Math Class And High School

An important thing to keep in mind is that if you set a certain expectation for your class or for yourself, your students will attempt to reach that goal, or “will float to the mark you set” (Rose 2). “But mostly the teachers had no idea of how to engage the

Yes, math has always been difficult for me, I been struggling in middle school because it was pretty hard for me I really didn't understand much of the math that I been doing in middle school, the reason why I think that math is difficult is because you have to solve hard problems with dividing and all of that, I think for math you have to use your brain a little more than any subjects. In middle school whenever I struggle I asked my partner if he/she knew how to do it they will always help me out and I would sometimes end up solving it and sometimes I would end up not solving it because I would struggle a lot and I wouldn't understand some things. When I struggled on my math I would usually keep going at it, at times when the problems are

Math has never been difficult for me. I think math has always been one of my strongest subjects. I think this because when I was younger I spoke Spanish first and then my parents put me in an all English speaking school and the only thing that didn't change for me was math. I never struggled in math through middle school because I always found it easy so my teachers would give me harder work than others. In the past when I struggles on a problem I would get frustrated really easy. I still get frustrated when I can't get something correct because I feel like I just want to give up and not try anymore. I would try to quit but then I remembered that if my parents found out I would get in trouble so I continued to do it. I wouldn't quit on it,

Math has always been difficult for me because I have always had trouble with in even in middle school. I was the students that always had trouble with it and didn't know a step to solving a math problem. I did struggle in middle school with around 7th and 8th grade but in 6th grade I was good at it because it was easy and the steps to soling a problem were short and easy. When I struggled with a problem in the past sometimes I would ask others for help that were in my group or I would ask the teacher when they weren't busy with other students because other students had trouble with problems too. But when I asked for help sometimes I still wouldn't understand how to solve the problem.

Math has not always been difficult for me I sometimes do all my work in math and sometimes I do and turn it in late . In middle school math for me was kind of easy I don't really remember my math classes in six or seventh grade , barely remember eighth grade math and it was kind of easy because I would get help from my friends and we go to do projects with math which will makes math fun . I think that now I am struggling more with math because I sometimes don't understand the problem's and don't ask for help I just don't do it and keep on going with the rest . How I feel when I am struggling with a problem is like I don't have no one to tell that I am stuck so I just don't do it and then I regret not speaking out because it affects my grades

I stared blankly at the dancing numbers on the edge of my paper. They were slowly fading away into a grayish blur that I could no longer read. The more panic I felt, the farther the numbers traveled away. While I struggled to gather my mind together, I could hear my teacher’s stern voice echoing in the classroom, “Pencils down. Pass your tests up to the front.” I looked back down at the chicken scratch on my paper. There was no doubt that the answers were all wrong.

In my years of teaching at Greenville High School, the comprehension of student academics is extraordinary. The potential success of each student is yet to be unlocked due to the lack of support in homes and in surroundings. Parents are often not engaged with their students’ school life. Most students come from big families but with single parents (specifically mothers) so their focus on their child’s education is almost nonexistent. These factors affect the students test scores, ultimately pulling the district’s test scores down to the lowest they’ve ever been. I teach Algebra I to about fifty, ninth grade students to prepare them for the Algebra I state test. Most I teach have similar mathematical abilities and prefer to have every step of their work evaluated. Other than that, there are no students with exceptional needs or abilities that influenced the planning of lessons. In the beginning of the year,

Do you know what we are learn in high school? I do, because I have experience first-hand. We spend 4 years in high school learning information that can be beneficial in our everyday lives, while some things in anyway have feasible real-world applications. High school is mediocre because of the information we are learn, method we learn, and the information we retain.

Classroom motivation can be a trying event in a high school arena especially in mathematics. Mrs. Bettice took matters in her own hands compiling questions for research action plan to evoke insight to her unenthusiastic math class. This qualitative study collected information through a student survey to apprehend reasons for her unenthusiastic math learners.

It has just been brought to my attention that you have students in your math class that are being assigned work that is far below the rigor expected for this class. I understand that they may be preforming at a low level but I hope that you have been making every effort possible to instruct them in the Integrated Math 1 curriculum along with supplementing other work to help fill in the gapes that they may have. It is our duty as teachers to provide our students with all the necessary opportunities and resources we can to help them with the subject they are assigned to. These students will be expected to be prepared and ready for Integrated Math 2 next year and if they are not working within this curriculum it will be nearly impossible to expect

Math class at St. Paul’s is the most boring part of many peoples days. A typical math classes includes about half of the class paying attention and the rest of the students off task, daydreaming, or trying to sleep. There is no actually percentage, but the amount of students that actually enjoy math is probably less than ten percent. Math needs diversity. Math classes follow the same pattern: students learn a lesson, take a quiz on the lesson, learn more lessons, have more quizzes, then take a test on all of the lessons. Many students get bored because every class is usually the same. So, bringing new things into math and change the way how math class is normally taught can import class participation but also improve

“Accessible Mathematics” by Steven Leinwand provides ten suggestions (instructional shifts) that raise student achievement. There are 10 chapters in this book and each provides a unique type of mathematical practice that increases students love towards math and I have tried some of them in my classes and planning to try in the future as well.

Children encounter messages about mathematic beginning very early in life. Their parents may say, “Oh, it’s okay. I wasn’t any good at math either,” or their siblings may say, “I loved multiplication! It’s so easy.” Because of this, by the time students are in upper elementary grades, they develop attitudes toward math including whether they enjoy it and how capable they believe they are in the subject. The research in this study was conducted with the 13 students in TCA Arshag Dickranian Armenian School’s 4th grade math classroom over the course of 5 weeks. From the beginning of the school year, the 4th graders in the classroom lacked motivation and enthusiasm for mathematics. It was apparent that students did not feel confident in mathematics and this was a contributor to the decline in their intrinsic math motivation. The most immediate answer to the problem was to teach students test-taking strategies that would allow them to be more confident in their test-taking while also raising their scores to motivate them at the same time. This brought about the question for the action research: What test-taking strategies will improve TCA Arshag Dickranian Armenian School’s 4th grade math test scores to a baseline average of 80 percent to promote their intrinsic

Education has been crucial hardship for many year and it hasn’t changed now. District learning is a program that extends your high school education experience. Which you can use to get to make up classes or even get ahead in your education. It’s an program that offers online courses for affordable prices. Although there are some small flaws with district learning. For the most it has been a pleasant experience. Distance learning is an acceptable program because it gives me a head start in my education, the teachers are always encouraging and it is a convenient program.

The area of interest I have chosen to explore is the connection between the inclusion of a real world curriculum and student motivation levels in the mathematics classroom. Lack of student motivation is a common problem I experience as a high school mathematics teacher, hence this is an area in which I have great interest. In my experience, students with low motivation levels often have low academic achievement, poor high stakes testing scores, and lack of conceptual understanding. I have chosen to further explore this area of interest because I have found that when I include a real world curriculum in the mathematics classroom, I see increased student motivation levels. Through