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Every day, mathematics is used in our lives. From playing sports or games to cooking, these activities require the use of mathematical concepts. For young children, mathematical learning opportunities are all around them. Knaus (2013) states that ‘Young children are naturally curious and eager to learn about their surroundings and the world they live in’ (pg.1). Children, young and old, and even adults, learn when they explore, play and investigate. By being actively involved, engaging in activities that are rich, meaningful, self-directed and offer problem solving opportunities, children given the chance to make connections with their world experiences (Yelland, Butler & Diezmann, 1999). As an educator of young children,

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.

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).

The National curriculum states that in Mathematics teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is

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.

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

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.

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

     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

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

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

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

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.

The purpose of this study was to investigate the relationship between selected student- and school-level variables and mathematics performance of Turkish students using PISA 2012 dataset. Two research questions were investigated: (1) How much do schools vary in their mean mathematics achievement in Turkey? (2) Which student- and school-level variables are associated with students’ mathematics performance in Turkey based on PISA 2012 results?

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.