Mathematics is the one of the most important subjects in our daily life and in most human activities the knowledge of mathematics is important. In the rapidly changing world and in the era of technology, mathematics plays an essential role. To understand the mechanized world and match with the newly developing information technology knowledge in mathematics is vital. Mathematics is the mother of all sciences. Without the knowledge of mathematics, nothing is possible in the world. The world cannot progress without mathematics. Mathematics fulfills most of the human needs related to diverse aspects of everyday life. Mathematics has been accepted as significant element of formal education from ancient period to the present day. Mathematics has a very important role in the classroom not only because of the relevance of the syllabus material, but because of the reasoning processes the student can develop.
The quality of teaching and learning in mathematics is a key challenge for teachers. It is important for teachers to adopt instructional design techniques to achieve higher accomplishment in mathematics (Rasmussen & Marrongelle, 2006). Instructional design alone cannot produce better learning and achievement. The instructional designer must know critical factors that influence student learning and build a bridge between goals and student performance. Identifying these factors will help to utilize limited resources including financial resources and time more effectively
Education is viewed as highly important in almost all countries. However, the educational systems, subjects of focus, and teaching styles in each country vary greatly. One subject that has been highlighted in various countries is mathematics. The Third International Mathematics and Science Study (TIMSS) consisted of a video study (1999) and the TIMSS test (2003). The purpose of this study was to compare the way mathematics was completed and the achievement levels in several countries. The study showed distinct differences in the way mathematics was taught in classrooms in the United States vs. Japan. These differences could be seen in the teacher’s beliefs about mathematics, types of questions asked, and the complexity of problems given to student’s.
It also requires the student to understand approaches to problem solutions utilized by other students and being able to provide peer feedback. Students should be introduced to the use of mathematics to: organize data, solve problems applicable to their life, and understand the world around them. This approach makes the subject both interesting and enjoyable. The use of these strategies is addressed in the next standard “#4 Model with mathematics” (Academics), which helps the student to make connections, surpass procedural knowledge and gain a conceptual understanding of a
Mathematics is not for one type of person: not only for the nerdy and weird outcasts, not only for the white male, not only for those who are not targeted by the stereotypes prevalent in the field. Mathematics is not dry, nor boring, nor focused on inane solutions never to be used after the discovery. Mathematics is not what people think it is; it is not one field, one theme, one subject. Mathematics is everything. Look around, with clear eyes, and you will see the art of mathematics everywhere. Dr. Diana Gu, the founder of MTY Academy, an extremely successful institute in the Austin community, and long-time, inspirational professor at the Texas State University, looks at the world and sees numbers. She sees passion and dedication and motivation. She sees intensity and zeal and excitement. Explaining that mathematics is essential for everyone, she emphasizes an idea: innate skill matters little, while practice is what defines you.
Mathematics is a logical and precise subject. Without precision in math everything is imprecise. A modest inaccuracy can produce a catastrophe. For example, if a doctor fails to calculate the correct amount of medicine to give a patient, it could result in a serious complication, such as death. A further example is the logic and precision it takes to construct a building. If there is one minor miscalculation the whole building could collapse, causing mass destruction.
Setting Instructional Direction. My interest in Instructional Design began during my first year of teaching when I had poor classroom management skills and looked for solutions to managing a disruptive classroom. I learned that I was in charge of my classroom, the kids’ behavior was up to me, and the easiest way to have a smooth classroom was to design lessons that did not allow for off-task behavior and to deliver those lessons with strong instructional strategies. Because it was up to me to engage my students in their own learning, I had to find instructional strategies that worked for my kids, and I’ve spent the past 18 years continuing to do so. The result has been my passion for teaching and learning.
Geometry and Algebra are so crucial to the development of the world it is taught to every public high school in the United States, around 14.8 million teenagers each year (National Center for Education Statistics). Mathematics is the engine powering our world; our stocks, economy, technology, and science are all based off from math. Math is our universal and definite language “I was especially delighted with the mathematics, on account of the certitude and evidence of their reasonings.” (Rene Descartes, 1637).
Throughout the Master’s program here at Walden I have acquired the knowledge and skills to be a successful and innovative instructional designer. It gave me the essential skills and competencies needed to enter the field of Instructional Design. The challenges that I saw coming into the program is that to be a good Instructional designers you need to be an expert in interpersonal communication and to a good problem solver and a critical thinker. Instructional designers must meet the expectations of their learners by applying educational knowledge and be able to identify key issues in the best possible way, to be able to develop the most appropriate eLearning solutions. This can be a very challenging if you are a new instructional designer, and don’t have the experience or educational knowledge. However, through this program I learned that in order to design and develop a powerful course you must have clear learning objectives, because it will give you an idea on where to start and it helps you not to lose the focus of the
I’m a strong believer that everyone should take algebra. I realize that many might not share my opinion, however. There’s a joke that’s been running around for almost as long as I can remember, and it goes something like, “…and I didn’t use algebra once today!” But I bet that’s not entirely true. We use algebraic formulas each and every day, whether we realize it or not. (Math Worksheet Center, n.d.) Did you go shopping at the grocery store? I bet you use a formula to shop for the best deal. Did you drive there and have to stop and fill your tank up with fuel? I bet you used a formula to figure out the miles per gallon average you got out of your last full tank. What about at your job? Did you work with a spreadsheet at work? I bet you entered a formula into that spreadsheet to calculate something. So, I don’t feel that I’m forced to take algebra. I’m thankful for the opportunity to enhance my knowledge of
Many educators will argue what makes an effective teacher and how that correlates with the function of the classroom. When we talked about how to be an effective teacher we discussed three components, teaching through problem-solving and selecting appropriate tasks, creating appropriate environments and using appropriate interventions. In my field experience, I was able to observe these three effective mathematics teaching components and understand how they apply to the classroom. After leaning about these components, I was then able to use them in my personal experience and see how they
In today’s society mathematics is a vital part of day-to-day life. No matter what a person is doing at home or at the workplace, he/she is constantly using different mathematics skills to simply function. Then what does this mean for mathematics education? When someone needs to utilize a skill every day then he/she needs a strong background in the skill. Therefore, today’s students need more than a just a working knowledge of mathematics or enough knowledge to pass a test. Today’s students need to understand how mathematics works and how to utilize mathematics skills in the best way possible.
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).
I have always had a passion for mathematics. Outside of school, I did sudokus, measured my entire house, made graphs, and even created my own problems to explore mathematics. I would do all of my work, including tests, without a calculator just to challenge myself and do more math. As the concepts increased in difficulty, the subject became even more fun for me. The dedication and creativity required in advanced mathematics have only empowered my enthusiasm for mathematics. The problem-solving within mathematics and the love I had for the subject inspired me to become a teacher.
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.
Mathematics is a type of reasoning. Thinking mathematically includes thinking in a rational way, developing and checking conjectures, understanding things, and forming and validating judgments, reasoning, and conclusions. We show mathematical habits when we acknowledge and explain patterns, build physical and theoretical models of sensations, develop sign systems to assist us stand for, control, and review concepts, and create treatments to address issues (Battista, 1999).