The Importance Of Science And Mathematics

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

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,

I realize that there have been many things that have influenced my growth as an individual. However, because I am so often drawn to ideas in math and science, I’d have to conclude that these two fields of study pose the most compelling as far as personal development. My interest in these fields have impacted who I am today. As a younger student I did not really care much about school. In fact, my second grade teacher pronounced me a failure, but my parents believed in my strengths, and gradually school turned a corner for me. By the end of my sophomore year I had begun watching lectures of theoretical physics, and deep space astronomy from the World Science Festival. I went into my Junior year very ambitious and self motivated! My cumulative GPA within

Surveys, according to Lovelace & Brickman (2013), are able to divulge information critical to the educator’s pedagogical practices, since practitioners can measure how students’ attitudes toward math and science influence their learning. Attitudes toward science are either positive or negative, and these innate feelings and predispositions affect students’ ability to learn science and math and acquire mastery of the subjects. Thus, educational practitioners use these psychometric measurements, in conjunction with learning outcomes to draw conclusions about levels of efficacy in their own instructional

Learning multiplication is all repetition, something I had never learned the value in yet. By never studying my multiplication tables, I starved myself of acceleration in mathematics. I became severely far behind my peers in the understanding of the subject at hand and the coursework to follow. My discussion with 8-year-old Taylor would ensure that I knew just how essential math would be. Not only would tackling this problem help me excel in school and real life, it would have taught me the value of learning how to learn. Learning how to learn isn't necessarily comprehending the material, but the process in which one learns, ex. outlines, flashcards. Though now I am able to recognize how paramount learning these skills was to a child, my

Math and Science are two subjects which most students at any level approach with trepidation and intense dislike, however, both subjects are integral to cognitive thinking. Not only will these subjects provide skills that will help students think more clearly, but students will be academically successful throughout their school career, enjoy wider career choices and

We believe that mathematics, as the language of science and, even more fundamentally, the language of the universe, is essential to any student’s education, especially if he or she wishes to pursue a career in STEM. In middle school, Kaitlyn showed a marked, early interest in STEM subjects. As a result, in the 8th through 12th grades, strong emphasis was placed on STEM coursework; Kaitlyn followed an accelerated, demanding math track of 5 years of high school and college level math and an equally rigorous science curriculum with 4 years of high school and college level science courses. Every science class

This assignment will discuss the challenges and benefits for pupil’s learning when Mathematics is connected to Science. This cross-curricular link has been chosen as I wish to further deepen my understanding of Science and its cross-curricular links to Mathematics. The essay will explain what role Mathematics and Science play within the National curriculum, what cross-curricularity means followed by the discussion of the challenges and benefits including examples of how these are applied in work-based practice at primary school within upper key stage 2.

Having taken nearly every science-based course offered at my school, my love for the field has not diminished. It has, however, narrowed itself in focus. My excitement over science has now become a passion for

In my schooling, I studied subjects that include science along with mathematics which helped me to develop awareness in the above courses.

For as long as I can remember math and science classes fascinated me to no end. Once I started wielding science as a tool to understand life, a whole new world opened up. There is nothing more satisfying

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.

I started to wonder how I’d loved science in eighth grade. Mrs. Katz assigned so

Most students in my algebra II class, in high school, disliked math substantially. Math was only required to be taken for two years and if you were going to attend college, Algebra II was a requirement. When their two years were up, I could say that about half the students did not continue math. Many students in my Pre-Cal class always had a thing about asking the teacher when they were ever going to solve a problem like that in the “real world”. I noticed that the ones who had lower standards for example, they were set on going to the junior college or going straight to working, did not continue math after two years in high school. The students who were set on going to a four year university continued on with math. The students with lower standards did not care to go above and beyond. This had me thinking. If some students felt that math was useless in the “real world”, why are we required to take it? In my opinion I feel that students should be required to take a math class as a GE requirement, but it should be math that is applied to the “real world”. Those who need math in their career can continue their math studies even further.

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).