Words | 2 Pages3) Elementary school teacher, Diane Holtam, explains how the racist myth that all Asians are good at math can affect Asian students in a harmful way. Teachers tend to help Asian students less at math because they assume they are excellent at math and can get their education on their own without any help. This may not be the case. We need to start realizing this, and treating the students as individuals, because they are their own person. Lyness, Arcy.

## Should Math Be Taught In Schools Essay

544 Words | 3 PagesThere are a millions of girls around the world that are struggling with math when they reach about 1st grade. The girls start doubting themselves and think that they can 't achieve great things at school such as in math class. Boys at a young age don’t get told that they aren’t able to do things they are usually pushed to do things in any type of situations. In classrooms boys tend to raise their hand to answer any type of question even if it’s a wrong answer while the girls just would rather sit there and hope to not be called upon. There have been researched about why girls have troubles in math or any type of classroom.

## Why Students Cheat In School

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## Personal Narrative: My Last Day Of Middle School

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## Common Core Failure

1814 Words | 8 PagesExample of a simple math equation (Torres, 2014). I understand that teachers may use the second method to help students learn how to solve a problem. But I am not fine with a teacher marking a student for not doing it the long way. I feel as if a student knows how to do 7 + 7 by adding it using his style and it was faster their way, that a teacher should not mark the student for not doing it the long and annoying way. My Favorite math problem from common core is when they took another simple question like 29 + 11 which equals 40.

### Common Core Argument Analysis

1855 Words | 8 Pages### Constructivism Impact The Teaching And Learning Of Mathematics In Middle Schools

790 Words | 4 Pages### Junior Year Research Paper

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728 Words | 3 Pages### My Weakness In Math

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1056 Words | 5 Pages### Culture In The Classroom Analysis

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1814 Words | 8 Pages