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.
Norma steps in and helps Sonia. After Norma was done helping Sonia starts to look up to Norma as a mathematical genius and will easily past college. She assumes good things about the way she is a mathematical genius and that she would easily get into college. In the beginning of the story, Sonia is in math class and needs help. The math teacher attempts to help by showing her the answer but not explaining what to do.
One education experience I had, where I attempted to put the capacity of sight into my soul, was when I tried to cram Algebra into my brain without truly sitting down to have knowledge in the subject. I believed that with knowing all the terms and formulas I would be able to excel, this proved to be a wrong strategy. However, with the same subject, I turned my whole soul to reality and sat down to fully understand the subject, my grades improved exponentially due to this simple change in my view of
Throughout the reading it is stated that by simply changing the phrasing used in academic settings, stereotype threat could be significantly reduced. Revisiting the example of women in math, we clearly saw that adding the seemingly insignificant words, “…this particular test” significantly improved the performance of women under stereotype threat facing challenging mathematical calculations. Overall, although we cannot run from our social identities, there are things that we can do as a society to ensure everyone actually reaches their potential. Recognizing the influences of identity contingencies, identity threats, and stereotype threats, expanding our own narratives, and carefully crafting academic environments are only a handful of things that can be done to bring us all closer to the sales pitch of the American dream being a
Gloria Merrier, a Floridian Math teacher develops a new method to help her students pass the FCAT. She utilizes Math, Dance, Art and Music to encourage her students to learn and captivate the lessons. Additionally, she starts by teaching the lessons which her student might struggle in first instead of the easy lessons. Gloria’s method seems appropriate for all grade levels. It is something that most classroom teachers might use to motivate students.
Most assuring to me in my report was seeing mathematics as my highest interest and investigative as my predominant theme, as I feel that I am a strong student in math and a highly curious individual who likes to seek out facts. I was a bit unsatisfied with some of the other results. However, Miss Mindy told me to just use these assessment reports as a guide, as I am ultimately in control of what career path I decide to
They create a space for creativity and expressing yourself, not only this but the arts facilitate for change. Furthermore, School would be different in the way that students would only learn what would be useful. Math in high school would include math that is helpful for life. A life skills class would also be something required in high school. Students would be taught about credit, mortgage, taking out loans, the truth behind applying to college and financial aid, as well as other useful things that are not usually discussed in high school.
Member, National Honors Society, As an active member of National Honors Society one of our main tenets of leadership is building a strong presence in the community as a whole-school or otherwise. This manifested into offering after school tutoring in math and science areas where the school struggles in terms of college readiness. I was initially apprehensive, wondering if people would show up after school to study. But, I was pleasantly surprised at the number of people willing to take charge of their own learning and taking the after school tutoring extra help. Because I was actively tutoring students I was able to improve my own knowledge of the course material and continuously learn and improve myself.
Lastly I got to volunteer for OSU SMILE which is STEM based curriculum for majors in science, math, engineering, and innovation. I volunteered for a morning working with middle schoolers who were proclaimed less likely to go to college. The experience was inspiring seeing kids who could do math much better than I could develop ideas and problem solve to real world issues. Many of these kids come from minority groups that traditionally don 't go to college and working with them was invaluable. This project open my eyes to the unique struggles that each minority groups face.
Some people are simply not cut out to be engineers, doctors, or psychologists. Modern day schooling forces students to fit a mold only a select few can fill by creating too much structure and having an overbearing emphasis on math and science, when other, less structured extracurricular activities can promote respect, discipline, and teamwork. Most would agree that, in early stages of life, art is a detrimental and necessary part of any child’s early development and education. In fact, Pre-K through third grade’s education curriculum is usually centered around promoting early creativity and a fondness for learning. Kids learn math by counting colorful pieces of bricks.