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
I was very nervous because I thought I might not succeed. To my delight, I do not feel nervous anymore. The first few months of school taught me that I could handle funky activities through my preparation and knowledge. Comparatively, I would like to achieve in my other classes. I am going to remain working hard in math so I can earn an “A” next
Many people fail to realize that Art is related to Math. It is impossible to be a great artist without mastering the basic skills of Math. These methods can be used in the classroom with younger students. Younger students have a lower attention rate. Therefore, lessons need to be entertaining and interactive.
The reason I didn’t do to well on elementary school reading tests wasn’t simply because I was lousy at reading comprehension, I could never understand what the question was asking. I dreaded reading tests. Low 70’s on tests in my house were awful and cry worthy. After taking Mr. Clayton’s class, I’ve definitely improved. I can tell what the question wants me to pick and which answer is the most correct.
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.
Using the examples to learn about math and understand how it will guide us to a bright future, Cindy Dolnaldson persuaded us into believing that no matter what the situation is math matters. Math is mandatory in life and is appealing to us. Some students belive that just because math is hard they should give up. Math will lead us to many great goals and
I was tired of being label a slow reader. I was advanced in my math classes and hardworking student; because of this I knew there wasn’t anything wrong with me. I figured that if I can learn this complicated rules in math than I can learn how read better. With the help of my parents and other teachers I was able to figure out that I was exposed to three different ways of reading. Form that moment I told myself that I should practice the English literacy, since all the text books are written in English.
In Marcus Hung’s article “Talking Circles Promote Equitable Discourse” the author talks about how he uses “talking circle” a structured discussion format to influence equitable student participation in his math class. As a math teacher he observed that during “Stratified classroom talk” or traditional whole-class discussions the majority of students who tend to volunteer and respond most frequently were students who were mathematically confident, and they were the same few students every time. Even in the small group discussions in his classroom Hung observed that most of the discussions were still done mainly by students who were mathematically confident. According to Hung, these discussion formats did not promote the equitable participation
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.
For example, in the heading “Many students aren’t ready”, the author states “Some of them didn 't take enough math, some took the wrong math and some managed to pass the classes without learning the math”. The evidence explains that even though a student may pass a particular math course, they aren’t prepared to take college level math or even understand the concept of that math course. In the heading “Your child needs math every year” the author explains that just because some students took a higher level math in seventh or eighth grade and are able to “fulfill minimum admission requirements for all but the most selective colleges by the end of junior year” doesn’t mean they should take a break once they become a senior. Once they do take a break then taking college level math will be hard for
If I don’t have fun then I am not focused and I don’t pay as much attention. For example, if the teacher just makes us do work all day and doesn’t let us have a little fun with it then I will be bored out of my mind which makes me kind of crazy. I also don’t like if the class is too easy. If in math the only math problems we get are easy I get bored and I feel like I shouldn’t even be doing them. as you can see I like to be challenged through doing
This quote is only not relevant to the performing arts. It is applicable to every ability a person could wish to become skillful at. At the beginning of my junior year I struggled in my math class. I could do the problems without issue, but writing intelligently about how I solved the problem was required and did not come easy to me. I went into my teacher’s office hours to get more practice and spent additional time on the homework to ensure I understood the concepts completely.
It is hard for ELL students to perform well on assessments that they are unable to read and/or comprehend. In my future classroom, I will make strive to use mathematics questions that are unbiased for all of my students. I will make sure that my ELLs understand the assessment and what is expected of them prior to giving the exam. I will also offer extra support for my ELLs in all subjects not only math. This will help ensure that all students in my classroom have an equal opportunity to be