Not being able to always have top scores when Math quizzes were taken or always have the correct answer in the classroom, led me to the conclusion that I was no good at Math. If I was, it would not require so much effort to complete courses. Being a person who possesses an aesthetic mind, also factored in. My feelings towards Mathematics were influenced greatly by many people. Some of my teachers had a positive effect on me in that, they tried to show me the importance of Math and how it is applicable to my life.
C. L. Taylor did this research to identify the factors that affect mathematical aptitude. Dr. Taylor considered various variables for the study, which are problem solving ability, interest in subject matter, differential abilities, IQ, success in Mathematics etc. Sample for research was 371 junior maths students of two public schools in Iowa. Finding of the research showed that high verbal ability, personality factors, reading ability, musical ability, interest in math, and socioeconomic data have all been shown to predict or correlate with math achievement. Also, factors of mathematical aptitude are: quantitative thinking, computational skills, interpretation of natural science reading materials, vocabulary, use of sources of information, general reasoning and logical thinking, knowledge of science, interpretation of social science concepts, and algebraic skills.
Students can construct meaning in mathematics from each other or from use of individual objects, both of which are part of experiences (von Glasersfeld, 1997). Students at all levels can benefit from such hands-on approaches. Students who typically perform lower in mathematics foresee ideas in an entirely new light when using concrete learning experiences. Thus, all students can learn mathematics when given appropriate instruction that is tailored to their needs. This type of instruction fosters the linkage between concrete and abstract thought in a meaningful and coherent manner.
The writing draws on the past then delves deeper so that one can better understand the true implications of mathematics. Although it is common knowledge that a fair majority of civilizations have had some form of mathematics, it is a common misconception that majority of these were similar to western mathematics. Western mathematics is seen as rational and objective, while other cultures sometimes had strong religious values associated with mathematics. After providing historical evidence, Bishop continues his argument by declaring that the scientific community must change this view and encourage mathematics
It aids critical and creative thinking as individuals learn to generate and evaluate knowledge, classify concepts and ideas, seek possibilities, considers alternatives and solve problems. It also requires learners to think broadly and deeply using skills, behaviors and dispositions such as reasoning, logic, resourcefulness, imagination and innovation particularly in justifying and looking for alternative ways to approach mathematical problems. It helps individuals to develop skills in initiative taking, decision making, communicating, budgeting, financial managements, and understanding Statistics in everyday contexts. Furthermore, it encouraged individual use mathematical thinking in identifying and resolving issues related to living with diversity. The above views therefore ascertained that Mathematics highly contributes to individuals and to nations’ progress.
In fact, Harry Beilin (1992) claims that that no other psychologist or individuals has impacted the field of developmental psychology as Jean Piaget has. Further to this, he conveyed innovative approaches and processes which immensely transformed the studies of cognitive development of children. This is evident through Piaget asking children unrestricted questions to attempt to understand their cognitive development (Smith et al., 2003, p. 103). Hence, Piaget’s influence on other researchers to research on children development. In contrast to this, despite certain psychologist approving Piaget’s theory on how children cogitate, other psychologist and educators contradict his concept of why thinking progresses the way it does.
If Math instructors change the way they are teaching it could help everyone not just the different raced students but society, so everyone can be looked at the same. We will have more students succeeding. I dislike the way we have all these stereotypes in Math education because, they need to start opening up more opportunity for all students to receive the same type of support and to be approached the same way when learning or getting a certain class, not because of where they come from or how they look, but for their intelligence and effort. Instead of doubting the students abilities teachers should change up their way of thinking and see them all as equal learners and thinkers. From the article, both Battey and Bullock agreed that school systems ought to support math educators in deconstructing and discarding the white frame of mathematics.
Students Justifying Their Mathematical Thinking No matter what subject you teach or no matter how you teach it, it is fair to say that teachers want the best possible outcomes for their students. There are no set guidelines on how to teach or no step by step structure which guarantees student understanding. However, there are methods of teaching which work better than others and it is our responsibility, as teachers, to research and apply these successful methods in our classrooms. One such method is the practice of getting students to justify their thinking and their approaches to mathematical problem solving. At first thought, this may seem like an easy approach and one which can be implemented straight away.
I. INTRODUCTION Mathematic has an abstract object, and composed by hierarchy concepts. The existing concept underlies the next new concept. The object in mathematic learning are fact, concept, principle, and skills. To understand concept in mathematic theory need to conceive previous mathematic concept with a deductive mindset.
Mathematics has been instructed with the goal that kids can comprehend the numerical information displayed to them, and ready to perform basic and complex computations in everyday experiences. It is additionally a typical conviction among students that math is a hard subject and hard to learn, thus resulting to not be able to have the capacity to adapt up effortlessly to this subject. In mathematics education, numerous researchers propose inventive methods for educating, connecting idea and genuine applications