Maths Reflective Report

Mathematical understanding influences all areas of life from social to private and civil. Therefore maths education is widely believed to be the single most important aspect to establishing opportunities for young people; unfortunately, many struggle with mathematics and become indifferent as they continue to encounter obstacles with regard to engagement (Anthony & Walshaw, 2009). Knowing a

The objective of EDC141: The Numerate Educator was for students to obtain the chance to develop their mathematical skills, build mathematical competency, and positively chance their disposition (as a pre-service teacher) towards the importance and the functionality of maths. The key to success is to learn from one’s mistakes and work (by practicing mathematical questions) to further improve one’s results. This I managed to do by increasing my Mathspace results from 64% to 68% (as shown in Appendices 1A). The Australian Curriculum focuses on developing student’s capabilities in six areas: number, Algebra, Geometry, measurement, statistics and probability. Using evidence from the Mathspace test results, the NAPLAN results and activities of ‘What

I experienced by middle and high school math classes not truly recognizing the intrinsic value of them and arrived at AP Calculus AB my junior year of high school holding the same apathy for them. The popular culture and ideology regarding mathematics is that unless a student is going to study engineering, s/he will never use trigonometry, algebra, or geometry. The actual subject matter didn’t matter, only the numerical stamp of progress and success did. I let myself get caught in that train of thinking, and quickly considered mathematics another obstacle I had to grudgingly hurdle to continue my studies.

The programme has been planned to support pupil’s skills in Maths which will develop their numeracy skills and therefor enable them to use numbers in a variety of situations throughout their lives, calculation skills that will equip them with the skills to be independent with their own finances in many different situations, and with Problem solving skills which will enable them with the skills to manage their own finances throughout their lives, with the ability to develop their skills and understanding of the value of money and supporting them to control their finances effectively (Education Scotland 2016).

 The math is something that people usually hate on school. But i don't. I always had facility with calculations. And my love for numbers increased when I firts won a certificat of merit on OBMEP (Brazilian Olympiad of Public School Mathematics).

It is important to have an understanding of the mathematical concepts from years one through to three. By completing the Early Years Mathematical Competency Test [EYMCT] I was able to see my strengths and weaknesses and compare them to the Australian Curriculum Assessment Reporting Authority [ACARA]. I was then able to look at the four elements questioning, play, the on-going nature of assessment and planning for teaching and using hands-on resources and manipulatives. By comparing my EYMCT results

Math used to be my favorite subject in elementary school. It used to be so simple where the equations used were clear to understand and proving your answer by showing work did not take too much time. Going into middle school things changed and became way too complicated. You had to learn equations to use for different problems and know which situation called for which equation to use. I got my first taste of Algebra in middle school. Things became more difficult in high school. I struggled in Geometry, Algebra II, Pre-Calculus, and the science classes that were based on math. Physics was the hardest class because of the equations. It didn’t help that I could not see how to apply the math in the real world while being a teenager. In

Remember going into second grade and fearing those one minute division tests? I remember very clearly how afraid and intimidated I was. I panicked because I was scared that I was not going to get a good grade on it. To my surprise, I did not get a high score on it compared to my classmates. I was devastated because I had tried really hard on it. After that, I hated math until seventh grade. Math was my worst subject, and I acknowledge I was terrible at it. I hated it so much that after years of hating it, I developed a passion for math. After some years of practicing math, I fell in love with it. Entering middle school, Algebra was introduced. I loved Algebra because I was not only adding numbers, I was solving for certain variables at the

My personal view on algebra being a requirement for my degree program and how I feel about being force to take math is that math is a good course to study and every student should study it. I have always believed math helps students and build their ability of reasoning logically and that math is for people with smart brains. And I place math higher in my early childhood to the point that I begin to have some nervousness for math because I felt inferior about myself not being smart. Even though I have always been nervous with math, I had always believe math is a good course to sharpen our intuition even if we don’t get to use it in our field it may have an indirect impact on our lives.

Math is a subject that I have struggled with for a very long time; it is something that I always set aside. Math is something that I never saw myself using in my future and I thought if I put it off it would just disappear. When I came to the University I had to take Math 100 and Math SAX, which, unfortunately set me back on finishing math quite a bit because I did not put in the effort as much as I should have, and the amount of work they gave, was quite an overload. I took those courses twice and was still not put into a Math course at the University. That is when I started to push math away, but I have realized I cannot put it off and math is definitely important and we do need to know the subject no matter where we go in life or regardless

Throughout all my years of education in elementary, math was the subject I hated the most, but now that I got older I realized that this subject has started to grow on me. Not until like about the 7th grade was it that I realized that math is really useful in life and I also realized that I wasn’t bad at math. The reason math interests me is because I like a challenge, if I don’t understand an equation I try to find out the steps myself and try to break down the steps in the equation in order to comprehend the problems. By doing this I ended up improving my analyzing skills. Because of my interest in math I gained an interest in the field of engineering. I looked further into the field of engineering by shadowing a mechanical engineer. I reached

The school worked on a year and a half form entry basis and so classes were generally small. During numeracy children were divided into three ability groups and each group was taught separately. My partner and I (Miss M) worked with the lower ability group. Ofsted (2009) noted that the ‘arrangements for teaching numeracy in smaller groups have had a dramatic effect on pupils' progress, improving mathematics from a relative weakness to one of the school's strengths.’ However, doing so may mean that children know that very little is expected from them. According to Cockburn (1999, p15) ‘if a child is labelled as not being able or lacking in confidence, it may not be very long before that child ceases to perform to the best of their abilities.’

     For this particular study, a survey including 39 closed questions (developed by Alan Schoenfeld in 1989) was used. All items on the survey were in the form of a seven point rating scale, with 1 being “strongly agree” and 7 being “strongly disagree”. The questionnaire was determined to be extremely consistent with an alpha of 0.8468. The survey contained questions associated to student’s perception of what mathematics is and how to do well in it, what mathematics solutions should be, how math problems can be solved, how mathematics is learned, and student motivation. For the first 33 questions, the students were asked to rate them on the seven point scale described above. The last six questions on the survey dealt with grades, gender, and perception of the children’s parent’s attitudes towards mathematics. The researcher also used a two-tail t-test to compare the mathematical perceptions of Chinese and American students. The average of each cateogry in the survey was also compared. As stated above, there were six main categories being compared: what

I don’t remember exactly when I started loving math, but I do remember the moment I realized it. I was in pre-calculus my sophomore year of high school. I had begun taking advanced math classes back in 6th grade, so I was two years ahead of most people by the time I got to high school. There was a test that day, and, midway through it, I realized that I was feeling more calm and relaxed than I had been in a while. I pondered the confusing situation for a while, but to no avail. My musings were cut

Mathematics, like every creation of man, have evolved without really knowing how far you can get with them: the scope of the computer, physics, chemistry, algebra, all are evidence of this. Every aspect of our culture is based in some way or another in Mathematics: language, music, dance, art, sculpture, architecture, biology, daily life. All these areas of measurements and calculations are accurate. Even in nature, everything follows a precise pattern and a precise order: a flower, a shell, a butterfly, day and night, the seasons. All this makes mathematics essential for human life and they can not be limited only to a matter within the school curriculum; here lies the importance of teaching math in a pleasure, enjoyable and understandable way. Mathematics is an aid to the development of the child and should be seen as an aid to life and not as an obstacle in their lifes.