Math In America Essay

Disturbingly, “nearly one-fifth of high school students and over 50 percent of middle school students are enrolled in math classes whose teachers neither majored or minored in math” (Drew, 2011, p.9). In 2000, 31 percent of high

“Without Common Core we (America) are not where we want or need to be.” The New York Times reported this in August, 2013. Currently, every state sets its own curriculum for its schools. The result is that the United States ranks “25th in math, 17th in science, and 14th in reading compared to students in 27 industrialized countries.” Without national standards, students depend upon the luck of where they were born or schooled to get a comprehensive education that will prepare them for life. If the United States is

No under 30 of the 56 different nations that took an interest in the Program for Worldwide Understudy Appraisal (PISA) math test had a bigger level of understudies who scored at what might as well be called the propelled level on our National Evaluation of Instructive Advance (NAEP) tests. While 6 percent of U.S. public and private school understudies evaluated as cutting edge in eighth grade arithmetic, 28 percent of Taiwanese understudies did (Hanushek, 2010). This is revealing to me that different nations are using something we are not that is enabling their understudies to exceed expectations pass the U. S. No less than 20 percent of understudies in Hong Kong, Korea, and Finland were exceptionally expert, and 12 different nations had no less than double the level of very proficient understudies as the U.S. also, different nations (Hanushek,2010). This proof demonstrates that only 8 years prior U.S. understudies were failing to meet expectations in math and

America is a very large country so for us to be 27th in mathematics is terrible. One thing is the common core program that trump plans to remove. It is a good idea considering how poorly kids are doing in math. Most of the other countries ahead of us don't use it. Trump is going in the right direction with removing the common core program.

In Programme For International Student Assessment, a program held by OECD, Shanghai middle school students ranks first in mathematics level test, outstripping those from other 75 countries, which is greatly admired by the British people and shocks the western world. By comparison, the rank of American is 36. Now and then, people in America calls on “saving our students, please”. Afterwards, 60 math teachers in Shanghai middle schools were invited to England to introduce their experiences in math teaching.

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).

I have been always good at math thanks to the fast pace of teaching style in Vietnam. Compare to America teaching style about math is totally different, here in America they take as slow as possible for other students to understand. I do not mind at all about the different style of teaching, luckily number is international so no matter where I go I can still you my math skill to my advantage. Even though people do not know that I use to have problem understand math just like they do. However, they did not know is that because finding a love of this subject and a curiosity mind to solving problems has benefited me in mastering the subject that many people think is boring, tiresome, and difficult to do.

     You would think that America being number one in almost everything; education would be at the top of that list. Well compared to other countries in the world it really sucks. The Asian educational system is among the top in the world. They are the leaders in math and sciences. Do you

The researcher’s main concern was to investigate differences in math perception between those students scoring highly versus those students scoring poorly on national exams. The researcher thought that the solution would be due to cross-cultural differences in achievement.

As a result of this, the system is constantly receiving criticism concerning the quality of the American system. (U.S.D.E. The Educational System in the U.S…) In fact, a recent study done by the National Institute on Student Achievement, Curriculum, and Assessment, states that in fourth grade math, Japan ranks third out of twenty-six countries while the U.S. ranks only twelfth, and that in eighth grade math, Japan keeps the ranking of third out of forty-one, while the U.S. drops to twenty-eighth. As result of these criticisms, sets of voluntary guidelines and standard achievement tests have recently been introduced as an effort to “catch up” to the other

A Year in the Life of an Elementary School: One School's Experiences in Meeting New Mathematics Standards

Mathematics, study of relationships among quantities, magnitudes, and properties and of logical operations by which unknown quantities, magnitudes, and properties may be deduced. In the past, mathematics was regarded as the science of quantity, whether of magnitudes, as in geometry, or of numbers, as in arithmetic, or of the generalization of these two fields, as in algebra. Toward the middle of the 19th century, however, mathematics came to be regarded increasingly as the science of relations, or as the science that draws necessary conclusions. This latter view encompasses mathematical or symbolic logic, the science of using symbols to provide an exact theory of logical deduction and inference based on

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.

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 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.