Mathematics take part in each science, so scholars who study math they want to discover theories that can help other parts of science. If the math develops, it can support other parts of science developing and make other science grow up. For example, math helps physicists in their major to improve. This means a mathematician gives the physicists some theories that can use when they do their jobs such as the theory of differential equations and more. Another example for math supports the science using math in engineering.
Another issue with standardized tests that if a student do poorly on them, they will be rejected by the colleges or jobs that they want. Subsequently, these tests are ruining countless intelligent people’s opportunities of being successful. Therefore, several students and teachers to cheat on the tests to acquire a better score. Standardized tests need to be better suited for the people taking them or to be removed completely. Specifically, these tests are not an accurate measure a student’s intelligence.
Scholars consider it as immoral and unethical as it poses negative consequences to the individual, learning institutions, and the profession. It leads to the loss of integrity and it is an indicator that one is dishonest and has a poor character. The validity of the examination scores is lost and the individuals that cheat are likely to continue with the practice of unethical behavior in their profession. Indeed, cheating lowers the levels of motivation among students. They fail to attend class, study effectively, and conduct significant research because of low levels of motivation.
Standardized testing is an inaccurate assessment because it does not effectively judge the students ability to learn or understand material, it can not always be objective and fair, and does not take into account the student 's real and true understanding. Standardized test marks based on the students performance on the competitiveness of the exam, and little on their actual knowledge or skills. To get full mark, students need to be error free, to finish within the time limit, and to follow the rules. For these reasons, students worry about everything but what they need to be focusing on. As a result, these factors often cause students to be stressed and get anxiety before and during the test which ultimately hurts their scores.
In many schools, most students will have a computer and Internet access, but schools that are located in impoverished areas may have a large portion of their student body with little to no computer experience. While it is important to educate these children in technology, it must be done at a pace that meets every individual's needs or more learning time will be wasted. Another possibility of technology having a negative effect on education is that technology can be overused. This can lead to a variety of problems. Many students learn best by physically and mentally interacting with what they are studying.
Although psychologist have developed techniques to deals difficulties faced in experimental evaluation, but unfortunately CS has not yet welcomed those techniques. These techniques are also very costly and complicated to be tested by CS scientists. CS labs also lack facilities for experimental evaluation of their own results. Scientists face difficulties in developing equipments to prove their claim solely based on experiments. Question arises why to go for experimental results if papers are acknowledged without it.
They have no interest in the subject due to lack of understanding and of failure to attain computational skills and most of all, of fear inculcated in the student’s mind. He added that this problem originated from practical situations where the social values of arithmetic exist. It is therefore suggested that teaching mathematics should be fun, thus making the students believe that it is easy for them to deal with it. Through practice and understanding of mathematics, fear toward the subject will be lessened, if not totally deleted. One of the primary aims and urgent problems of the school is to adjust individual students to a school program that can teach mathematics severely in dealing with numbers (Araque, 1998).
Some students tend to be more anxious about the testing process and can often freeze up, others just cringe when they are confronted with any form of computational exercise, or others dread taking math classes which can occur in the elementary, high school, and even at the college levels. Research has shown relationships between numerical anxiety and achievement, between numerical anxiety and gender, and between numerical anxiety and age. A negative relationship between numerical anxiety and mathematics achievement has been found across all grade levels (Betz, 1978; Ma, 1999). While there is little doubt that there is a connection between numerical anxiety and poor mathematical performance, the direction and nature of this connection is less clear. Given that numerical anxiety can hinder performance even for individuals with high aptitude, it is important to investigate the extent to which numerical anxiety affects the performance of the
While these students are actively engaged and proving to be successful in this classroom setting, what happens when they encounter something different than what they are used to. Standardized tests usually do not match students interest or reflect their prior knowledge, and they usually are multiple choice or short answer. In other words, they are the most engaging or interesting type of assessment. Now, I am definitely not saying we shouldn’t have classrooms that promote full engagement and aim to teach with students’ interests in mind, but I wonder how students feel going from their everyday way of learning content to the set up of a standardized
While this traditional model might be helpful for remembering facts and procedures, it certainly does not cater to the high cognitive demand expected from frameworks like integrated strands for mathematical proficiency or common core practice standards. While students may develop procedural fluency, they would often lack the deep conceptual understanding essential to solve new problems or make connections between different mathematical ideas. Researchers suggest that the problem lies with students’ classroom experiences wherein students find little scope or motivation to engage meaningfully with Mathematical ideas and appreciate its true nature and this eventually leads to their disengagement with the