One of the more difficult subjects that lose interest among students is math. Math can be challenging for some students to understand. According to Minetola, Ziegenfuss, & Kent Chrisman (2014), combining math terminology with students' current learning ability, increased brain tiredness or anxiety caused by the required focus needed for longer periods of time. Breaks are necessary when learning. The importance of Math in the world is used as a tool to help create evidence and advancements in the world today.
I feel as if High school students should go to school later, but continue to get out before or at 2:00. I choose this because most High School students have practice, jobs, and homework. Teenagers bodies do not function until typically after first period and or during first period. Students would have more accurate and better attendance and grades. High School students would develop in class information better if school started at a later time.
Common Core Standards are extremely tough especially within in this district. In my personal opinion I believe that Common Core stresses the importance of test taking. Therefore students are taught to pass the test and not taught to love learning. Common Core forces students to read more complex texts that provide background knowledge from science, and social studies. Students are challenged to ask questions that requires them to refer back to the text.
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.
1. In the identified video in ATLAS (Case #2454), the mathematics teacher did a great job in making sure he used cultural appropriateness in his learning outcomes. You can tell from the video that the teacher made sure that everything was out in the open. This mathematics teacher used cultural appropriateness by allowing the students to work in groups to help each other with the math problems. This allows the students to be productive with students of a different culture.
From adjusting their style of teaching to creating revamped lesson plans and getting familiar with new textbooks, to attending professional development meetings on and off campus, the transition has been a challenge. When most people think about mathematics, they think about computing numbers and symbols. Mathematics is more than just that, and the CCSS is making sure we are all aware of that fact. As discussed by Mongeau (2014) “By removing memorization standards and requiring teachers to cover fewer topics over the course of a year, the new standards are also meant to encourage teachers to spend more time on the underlying concepts behind mathematical concepts.” The end result of this will be that memorization will no longer be enough to meet the CCSS’s subject content. Teachers who are accustomed to using little math language to teach and talk about math concepts will now have to adapt.
However, 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.
This notion reduces the validity of NAPLAN due to the fact that it assesses how well the students have been directly taught for the test, rather than the mathematical ability of the students. Another issue with NAPLAN, is that it does not solely test student’s mathematics ability because language comprehension is needed to understand the worded questions. So, students with language difficulties will be disadvantaged even if they have a sophisticated knowledge and understanding of mathematics. Therefore, the NAPLAN testing scheme does have many educational benefits for students, teachers, parents, schools and the government; however, it is not without its faults and there are areas in which improvement could be
Schools around the world should start later because it would help kids get to school on time, improve concentration during class, and it’s better for their health. Most kids hate getting up early- If we started later in the morning, less kids would fall asleep in class and they would be able to concentrate more. Getting up early in the morning is hard. If we started later it would help reduce the amount of tardies students get throughout the year. Students have a hard time getting up in the mornings, but if they had more time to sleep in or more time to get ready in the morning it might help them to get to school on time.
I also believe that giving no homework is not good. I believe this, because if they do not give away homework then they will not get to review at home what they learned at school. Also if we do not have homework students will not learn how to be responsible. They will not know how to take homework and give it back when they need to. This is why I believe that we should give students homework.
The author appeals to emotion in the heading “Placement tests are “hidden standards”. The heading explains that if a student misses just one year of mathematics then passing the college placement exam will be difficult. The director of the Transition Mathematics Project Bill Moore said “Sometimes students are pushed too hard and too fast. They rush through the curriculum, they take their senior year off, they take a placement test - and have to take remedial math”. He understands that if students are failing they have to recover quickly and it may cause them to not understand the concept and they may end up taking “remedial math” because they were “pushed to hard and too fast”.
In the journal article The Intersection of Mathematics and Language in the Post-Secondary Environment: Implications for English Language learners the authors describe the challenges English Language Learners (ELLs) face in mathematics courses at a post-secondary level. In addition, they determined four key features of the English language that can hinder ELLs. They determined that these 4 aspects of language can greatly influence how ELLs students perform on math examinations (Choi, Milburn, Reynolds, Marcoccia, Silva, & Panag, 2013, p.73). Furthermore, this article conducts an assessment to determine if performance on a math exam is related to English language proficiency. Sixty students volunteered to participate in the study, twenty-eight
Then I have them compare those numbers and turn them loose in a discussion forum format to think about, if your goal is this what do you do and if you goal is that what do you do and how you adjust. IN: That makes sense. To what extent to you ask them to think about, if they get a numerical answer for that, is that a reasonable answer. One of the things we struggle with as math teachers is that students will trust whatever comes out of a calculator or a computer. Do you talk with them at all about here is how to know if this is reasonable or you made an error.