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. Other teachers gave negative influence and was completely unware that they were doing so. As mentioned before, not being able to do and understand everything within the time frame that the teachers allotted, caused me to feel as though I was not smart enough to understand the concepts. Help was given from friends and peers when necessary whether in the form of assistance with given work or explaining concepts that were not understood. I came from a household where Math is abstained from on all sides.
Teachers are central to classroom instruction in mathematics and have a major impact on students’ learning. Consequently, if our aim is to improve students’ learning of mathematics, one fruitful line of endeavor is to investigate the characteristics of effective mathematics teaching. Much of the early research on the effectiveness of mathematics teaching focused on teacher knowledge of mathematics (Thompson, 2004). Teachers’ beliefs about mathematics, mathematics learning and mathematics instruction can also impact on teachers’ instructional practices (Beswick, 2007; Leder, Pehkonen, & Törner, 2002; Wilkins, 2008), although the contextual nature of beliefs means that it is unwise to expect consistent links between beliefs and practice. While teachers’ beliefs have been described by Pajares (1992, p. 307) as “a messy construct”, their influence on instruction is sufficiently accepted to warrant further investigation.
These studies vary according to the criteria used. Many children with mathematical difficulties have a significant number with specific difficulties with mathematics. V. Mathematical Difficulties in Educational Policy The Learning Difficulties in Mathematics can be one of the causes of failure and, at times, may lead to the isolation of students in their educational environment and even to school dropout. The teacher must know the causes and characteristics of these difficulties in order to be able to treat them properly. We must highlight, therefore, the important role played by the training with what the teacher has to deal with them, but also their involvement when giving response to attention to diversity; For this reason, it has been tried to understand the methodology used by some teachers in the teaching of Mathematics, as well as their training, concerns and expectations regarding
Students‟ academic achievement in mathematics is seen as vital due to its association with job prospects and life chances. Besides, it is imperative to understand whether a student’s implicit theory of intelligence interacts with co-operative learning and influences students‟ academic achievement in mathematics. Thus, it is expected to enhance academic achievement in mathematics in students with incremental theory of intelligence. Prior research has found that co-operative learning enhances students’ attitude towards learning. Besides, peer support in co-operative learning is expected to create an environment which nurtures students with an entity belief in intelligence.
Effects of student test taking are said to lead to test related nervousness. (Wei, Pecheone, and Wilczak, 8) The importance of the tests put pressure and stress on the student which leads to inaccurate scores. With the low scores from having anxiety over tests comes the teacher competition (Morgan, 69) Some teachers who are competitive want to do better than the others and that is the result of "RTTP, or Reacting to the Past Innovative" trying to get teachers to make the students do good on assessments, looking to
Having too much homework stresses a person out, lowers grades, and doesn’t get done because one has little time available. “[S]tudies have found that high school students may also be overburdened with homework- so much that it’s taking a toll on their health” (Levy 3). Stress can be caused by excessive amounts of homework, which can be bad for your health- hence why being burdened with so much homework can cause a strain on one’s health. Due dates stress a person out because someone will get homework and it’ll be due the next day. What about work?
This 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.
The discipline of mathematics is a difficult learning site with the potential to trigger distressed emotional states or dread in those students who cannot comprehend its concepts or to use it to solve problems. (Ashcraft & Faust, 1994). A background in mathematics is necessary for many career opportunities in an increasingly technological society but academically capable students are often restricted by fear of mathematics. This leads to discontinuation of mathematical training and education. (Meece, Wigfield & Eccles, 1990, p. 60) This fear of mathematics, initially termed mathemaphobia or mathophobia, is currently termed mathematical anxiety.
The journal article “ Don’t Aim Too High for Your Kids: Parental Overaspiration Undermines Students’ Learning in Mathematics” was written by Kou Murayama, Reinheard Pekrun, Masayuki Suzuki, and Herbert W. Marsh. Nowadays, parents have high expectation and aspiration on their children as they hope that the children can perform well in school. This article aimed to investigate the effect of the aspiration of parents on their children’s academic achievement. Throughout this article, the main argument stated by the authors was that high parental aspiration resulted in negative reciprocal effect in children’s academic achievement. In general, the authors conducted a precise and detailed research which written in a well-organized report.
SOCIO-DRAMA: AN APPROACH IN TEACHING MATHEMATICS CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Perhaps, if teachers or anyone ask students to name what is the most difficult and most perplexing school subject is, doubtlessly, their answer is mathematics. Indeed, who else can not be challenged in mathematics, basic or complex mathematics can cause anyone to think more critically and impatiently. However, one exceptional student skill is his/her ability to analyze, understand and deal with any mathematical concepts without any evidence of difficultness, then maybe, that student has the probability of having high logical thinking ability. Logical thinking ability or logical mathematical intelligence is the ability of a person to be skilled at deductive