Malcom X and I shared the same sentiments when he said, ‘I’m sorry to say that the subject I most disliked was Mathematics. I have thought about it. I think the reason was that Mathematics leaves no room for argument. If you made a mistake that was all there is to it.’ The situations I faced relating to mathematics in my past, forged my mind set today. 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.
The ability to draw a conclusions from the statement is a thought process that empowers its knowledge to produce an ideas. The students' reasoning ability can also be seen from their ability to examine the validity of an argument, the ability that requires the student to be able to investigate the truth of an existing statement. The ability to find patterns or traits of mathematical phenomena is needed to make generalizations. In addition, reasoning ability is also required to measure its ability to find patterns or ways of a statement so as to develop it into a mathematical sentence. The reasoning ability is a person's ability to master the thinking process undertaken in a way to draw conclusions.
Firstly, the questions in the numeracy test rely heavily on the student’s prior experiences in mathematics. So, instead of testing the mathematical understanding of the student, it tests how well the student has been taught mathematics. This became apparent to me when I was completing the test, because I found the questions that I had previously been exposed to at school a lot easier to answer. In comparison, I found the questions that I had never come across a lot more difficult, even if the actual mathematics involved was at a similar complexity level. 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.
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.
When linking mathematics with visual arts, students somehow bring feeling and emotions to their work. They are learning through the affective domain by responding to the mathematical concepts they have learned, values it in their drawing and organize their prior knowledge of mathematics to modify their work and categories themselves as artists. In formal classroom teaching,
Our experiences in the classroom advise us about the ways the principles of self-regulated learning can benefit focus on educating and learning. In the following section we start by examining the early state of self-regulating inside the classroom. Then, based on our testing, we explain how reasoning models rooted in rich mathematical activity, composed with reflection across taking notes, opened up chances for learners to observe and examine their own mathematical learning and find the solutions to the assigned problems or tasks. Case Study
This is the fundamental reason why computer science is not a science. Given that the correctness of procedures is proved using mathematical logic, it might seem like computer science is really just a branch of mathematics, which it is, in some sense. In fact, much of the “math” we learn in school is actually computation. Consider, for example, the problem of dividing two numbers. When presented with this problem, a mathematician might derive the properties of division, such as when there will be a remainder.
Due to a test kids are lacking simply skills that are a necessity in life. Learning is not a one-size-fits-all principle. Kids and our schools shouldn't have their whole futures riding on how well children can fill in little circles, to be scored by machines. Others claim that Standardized testing is a good way to measure students learning. They want to make sure that high school graduates are have acquired the knowledge and skills they need for further education and adult life.
Background to the study Mathematics is an important subject of study that is given much priority in school curricula worldwide. Galileo Galilei (1564-1642) opines that the universe cannot be read until we have learned the language and become familiar with the characters in which it is written. He postulates further that the universe is written in mathematical language, and that the letters are triangles, circles and other geometrical figures, without which means it will be humanly impossible to comprehend a single word. Without these, one is assumed to be wandering about in a dark labyrinth (Marcus, 2010). Mathematics is considered as one of the fundamental subjects of education due to the numerous benefits it provides to human life.
Homework is a tool that helps students to learn and revise effectively but the secondary school misunderstands the original idea of homework now. Homework in secondary school is only forcing students to do something after school. For this reason, I will mainly focus on the harmfulness of homework to secondary students in Hong Kong. There are two main parts in this essay. In the first part of the essay, I will discuss the harmfulness of homework that brings to students.