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A consistent approach to behaviour helps pupils learn right from wrong and to appreciate that rules exist for the good of everyone.

Now look at phone from 50 years ago, …. Big difference right? keep following me, look at a car from today, and here a car from 50 years ago; big difference right? Well get this. Here’s a classroom of today; And here’s a classroom we used 50 years ago. Now ain 't that a shame? In literally more than a century nearly nothing changed. Yet they claim to prepare us for the future? But with evidence like that I must ask. Do you prepare students for the for the future or the past? Kevin carey says, “ as the country becomes more standardized in the classroom, its risks eradication difference among students.” meaning due to the school views it being to cause unnecessary dilemma with students, when their attention could have been focus elsewhere. See, research proves schools were made to train people to work not to be successful. Which explains why they put students in straight rows nice and neat tell’em sit till, raise your hand if you want speak, and give them a short break to eat; and for 8 hours a day tell them what to think. As Edx CEO Anant Agarwal says it “ it’s pathetic that the education system has not changed in hundreds of years.” An Oh make them compete to get an A. A letter which determines products quality. Hence grade A of meat, I get it. Back then times were different. We all have a past, but today we don’t need to make robot zombies. Author writer Clayton Christensen, Institute Michaels Horn and Meg Evan

Algebra is a critical aspect of mathematics which provides the means to calculate unknown values. According to Bednarz, Kieran and Lee (as cited in Chick & Harris, 2007), there are three basic concepts of simple algebra: the generalisation of patterns, the understanding of numerical laws and functional situations. The understanding of these concepts by children will have an enormous bearing on their future mathematical capacity. However, conveying these algebraic concepts to children can be difficult due to the abstract symbolic nature of the math that will initially be foreign to the children. Furthermore, each child’s ability to recall learned numerical laws is vital to their proficiency in problem solving and mathematical confidence. It is obvious that teaching algebra is not a simple task. Therefore, the importance of quality early exposure to fundamental algebraic concepts is of significant importance to allow all

As a schoolteacher in Edinburgh during the 1930’s there were many rules and regulations that teachers had to adhere to in order to successfully feed the minds of their young pupils. Schoolteachers had more of a responsibility during this period than today because school was the only source of information and education that people could receive. Due to this fact, the government set strict policies and curriculums (and still do) that teachers must follow so that students could grow up to become well round

These rules are displayed throughout the school and are referred to continuously by staff and children equally. We also have class rules that have been developed by the children themselves and are a positive device for encouraging good behaviour. The children can then monitor their own behaviour as well as the behaviour of other children in the class.

The aims and importance of learning provision for numeracy development are to ensure all students understand that maths is a vital part of everyday life and will continue to be used throughout their life. Primary schools will teach students to learn various methods and techniques to be able to reach the correct answer. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s or 10’s, which in turn can be applied when paying for

With a good public education system this could be changed to better inform students of what is right and wrong, as well and the proper education they should be enrolled

If anyone should be setting rules it’s students, teachers need to observe the way students learn and they have to help the students in what they struggle in.

[In lesson 1 at time stamp 2:44, I illustrated a Math Mountain and asked students, “What Math Mountain is that?” A student gave an answer of six. I elicited the student’s response by asking, “How do you know that (name)?” The student responded by telling the class that one more than five is six. I continued to build on the students’ answer and circled the six at the top of the mountain. I explained that this was our big total, a vocabulary phrase. I ask students to raise their hands and tell us what the word total means. Some students were hesitant in defining this word, so they did not raise their hands. I went back to what a student mentioned earlier and circled the numbers as I spoke, “(Name) said that five plus one equal six. What do you think total means?” The same student gave the answer, “All of the numbers together.” I paraphrased their response and added to it by motioning my arms in a big circle while repeating, “Big total, it’s going to be the biggest number.” I also had the class repeat the word big total.

“Despite tremendous advancements in technology, human rights, and social awareness, the system engineered in the 1760’s by King Frederick the Great still succeeds in dampening the creative spirit of its students, fostering mediocrity, and ensuring a subservient population. Deeply ingrained into our collective psyche, the legacy of the centrally controlled, highly scripted classroom continues. Trapped in an educational model explicitly engineered to breed submission and apathy, it is not surprising that student results remain dismal.” (Meshchaninov, 8)

For pupils to use a calculator effectively requires a sound knowledge of number. As children learn how to enter simple one step calculations that involve whole numbers, they can explore

rules that forced the students to behave as if they were in a high standard in society. The culture

Hurst and Hurrell (2014) explain that children need to be acutely aware of the ten times multiplicative relationship between places and how this effects many aspects of mathematics.

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).