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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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## College Admissions Essay: Calculus

456 Words | 2 PagesAs a young teenager, I was lost on what I wanted to do as an adult. What was my path? Was I going to be a doctor? A lawyer? I had no idea. However, I did know one thing: I love science and math. Therefore, I took many Advanced Placement science and math classes to pinpoint exactly what was for me. I took Chemistry, Biology, Physics and Calculus. While I enjoyed all of these classes, especially Physics, I fell in love with one particular class: calculus.

## Should Math Be Taught In Schools Essay

544 Words | 3 PagesDuring the camp, there were so many girls that had self-doubts about math and how they couldn’t do it. It was hard in the beginning trying to tell the girls that math can be fun if we try and use art skills to solve math problems. The first week was the hardest because the girls didn’t want to work at all because the girls that were good at math were always showing off and the girls that were having struggles didn’t want to get involved in math even if art was brought in. Once the more shy and doubting girls started to get involved in the math games/ art, they were able to get the hang of it fast that the other counselors would have to help them once in a while which showed just how much the girls were starting to have fun with math.

## An Analysis Of Mccandless In 'Into The Wild'

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## Analysis Of Mark Edmundson's Article

505 Words | 3 PagesThe age old question was posed by grandfather. “What do you plan on studying at school?” That question had always haunted me, mainly because the answer never seemed to impress anyone. I’ve always loved writing– it’s pretty much the only thing I’m passionate about. So to me, it only seemed logical to study creative writing. Yet whenever I’d tell someone that, their bright smiles would always falter slightly as the same variety of questions would spill from their lips. “So you want to write for a living?” “What kind of income would that bring?” “Wouldn’t you have to write a best seller to make any type of money?” Questions such as these are the reason I’ve always felt uneasy about telling people what I planned on studying in college, especially my grandpa. He said I should major in Business, like my mom. Or Medicine, like my aunt. Fields of study that actually could land me a decent paying job after college. And that’s why I really enjoyed Mark Edmundson’s article, because unlike my grandpa, he didn’t make me feel small. In a way, he validated my plans to major in English with a concentration in Creative Writing. Because life is far too short to do something you hate day in and day out. Sure, I could switch my major and become a Business major. And I’d probably land a great job with a nice salary. But money and material things won’t matter when you’re lying on your death bed. You’ll want

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## AP Psychology Personal Statement

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## Personal Narrative: My Nine AP Classes In High Schools

249 Words | 1 PagesThroughout high school I have tried to take classes that were not only challenging, but would also be relevant to my future. I have taken nine AP level classes since sophomore year, and I have thrived in the difficult coursework that is meant to be college level. So far, I have proven my hard work and dedication by passing all of the AP tests thus far. I have also taken advantage of the advanced math coursework that is two years ahead than normal. I began this track since the fifth grade, and I continued and progressed all these year. Now in my senior year of high school I am taking Calculus III and Differential Equations- traditionally college sophomore classes. I also took advantage of the Engineering classes offered at Union. My parents

## 'Math Is The Universal Language In AP Stressful'

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## Black Lives Matter Personal Statement

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## Is Your Child Ready For College Math Rhetorical Analysis

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## Anxiety Personified In Public Schools

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## Math 30-1 Class Analysis

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## Why Students Hate Math Essay

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740 Words | 3 Pages