In fact it is important to recognize the things that we do in our everyday life when it comes to money it is with a doubt thanks to the understanding of math. I have also learned that I accept that is it is not my best subject but I acknowledge that and there is nothing I can do but try my absolute best. Another thing I learned which I thought was interesting was what mathematicians do on a day to day I just find it fascinating that math comes so easily to them. I guess that it really shows you that everyone truly has a talent that they excel at. This personal refection made me really understand the role that math plays in my life and how math effects my life.
It is very effective not only for learning mathematical statements, but also for developing a feeling for mathematics as a discipline. In the project, I came up with my own proofs with the aid of elegant diagrams. Proof by simple diagrams is not only beautiful and effective, it also grabs the interest of the beginners in
In “Math Anxiety: A Comparison of Social Work and Non-Social Work Students,” David Royse researches how social work students’ bad experiences with math bode poorly for the preparation for their field, which often involves taking statistics courses. He does some interesting background research into the history of mathematics anxiety, making the claim that “math anxiety is thought to be acquired rather than inherited” (Royse 271). Royse argues that social work students need a certain level of quantitative analysis skills, but many are incapable of overcoming their math anxiety in order to reach the minimum mathematics requirement for social work. Statistics for social workers is important so that they “can use research as a tool to improve their practice and to build knowledge for the profession” (Royse 271), but it is increasingly difficult to develop these skills when “most social work majors had not completed a college algebra class” (Royse 271). 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.
Numeracy is skills within mathematics, and involves all aspects, not just numbers. The ability to be numerate involves having the skill to work with numbers, and be able to understand all aspects of mathematics that help with practical demands, in all features of everyday life (State of New South Wales (Department of Education), 2015). Numeracy bridges the gap between the maths that we learn in school, and the contexts it is used in, in everyday life. It can be argued that students develop numeracy as a result of all the mathematical experiences they learn in and out of school. Success in early mathematics has lifelong significance in students.
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.
This allows the students to be productive with students of a different culture. Students performed math problems with students who may have learned certain things differently than them. This acknowledges the progress of students learning from each other and working as one. The mathematics teacher also provided his students every opportunity to ask questions and tackle any problem that they needed help with. The diversity of the group brings out different approaches to confront any math problem.
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.
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
For example, Sandburg describes arithmetic as where “ the answer is right and everything is nice” and “answer is wrong and you have to start all over again” The contrasting emotions Sandburg convey’s between a wrong and right answer shows how math emotionally rather than just physically affects our lives. The contrast between “everything is nice” and “have to start all over again” reveal just a portion of the emotional impact math can have on a person. Sandburg also depicts arithmetic as “where you carry a multiplication table in your head and you hope you don’t lose it.” Such an image implies that math forces people to store information in their head as if they were protecting something with dear care in order to not lose possession of it. The multiplication table, in this case, is portrayed as an object that humans genuinely care for and do not want to see get lost. Sandburg also relates arithmetic to winning and losing when he writes “Arithmetic tell you how many you lose or win.” Such a comparison once again depicts math as having a profound impact on our lives in that math is in a way a form of the struggle between winning and losing.
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.