1. When I was in seventh grade, I had a tough time with Pre-Algebra. My teacher would simply show how to do Mathematical problems one way and assumed we all understood. I was timid to ask questions because he would tell us to look at the examples in the book. I would go home lost on what the teacher was teaching in class. Therefore, I struggle with homework, quizzes, and test. I would try to teach myself from the example in the book. Gratefully, my Aunt, who at the time was a Math and Science teacher in Alaska come home for two weeks. She sat down with me and helped me understand the Pre-Algebra concepts I needed to know at the time. She taught me significant concept such as practice, solve and check my answers. Sitting with her one-on-one helped me out tremendously with understanding the concepts I needed to know …show more content…
I realized through this specific experience that we should not assume everyone understands concepts taught one way. With the support of my family helping me, I was blessed and received a decent grade in this particular class. However, the experience with the teacher was not the best because he did not take the time to explain the mathematical concepts in a way for me to successfully understand how to do the problems. Therefore, I knew I had to seek other opportunities to get help with math. With my Aunt teaching me that practicing and solving and checking my answers, I became aware of my mathematical abilities and acquired more confidence within this subject. • This particular experience shapes my current understanding of how children learn mathematics. Through this experience, I realized not all children learn the same. Also, a subject that may come easily to one person may be difficult for another, as algebra was for me. Also, not all children feel confident to ask questions. Therefore, as a teacher, I need to be aware of all my students and understand the way each individual learn
Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.
My personal trainer saw how corpulent I was, so he decided to put me on a strong weight loss program.
such a bad situation right? when you don't know how to understand Math's solution. Even my mom she didn't understand why on earth I didn't understand these super easy solution then I ask teacher for helping me about this, She told me that "I HAVE TO MORE CONCENTRATE ON THIS SUBJECT". Everyone knows If we've got problem in which subjects we have to be more ambitious and study harder (But I can't)
Sixth grade the first year of middle school. Some think it will be really hard and some think it will be a piece of cake. For me the first few days are going pretty good. I’ve got all my classes down. There are no mean teachers. Plus, the homework is extremely easy and there is not a lot.
My first time taking the Math ACT, I received an adequate scaled score of 29. Of the 14 questions I missed, 35% of them were over Plane Geometry and another 35% were about Coordinate Geometry. One strategy I used this time taking the test was using my calculator after configuring the question in my test booklet. This was beneficial because it prevented me from wasting time using my calculator on mental math. Another helpful strategy was skipping over lengthy problems after reading them once. By skipping “time waster” problems I could go onto other problems I was more comfortable with and then possibly come back to the harder problems. Before this time taking the Math ACT, I did not study and look over old material I had learned in the past.
Miss Goforth taught me honors math three my sophomore year. Math has always been difficult for me and I was worried from the very beginning. I thought about not taking honors in this course. I even went so far as to try and drop the class after the first day because I felt like I would not be able to do the work. Fortunately for me Miss Goforth did not agree that I should drop her class and she encouraged me to continue in the class. This was one of the hardest classes I had during my high school career. I stayed in learning center and went to tutoring but in the end I was so proud that I faced my fear of honors math three. Miss Goforth pushed me to get out of my comfort zone and ask questions when I needed help. I believe this experience made
Algebra is a critical aspect of mathematics which provides the means to calculate unknown values. According to Bednarz, Kieran and Lee (as cited in Chick & Harris, 2007), there are three basic concepts of simple algebra: the generalisation of patterns, the understanding of numerical laws and functional situations. The understanding of these concepts by children will have an enormous bearing on their future mathematical capacity. However, conveying these algebraic concepts to children can be difficult due to the abstract symbolic nature of the math that will initially be foreign to the children. Furthermore, each child’s ability to recall learned numerical laws is vital to their proficiency in problem solving and mathematical confidence. It is obvious that teaching algebra is not a simple task. Therefore, the importance of quality early exposure to fundamental algebraic concepts is of significant importance to allow all
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.
In fourth grade, my school district accelerated me and a few classmate one year ahead in math, placing us in a fifth grade math class. Once i reached sixth grade, they accelerated me once again, placing me in Algebra I, instead of Sixth Grade Math or Pre-Algebra, like most of my peers were placed in. From this point on, my school district had an obligation to offer us advanced math classes to a select few of my peers an I, since they willingly accelerated us. However, once it was time to schedule classes for my senior year of high school, the school district decided to eliminate Advanced Calculus III, the course that two of my peers, that had remained accelerated, and I were expecting to take. Naturally, this came as a great shock and caused
I stopped talking. I started listening. I listened to his advice. I followed his steps. I put the time in. I was tired, but everything I did, I tried my hardest. I worked as fast as I could. I wrote as fast as my hand could write. I finished more problems faster. I met a hard problem from Algebra which somehow wasn't that hard despite the exponents and fractions. We finished after half an hour passed. I was back to needing help on homework a week later. I told him - and myself - that we would one day stop these little tutor sessions soon, something we both wanted very much. But that day has yet to come.
Smack! I heard that sound five times before I knocked the bar over three times. Today was the day I learned that though I may be small but I sure am mighty. I also ran the 800m and the 4x100m dash. The 800 went excellent because I got 3rd place and was the first time I ran that race.
For the past three years of my high school career, and now my fourth, I have made it an obligation to continually expand my horizons in regards to math; when I cannot fully grasp an idea or concept, rather than giving up, I relentlessly pursue the idea until it is understood. During freshman year, math did not come easily to me. I was forced to go in early some days because, simply, I did not comprehend the concepts. However, taking initiative with my school work, and constantly working through problems that were difficult can be deemed one of the best decisions I have made. Although my final grade may not have been an
Solving math problems is always difficult, however for some students it gives them fear and tension that often leads to math anxiety (Maloney, Beilock, 2015). Math anxiety can begin from primary education and if it is not lowered then it can affect the student for life. When math anxiety increases as people grow they tend to avoid anything that is dealing with numbers. For example, they will avoid budgeting, going over bills, and even affect the way they help their kids in math homework. Teachers and parents play a very important role in the student’s math education. Primarily, a teachers’ way of education math to students can be the reason they dislike or enjoy mathematics.
Mathematics has always been a difficult subject for students. Many children have developed phobias and barriers towards mathematics, which prevail into adulthood, thus limiting their potential. This limitation implies problems of learning, resulting in the child a sense of inferiority.
I was not sure where to start my intervention, so my initial thought was to ask my teacher for one on one aid. This helped slightly, but I knew I had to be independent and learn to teach myself the material on my own time. The struggle was to figure out what exactly would be beneficial in my study routine. I knew I was a visual and verbal learner since my whole academic career I would just watch and listen in class and could grasp the concepts easily. Visually and verbally, I began watching Khan Academy videos to use as extra teaching and practice time. Although the videos were helpful, this plan on its own wasn’t working in my favor for my AP Calculus class, so I had to incorporate other study methods to succeed.