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

Parents are concerned with the changes being made in the way their children are taught math. They are outraged that Common Core wants to cut memorization tecniques like “PEMDAS” and cross-multiplication that “help kids get the right answers to difficult [math] problems.” In contrast, experts believe that techniques “allow students to skip…conceptual thinking.” Also, Common Core math standards claim that getting the correct answer is only the first step, students must then “understand the

Understanding if a mathematical mind exists Tobias concluded yes, though “this does not mean that the average person has a non mathematical mind” (CITE), and that in the end defining someone with or without a mathematical mind misses what they represent which is different types of curiosity that will be directed at different things. Tobias also writes that how we solve word problems, which is the heart of math anxiety, will be different. However, what is important is learning how people each solve them which requires them to self-reflect on themselves as learners which is very useful in math and in general life. Tobias emphasises the importance of being able to do everyday math. In this chapter she helps us relearn useful ____ such as fractions, statistics, remodeling terms such as minus, in a broad manner that is meant to be used as a tool to fully relearn math on your own. ----Working on people's fear of calculous by trying to introduce the subject as a way to think about relationships of things and as a way of “ranking their impacts”

Math is all around us. Everywhere you go there is some sort of math involved consciously or subconsciously. Even though math is all around us, and everything we do involves math, I myself must say I dislike math. Research has shown there are many more people that dislike math compared to those who do like it. A survey done by a nonprofit organization named Change the Equation asked 1,000 middle school kids in 2010 whether they would prefer to eat broccoli or do one math problem, surprisingly more than half answered they would eat broccoli. Throughout the years, there have been many different strategies created on how to introduce and/or teach math to children.

Copious amounts of strategies and methods for teaching students there multiplication tables exist, but only two interesting approaches that appear to actually help students are mentioned here. These programs claim success when using their methods. Although only one is a free programs, the other is claimed to be worth the money.

Furthermore, I really need to pass this course because after spring 2016 I would no longer be able to attend college to finish my degree and I am so close to complete it. Only have two classes left Math 113 and Biology 105 that I am in enrolled in for spring 2016. I was told by the Financial Aid department that I only have an enough money left for those two classes and supplies. I would greatly appreciate it if you would look at my record here at John A. Logan College and reconsider my grade in this Math 062.

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.

It was only last year, my math teacher opened my eyes about the importance of math and how we need it to survive. On the first day of school, sophomore year, my math teacher started the class off with why does math matter? Mr. Howard, my teacher, recognized my vintage New York Giants shirt at the time, so he used that as his example. With a background in construction, he was familiar with architecture. He explained the mathematics involved in cutting the metal, making the field, setting up the bleachers, the goalposts, the field distance, constructing the actual shirt. After that class, I realized math is all around me, I just need to look for it. My experience in math class changed that year. In the previous years, I actually didn’t care about what I was learning, I just wanted to receive a good grade. Math, in my mind, went from a bleak, strange nightmare, to a fun, engaging environment, full of ideas that could potentially change the

Everything we learn in school is important, but math is arguably most important due to the fact that logic and critical thinking skills are developed. These are some of the most applicable skills for everyday life. Throughout my past twelve years of schooling, I’ve realized how much math has piqued my interest. Taking difficult math classes has not only kept me on my toes, but it makes me want to challenge myself more and more. My high school math classes have given me the chance to develop greater skills that target

In third grade, I was nicknamed the “Multiplication Queen.” During that time, we would regularly have timed multiplication tests. Every time a student receives a hundred, they would move on to the next level. Because I finished tests quickly and was almost always on a level higher than my peers, this nickname was bestowed upon me. Perhaps the reason it appeared I was doing so well was because I have a passion for math. Since I was young, I have loved math.

In the third grade, I was given a complex problem in Math that gave the amount of times someone blinked, and wanted to see how many times I blinked in a minute. The rest of the class was stumped and turned to me for the solution. At that time we were learning the beginnings of multiplication, and I started applying it to everything. So for this problem, I began to apply multiplication, noticing trends in the data, and ended up doing Algebra, something I never learned, which the teacher was dumbfounded to see. The teacher explained to me that she did not expect anyone to do it the way I did, rather they would just count how many times they blinked in a minute, but she was still impressed. A couple of years later, we were dealing with more

When your parent is an ex-math teacher and you are terrible at their subject, you are doomed. My mother was a middle school math teacher when she lived in India. So, because of that, I have had math drilled into me from a young age and I resented it. Math never came to me easily. I would spend hours on a topic I did not understand because nothing got through my thick skull. Those hours consisted of my mom breathing down my neck and passive aggressively “yelling” at me to get the right answer.

For most of my life, I’ve really struggled with math. My first memory of math and insecurity was in third grade, when we started doing timed multiplication. I could always feel how cold the seat suddenly seemed to be, and I could never finish the whole sheet. None of the other kids could either, but I couldn’t shake the feeling that if I was really smart, I’d be able to. I used to come home and cry to my mom every day we had tests like that. Both of my parents are computer programmers, and my sister showed a mathematical aptitude as soon as she was in school. I compared myself to my older sister and parents, and felt so ashamed every time I failed. Over time, even though I kept pace with the kids in my classes, I felt increasingly inadequate.

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).

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.