British education system: GCSE mathematics revision scheme design
This paper has discussed developing problem solving in mathematics. The following is all covered:
1) The context you are designing the course for (for example the organisational context and type of learners ,e,g(14-19) years old. Number development within study skills or Developing problem solving in mathematics).Explain how the scheme of work is appropriate for learners in that context ,by referring to the cultural ,social and economic context of the target group for the course
(2)The theoretical basis on which the scheme of work has been formed,for example any learning theories(generic or subject specific) and curriculum models that have influenced your decision
(3)How you used your knowledge of curriculum frameworks to develop the scheme of work
(4)How the course relates to the qualifications framework and how its contributes to learner progression.
(5) The role of resources and information and communication technology (ICT) within your short course
(6)How you address issues of equality ,diversity,and inclusiveness in the scheme of work.(for example.the extent to which you take into account physical and learning disabilities,How you take into account the issues of gender,social background,interest and experiences,how language is addressed and developed for different learners)
Any other significant issues.
Math anxiety: causes, effects, and intervention strategies
Math anxiety is a common phenomenon; some may style it a disease that inflicts so many individuals from children upwards to adults. The ramifications of this impediment are most deleterious for individuals who have to study the subject in order to obtain passing, or excellent grades in it, in order to move on to further subjects and success. Academic researchers have proposed a variety of interventions each of which can be reducible to three categories: curricular strategies, instructional strategies, and non-instructional strategies. A running thread though most seems to be the need for the student to control her own direction. Preventing mathematical anxiety can liberate the brain from the learning disablement of procedural memory that only intensifies the cycle of mathematical failure. This essay discusses origin and strategies of math anxiety
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