Math Reflection

Back when I was first learning math, in 2nd grade, I remember being very confused. See, I had moved from Arkanson Nebraska to Carroll Iowa, in the time between preschool and kindergarten. I definitely, remember learning to read in the first class when I came to Carroll. I vaguely remember counting, learning to add and subtract too. Then in all my memories of first grade, it seemed to me that I had never had a math class. All of a sudden in 2nd grade, teachers were asking me to multiply and divide. At the beginning of the year, my teacher set a piece of paper in front of all of us then set a timer for one minute. When she started the timer we were supposed to do as many problems as possible. I didn’t do one, I was preoccupied with the time limit and would freak out that there was a whole sheet full of problems that I couldn’t get done in that one minute. It was very stressful. Meanwhile, all the other students were having no trouble

Before the summer, we had been given the option to take a regular or advanced math class. The first day of school in this advanced math class, we had been given a pretest to assess our prior knowledge of material we should have learned the year before. Although we knew most of the material, I, as well as the other students who had been my class the year before, had been baffled by some of the things were were supposed to have been taught. Nearly all the knowledge we had was what we had learned through RenMath. My new teacher, exasperated, asked how on Earth we all made it into the advanced math class. One student, a friend of mine, pointed to me and said, “She taught us.” I’ll never forget how in that moment, I realized I had been a leader to my classmates, helping them to succeed and achieve more than they would have

So freshman algebra rolled around and I loved it. After two weeks in the class I was three and one half chapters ahead of the teacher. He would only assign the odd problems for homework, but I’d do them all. Geometry was even cooler. But thinking back, not one of the teachers even commended me for doing so well. My father noticed I was good at it, but I thought he had to tell me I was good; he was my father.

When creating the MATH 103 schedule, I was very intentional in getting the TA sessions somewhat “ahead” of due dates for the online assignments. During the end of last semester, in attempt to improve student engagement, I implemented this change of “being ahead” in one of the TA sessions. We experienced greater student participation, greater workbook completion, and increased scores. While I understand the changes that were made to the schedule, I would like (with your permission) to keep my TA sessions as I had previously scheduled with hopes of this making a difference.

Classmates started to chastise me, and I was embarrassed, but this moment was one of the defining moments of my early life. After I had the incident at the board, my teacher called my parents and my parents decided it would be best for me to receive tutoring. Every Monday and Wednesday night I would sit at the library doing math until my junior year of high school, then I finished math for good in my high school career. This period remains a pivotal moment for me because it showed me what perseverance meant, total failure was never an option for me, and no matter how hard my situation got I pressed

My teachers couldn't wait for me to fully grasp math, without moving on. While math still is somewhat of a challenge for me I learned how to be able to keep up in class. While it might seem cliched, asking the teacher for help certainly does work. During my freshman year I took geometry, and it was something completly new. The year before I had taken algebra, and in my opinion geometry was much more different. Geometry was something that I couldn't wrap my head around. Halfway through the first semester I was failing miserably. I had to do something to get my grade back up. I decided to ask my teacher if there were any worksheets, or anything in order to help me understand geometry. She offered to tutor me after school and help me on homework. It certainly did work! At one point I was going after school about three times a week. At the end of the school year I took my standarized test and ended up scoring advanced. Not only in geometry, but also in other areas of math did I also have trouble in. But asking my teachers for help definately did help me. I believe that in geometry I had the greatest improvement out of all the math courses I have taken. Precalculus is still someone of a problem for me

As I was rereading my latter to me I wasn’t very clear about my stories and didn’t give enough detail for you to understand. How I wrote my latter to me was mess because I didn’t have someone else or I didn’t spend much time reread. In this class I learn the main ideal and have detail it’s how we know what the stories is about and the main point of tell the stories. I have learn to think outside the box like having connections things and when you have connection with what your read or write then you would have more understands what your talk about.

From then on, I began going to my math teacher every day during lunch. He helped me study and explained to me the things I did not understand in class. He even

Based on my own personal experiences in taking the SAT to get into college I feel as though the test is not bias and only assess a certain kind of intelligence. I myself went to a predominantly white school. In the honors classes there were little to any African American students. I personally took both honors and regular classes. Being that when I took my SAT certain thing I should have known I didn’t know because of my class placement. I noticed I scored higher in areas in which I took an honors class in. With less African American students being placed in honors classes the chances of the students scores being higher is lower than a student of another race. It is all how you apply yourself to learn ad study. I do think these test take advantage

My mother responded “what’s wrong.” I then told her the bleak news on that sunny day on our vacation in Cape May. My schedule for the upcoming junior year was released that afternoon and I didn't just get the hardest math teacher, I got the hardest teacher in the whole school period! It was my worst nightmare. The first day I walked into class, one of the first things that came out of the teacher’s mouth was “test are worth 60% of your quarter grade, so if you mess up on one, your average will be in the toilet.” “Oh boy” I muttered under my breath, “I’m in for it this year.” But believe it or not, as the class went along, I actually liked the teacher. And even more shockingly, I enjoyed math. For the first time ever I truly liked math, and it was because it was hard. I know that seems paradoxical, but it was true. For the first time ever I had to work at math, and I mean really work at math to receive a good grade. But during those hours and hours of work I gained an appreciation for the subject. It was no longer cold hard numbers, but rather I saw how everything was in harmony in math. I started seeing equations as puzzles and I was Sherlock Holmes trying to solve the case. It was enjoyable, not because it came easy, it was enjoyable because it didn't come easy. I had more success in that class than I did in any other math class I ever had. I earned a 98 average and I also got a 100 on the midterm and

I wasn't particularly good at math, as I discovered in my first year of high school: I had found out too late that my middle school education did not adequately prepare me for the kinds of classes I would find in freshman year, even though I was technically ahead of the curve - I was taking algebra two while some of my peers were in geometry. I suffered through the first two years of high school math, and when I faced Calculus AB in my junior year, I felt like I had put myself in jeopardy with the difficulty of the course. However over time, both my teacher's lesson style and my willingness to work hard and practice my math skills allowed me to become more comfortable with the subject over time, and was encouraged to study even more by my successes.

The unit test covers material all from this unit. Students will be asked questions where they have to find the reference angles, conterminal angles, and quadrants from given angle. They also have to convert angles from radians to degrees or degrees to radians. They will also be asked for the exact values of trigonometric function. Students will be asked questions that require them to identify the amplitude, period, phase shift, and vertical shift of a trigonometric function and graph. Students should also be able to sketch the trig graph given an equation and create an equation based off the graph.

The hours of tutoring and one-on-one assistance left me even more confused. In class I was more concerned with finishing the assignments, than I was with understanding the concepts. Everyday I dread math class and pray that I am not called on. When asked to answer a question or asked to come up to the board and work through a problem, I panic. I freeze and forget even the slightest bit of understanding that I had of the lesson. It does not matter who is teaching it, or how they are teaching it. Math and I, just don 't get along.

Not a single class should be disregarded because it is one’s responsibility as a students to produce laible work for every course we decide to take. AP Chemistry and Math Analysis were by far some of the most challenging courses I have taken as of now. I am truly interested in the field of science, and chemistry is an intriguing for subject; however, because I was not expecting the density of the course material in such rapid time, being able to fully grasp the content of the material came as a challenge to me. I can honestly say that for the first grading period of the class I believed I would completely fail the class. As well, coming from a normal honors chemistry class, averaging almost a hundred percent, I allowed my previous success to get to my head. Of course, I did not believe that AP Chemistry would be nearly as simple as normal chemistry, but I also could not image that it would quite different. After I learned that I could not maintain a decent grade without the time and effort, I began to get a hold of the class and improved substantially. Over all, I actually did enjoy the class due to the vast spectrum of topics it covered. As for Math Analysis, I genuinely believe that my lack of effort jeopardized my grade. I have never been a “math person,” but I have always dedicated time to all math courses in order to receive the grade I want. Nonetheless, because I was incredibly preoccupied with AP classes and attempting to maintain an A in those courses, I allowed

Time passed, my sister left the small town where we lived to go to the city to follow her dreams and achieve a career, I thanked my her for those advises in math, and promised I would be just like her. Though, I thought I was not that great at math, not that low, but at least I could “understand” it. In no time, I became a 8th grader, or a “1st secondary grader” how it is known in Mexico. My math teacher was