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This has had the unintended consequence of increasing the dropout rate, as students who fail to perform and to be promoted leave the schools altogether. Many good, creative teachers also drop out, frustrated with the stringent controls placed upon their teaching style.
ELL (English Language Learner) students are at a particular disadvantage for taking standardized tests, given the frequently arcane wording of the exams. The tests are often poorly written, and students are made to feel as if their worth as a human being and their whole future rests upon doing well on these very arbitrarily designed tests. Teachers perhaps understandably impose such performance anxiety upon their pupils, and the relationship between student and teacher is damaged, as teachers focus more on test-taking strategies than creativity or teaching new material. Also, teachers spend more time grading papers and administrating tests than getting to know...
Finding patterns, making connections, and coping with open-ended questions are skills that will make the next generation of scientists and computer engineers, not being overly beholden to the idea that mathematics should be difficult, and that quantitative subjects are better if they are taught in a 'traditional' way. Traditional methods only strive to make students fit into a traditional world that is rapidly ceasing to exit.
Works Cited
"Standards for school mathematics." National Council of Teacher of Mathematics. NCTM.
May 12, 2009. http://standards.nctm.org/document/chapter3/index.htm
Works Cited
"Standards for school mathematics." National Council of Teacher of Mathematics. NCTM.
May 12, 2009. http://standards.nctm.org/document/chapter3/index.htm
Math Anxiety I did not realize before that I had any feelings of anxiety related to the subject of mathematics. Math is not the most difficult subject although certainly it can be challenging. Yet, my writing indicates that I do feel math-related anxiety which therefore need to be better understood. From early on, I knew that math was not my favorite subject. For many people math is difficult, primarily because it
Each group of students can start their email-based social forums (such as Google and Yahoo groups) where they can stay in touch while not in class. These are pretty powerful with features such as real time message notifications, real time chat sessions and options to upload files. Tutorials available online on websites can be posted on the forum reference section. Any issues with a project currently assigned to a
These mathematicians recognized that spatial situations which produce collinearity were invariably the result of deep underlying geometric truths. The incidence of a point on a line is invariant under the projective rules. If three or more points are collinear along a line, then incident with a straight line, the images will thus be collinear. Therefore, the characteristics of incidence, collinearity, and concurrence are principle requisites of my work." (Singer,
As always, understanding is always the building block of finding a lasting solution to a problem, and this anxiety has not always been at the forefront of teachers' minds, but raising awareness could also help in beginning to solve the problem. Works Cited: Borhod et. al. (2012). "Math Anxiety." Anoka Ramsey Community College Working Paper. Retrieved, < http://webs.anokaramsey.edu/math/pdf/MathAnxiety.pdf>. Curtain-Phillips, M. (2012). "Causes and Prevention of Math Anxiety." Math Goodies. Retrieved, < http://www.mathgoodies.com/articles/math_anxiety.html>. No
Susan K. Peterson and associates (1988) conducted a study on the impact of the use of manipulatives on different kinds of students and concluded that the result of using manipulative was positive for both gifted and disabled students (Peterson, Mercer & O'Shea, 1988). Joseph Martinez (1987) also explained that the use of solid manipulatives made studying math more fun as well as less hectic and demanding for most of
In grade four white males performing "At or Above Basic" math skills is stated at 90% while black males were performing at only 59% "At or Above Basic" skill levels. White males in the "At or Above Proficient" skills level is stated at 49% with black males in this category stated at a mere 13%. The following labeled Figure 2 shows the statistical report of NAEP (2005) in relation to