The U.S. could potentially “gain $41 over the lifetime of the generation born in 2010” if in the next 20 years if students improve their score in reading, math, and science by 25 points. Year-round school provides an efficient way to accomplish this goal to bring America more money (Granderson). America is no longer leading in the world’s smartest countries and it is having a negative impact on students and the economy. By implementing year-round school, test scores will sky rocket and bring in more money. Countries with more effective schooling from year-round education have fewer dropouts.
Gladwell draws a connection between national cultures that “place highest emphasis on effort and hard work”. He notes that students from Singapore, South Korea, Taiwan, Hong Kong, and Japan score high on country-by-country ranked math tests. If you grow up in a cultural where everyone works hard and it is the only thing you know, you must do it. You wouldn’t know any other way but whats normal to you because of the way you were raised. It is embedded in who you are as a person.
In this chapter, Gladwell uses the example of an Asian stereotype. Gladwell (2008) says, “Students from China, South Korea, and Japan - and the students from recent immigrants who are from those countries have substantially outperformed their western counterparts at mathematics” (p. 230). Gladwell feels Asians are great at math because of their cultural upbringing and beliefs. Many years ago when the Asian culture grew rice patties to feed their families. They did not have a lot of money to buy machinery to help them farm, they had to do al1 the work themselves.
Junior year. The best and worst time of a students' life. Many teenagers have just experience the privilege of freedom and independence of driving as well the ability to make their own decisions; However, the stress and overwhelming responsibility of college applications and of course ACTs and SATs scores can ruin it all, especially with crucial standardized test that can ultimately determine a young adults future. Most high school students spend all of second semester preparing for the SATs and ACTs. Many impressionable students depend on their test scores to get accepted into their dream school, but what if students lack test taking skills.
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.
These tests begin in the third grade and take place at the end of the school year. Students are tested in English and mathematics and have to use the information and the skills they learned throughout the year. Not only are these tests long and hard they are used as tools for deciding whether or not a student will go to the next grade. This system has many flaws and they do more harm than good. First off, many students are not good test takers and tend to do poorly on them.
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.
In the article, Is Four Days Better Than A Five Day School Week, the author states, “ ‘ Our ACT scores at the best they've been in 10 years, and our love it,’ said Chris” (https://newsela.com/articles/school-fourday/id/1002/). This quote helps explain why we should have a four day week. This isn't the only reason though. In addition, not only are tests scores better, but also student attendance. In the article, The Four Day School Week, by Don Kordosky, the author states, “ Attendance in some schools increased 3% as against available instructional hours” (Crosscut: "The Four-day school week: why less really is more").
According to the article “10 Telling Studies Done on Longer School Days” from Online University, one study shows test scores jump with longer school days is in Massachusetts, they extended the day by 25% and their test scores jumped by 4.7-10.8% higher. Another way this idea of longer school days was proved was in a study from New Hampshire, where not only test scores were jumped but grades were too. So, it may not be a guarantee but its one of the best chances at higher test scores thats come across the
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.
He understands that if students are failing they have to recover quickly and it may cause them to not understand the concept and they may end up taking “remedial math” because they were “pushed to hard and too fast”. Another persuasive element the author uses is logos. In “what about calculus” it explains that the “U.S. students ranked second from the bottom in 2003 Trends in International Math and Science Study” but the kids who were taking calculus ranked first in the world. Not every student is going to be ready for AP calculus that 's why some schools offer other math alternatives to help.
This is the best moment of the book in my opinion because it again demonstrates that not only is anything possible, but that hard work comes with a reward.. Joshua Foer started off only one year ago learning key techniques for memorization, knowing that there were many other geniuses on the other side of the world. He worked very hard to not only improve his memorization, but master it. In the end he won the USA memory championship and showed that hard work pays
Some American schools test over every subject putting even more pressure students. Test scores are to grade students ' intelligence unrealistically and to pay teachers based off how good the students did. All the way from childhood to graduation kids are stressing about school, but one main cause is standardized testing. In most American schools students have to pass certain high stake test to advance to the next grade. Students who already have a busy schedule and are trying to manage other classes don’t have a
If you were to mention algebra to me at this exact moment I would most definitely cringe at the words. Algebra has always been my most difficult subject since I was in the eighth grade, which is why I absolutely despise it. Before my eighth grade year I did exceptionally well in math, it was by far my favorite subject because I loved money and solving multiplication problems. My love for math lead to me being in advanced math class which is why I took algebra in the eighth grade versus the ninth grade. When I began algebra my love for math was gone.