July 15, 2015
Situated in the heart of Hollywood, TCA Arshag Dickranian Armenian School is a private school operating in the Los Angeles Unified School District in Los Angeles County. TCA Arshah Dickranian Armenian School is comprised of a pre-school, an elementary school, a middle school, and a high school. The Tekeyan Cultural Association, Inc. founded TCA Arshag Dickranian Armenian School in 1981, and their aims were to educate Armenian children using the California State Curriculum, teach them the Armenian language and culture, and prepare them for a productive life in both Armenian and American societies. Today, the mission of the …show more content…
High-achieving students are placed in GATE instruction for 30 minutes a week.
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
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Education is viewed as highly important in almost all countries. However, the educational systems, subjects of focus, and teaching styles in each country vary greatly. One subject that has been highlighted in various countries is mathematics. The Third International Mathematics and Science Study (TIMSS) consisted of a video study (1999) and the TIMSS test (2003). The purpose of this study was to compare the way mathematics was completed and the achievement levels in several countries. The study showed distinct differences in the way mathematics was taught in classrooms in the United States vs. Japan. These differences could be seen in the teacher’s beliefs about mathematics, types of questions asked, and the complexity of problems given to student’s.
It is crucial to develop in children the ability to tackle problems with initiative and confidence…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, 2006, p.2).
“Math is not, generally speaking, presented in a fun way. The concepts, as I see them, are fun, and that's the way I'd like to convey them myself;” Danica McKellar once said. Most people do not see math the way I do. I see the fun in math and notice that math and numbers exist in almost every aspect of the world around. I believe that more people need to see math the way I do. Students today are not taught math in a way that sparks their interests. They are taught how to add, subtract, multiply and divide, but who has fun doing that? There needs to be a better way to teach young students math so they are interested and want to learn. This is where I can help.
Mathematics anxiety has been studies for the past “50 years” (McMahon 2015), because it is a problem that affect many Americans. With all of the studies done, there is still much to be known about it and its effect on students. Mathematics anxiety has been defined by Vahedi and Farrokhi (2011) as “negative cognitions, avoidance behaviors, and feeling pressured and inadequate in performance that combined interfere with solving math
Based on the example of Juanita, there are strategies that could be used to help reduce her anxiety that she is experiencing due to having to take a math test. Test anxiety can negatively affect Juanita’s academic performance on the test so it is important for the counselor to be able to provide her with strategies that can help her to cope with the anxiety (Parsons, 2007). Different strategies to help Juanita could include teaching coping skills, study skills, and relaxation techniques (Capuzzi & Gross, 2014; Parsons, 2007). Also, to normalize the strategies the counselor can provide guidance lessons for all students using the same relaxation techniques and provide an overview for teachers and parents so that the same techniques could be used
My life goals include working on my screenplays and getting them to the industry standards. Through Hollywood Career Launce Program it will help me achieve these goals by working on my craft. Through the use of reading and evaluating scripts. As well as, production assistance, video editing, and administrative tasks. This program does more most internships, it has the intern get hands on experience in the film industry. Attending master educational classes and networking with established employees. This program is more than an internship it could completely change a person’s future if they devote all their time and work into this program.
In Language Proficiency and Mathematical Learning article explains about how important mathematics is to success for every student. It gives an explanation of how important is language when learning mathematics. It also explains about the achievement gap that exists between native language students, from foreign student due to language barriers. “Finding from recent studies suggest that peoples arithmetic processing in the brain is shaped by
Eman is an industrious, pleasant, but shy student. She is in Mr. Cooper’s 8th grade general education class at the Dr. Hani Awadallah school. Eman currently receives in class support for math. Eman took the STAR Renaissance Benchmark Math Assessment on September 22, 2016. She obtained a scaled score of 720, which has grade equivalency of 5.9. Eman responds favorably when a skill is presented in a small group setting, or if repeated on a one-one basis. Eman benefits best from modelling of problems, peer to peer discussions, think-pair-share, and practice of mathematical skill.
This book was written for parents who wanted to provide instruction with their children’s mathematics. Not only is this book for parents but for teachers and educators, as well. This book shows parents, teachers, and educators the correct way to teach mathematics. In part one, Aharoni starts explaining why math is important to us. He beings by giving an example of how life would be without numbers. We would not be able to tell time, tell people how old we are, pay for our groceries, etc. We would struggle to communicate and explain things to one another. The next thing he talks about is how to add simple math with a great explanation to it. He begins with the problem, 3+2=5. No matter how many of each object you will have, you will always
For this particular study, a survey including 39 closed questions (developed by Alan Schoenfeld in 1989) was used. All items on the survey were in the form of a seven point rating scale, with 1 being “strongly agree” and 7 being “strongly disagree”. The questionnaire was determined to be extremely consistent with an alpha of 0.8468. The survey contained questions associated to student’s perception of what mathematics is and how to do well in it, what mathematics solutions should be, how math problems can be solved, how mathematics is learned, and student motivation. For the first 33 questions, the students were asked to rate them on the seven point scale described above. The last six questions on the survey dealt with grades, gender, and perception of the children’s parent’s attitudes towards mathematics. The researcher also used a two-tail t-test to compare the mathematical perceptions of Chinese and American students. The average of each cateogry in the survey was also compared. As stated above, there were six main categories being compared: what
It is of utmost importance to the Harmony Creek Middle School that they conduct research into how their students are learning in different classrooms. They believe that their teachers may need to develop the same methodology in their classroom instruction in order to achieve the highest math scores possible. I will investigate Harmony Creek Middle School test scores based on a number of factors: classroom methods of teaching, gender, race, socioeconomic status and teacher-student race. I will use the ANOVA as well as the t-test to investigate this. I will begin with my introduction in which I will give more information about the teachers. Next, a review of literature on the aspects and research that has been obtained on each method of instruction used at Harmony Creek Middle School will be discussed and reported on. Finally, I will take a look at the results, and I will give my recommendations to the school.
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.
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.
This research study will be completed with two parallel studies. The first study will focus on the preservice teachers enrolled in a K-8 math methods course at Elmhurst College, EDU330 -- Math for Elementary and Middle School Students. The second study will focus on the K-5 elementary students at Jackson Elementary School participating in the math lab sessions. Jackson Elementary School is partnering with the Education Department at Elmhurst College to form a Professional Development School (PDS) and thus a collaborative relationship as well as vacant instructional space that provides a unique opportunity for this project. In sum, the research project has two guiding goals -- mathematical efficacy and communication. The first goal is to discern the changes in math self-efficacy in both the K-5 students and preservice teachers. The second goal is to examine if the K-5 students and preservice teachers participating in a math lab, which is centered on reflective activities and mathematics communication skills, improve as math communicators.