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. If I was, it would not require so much effort to complete courses. Being a person who possesses an aesthetic mind, also factored in. My feelings towards Mathematics were influenced greatly by many people. 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.
Most of the material I wasn’t very good at was topics towards the end of the year. I think part of this was because I was almost done with high school and didn’t put as much time in to my work as I should have and as much as I was at the beginning of the year. Another reason I didn’t do so good on these topics was because we went through them really fast so we could at least see some of the types of questions that could be on the AP test before taking the test. Overall I would say that I am OK at math, but not great. My favorite math class was algebra because that is what I found the easiest to learn and follow.
Similarly, some tricks require the memorization of the positions of certain cards while others can simply be performed with deceit and distraction. By utilizing the rules of probability and statistics, math allows me to create tricks that have a profound effect on the spectators as it leaves them
"Without mathematics, there's nothing you can do. Everything around you is mathematics. Everything around you is numbers. "~Shakuntala Devi. In "Teaching Kids Why Math Matters", Cindy Donaldson builds an argument that math will be in our lives for as long as we know it.
Most of the students would have a yes as an answer to these questions. But, that is not so, Mathematics can be easy and fun. It is a top-scoring subject in which you can score a perfect 100. Mathematics, if prepared well can raise your overall percentage in the exams. Instead of avoiding the subject, one should strive to master it.
When I was 17 years old, I wasn’t excited to go off to college to do more school work. I figured since I didn’t enjoy high school as much as others, a college would be even tougher to enjoy and probably not end well. Throughout high school, math was a subject that caught my attention briefly and I always questioned if anything other than basic math was important. I completed high school algebra even though I knew I would never use it in my daily life. And I didn’t.
Critique: Math Is a Waste for Most “Math Is a Waste for Most” (2008), by Florida criminal law attorney Sam Fields, explores a number of perceived disadvantages of required math classes. Fields’ passion driven article opposes the Florida legislature’s ruling that Algebra II be a requisite for High school graduation. He begins by expressing his personal experiences with advanced math classes. He asserts that his ability to get far in his career without being proficient at high level math shows that higher math skills are not important for every student to learn. He continues his argument by acknowledging that new technology has a strong influence in the mathematical world.
I still have a memory of the sense of accomplishment I felt during a 4th grade math class, in which I solved a difficult problem on fractions, that other kids of my class couldn’t. Having an analytical mind, I have always excelled in mathematics. A discussion with my teacher about ‘The Pleasure Of Counting’ by T.W. Korner had a lasting influence on me .It resulted in me increasingly applying mathematical ideologies to the real world, particularly in economics and finance fields ,which has progressed my critical thinking and analytical skills. I have always achieved highly in mathematics throughout my secondary school and have received the outstanding student honor.
The problem being that my counselor had accidently placed me into these classes, but in the end result just received extra help. The effect of double placement caused my mindset to seem under average compared to my friends since many were only placed in a single math class. As it was stated by Carol S. Dweek in “Transforming Students’ Motivation to Learn” it mentions, “self-esteem in math seemed to become more important than knowing math” (2). Just as the article is stating I had confidence that I was above average and was capable of higher level math which is why I felt being enrolled in two classes was not for me. It was a conflict to my repetition rather than having a clear understanding.