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.
Do we need math and what benefit we get when we are smart at math? The benefits are people will be proud of you. Introduction Why do most of the students hate Math??? Math is one of the most important subjects, but some people fail really hate math why do they hate math? What is the reason why people hate math now I am going tell you that why people hate math.
My interest in math has influenced me to look at future careers that involve math, such as biological engineering, because I will enjoy taking the math classes required in that particular major. Ever since my grandmother died with lymphoma, I have been very interested in biology because I want to find a cure for cancer. Before going into biology, I did not think that biology involved math skills, however, it did not take me long to learn that it is very important to have a good understanding in math to do well in a science course. As I began to exceed in math, I began opening doors to other career options that involved math. Also math has influenced me to look at life from a different perspective, a more mathematical
I had taken Science as my major in Junior and Senior High School. I took plenty of Mathematics and Physics classes at school. I have always excelled in physical sciences specifically in Mathematics and have received many awards in Mathematics in high school. I loved mathematics because of it’s logical reasoning to solve problems and it was always very exciting for me to solve complicated problems. I used to participate in various mathematical quiz competitions and earned many prizes on these competitions.
Teaching is more than delivering facts to students, it’s about developing a child to their full potential. I don’t want my students to memorize material for a test, then soon forget it, like I did growing up. This is not beneficial in the long run, students should know a math equation because they understand how to formulate it, not because they were told what the equation was. Because of this, I want to adopt a more constructivism approach to teaching math. I plan to be creative when it comes to math, and find ways where my students can construct their own learning and develop their own understanding behind the concepts of mathematics.
Algebra is still very hard for me and I think it was easier for me to learn when I was younger. I was introduced to man terms and activities to ensure that I was learning the mathematical vocabulary and concepts. When introducing new words to students, Burns says, “When vocabulary relates to mathematical symbols, point to the symbols when saying the words. Have the students pronounce the words themselves” (2006, pg. 43).
It was not uncommon for me to be disinterested or disengaged during many classes; that is, many classes but math. Upon entering high school, my love for math expanded as my horizons were broadened and I was exposed to advanced levels of math, such as pre-calculus, calculus 1-2 and trigonometry. It was my passion for design and my love of mathematics pushed me towards the degree I have chosen. My career plan is to be an architect. It combines design with mathematics, all of which interest me.
Mathematics is at the heart of many successful careers and successful lives for societal development, particularly in the extraordinary and accelerating change circumstances. However, in reality, most people in general and students in particular dislike mathematics. Mathematics has a public image of being a difficult subject, accessible only to the few. Learners who do well in mathematics are typically stereotyped as “bores”. It is seen as a dry and boring subject.
The role of geometry in education and daily life is tremendous. However, in many countries, mathematics curriculums ignore geometry, which results in geometry disappearing from the school system (Dolbilin, 2004). Many research studies have shown difficulty in teaching and learning of mathematics, geometry in particular. Students often fail to develop the visualization and exploration skills required for geometrical concepts, problem-solving skills and geometry reasoning (Battista, 1999; Idris, 2006). According to Idris (2006), the lack of understanding in learning geometry discourages the students, which leads to poor performance in the