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Mathematics in day to day life introduction
Importance of mathematics in daily life
How important is mathematics in our life
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Mathematics can be described as using number to problem solving. “ mathematics is not all about number but a group of related science, including Algebra, Geometry and Calculus concerned with the study of number, quantity, shape, space and their interrelationships by using a specialized notation” (CITE: Collins English Dictionary –complete and unabridged 12th Edition 2014). Mathematics is very important tools in life.
From my memory of the past, I will say mathematics has been an interesting subject for me. During my elementary years, I can remember vividly that I use to count the number of stairs while walking or jumping on it, using the multiplication numbers (2x1=2, 2x2=4 …) has song whenever am send an errand so that I can memorized it,
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“Mastering mathematics is helpful in almost any career. Learning math helps workers analyzed and solve-problems- abilities that most employers value”- (Math at work using number on the job). Mathematics can be use in my career starting from knowing the number of student registered in the school, number of the students in the classroom, age group of the students to be able to group them according to their classes e.g. age (1-2year), (2-3years), (3-4yera) and so on. Being an early childhood educator, I need to teach the children math by introducing them to the simple and basic mathematics concept at their early stage to make their elementary math easier. To have the number sense, shapes, color and pattern, these are the first vital math skill a child most develop before reaching kindergarten. Math is helpful in planning the lesson schedule of the class; to know the timing for lesson, changing time for the kids, snack time, recess time, going home time and close time. With the above said, as mathematics play a vital role in my career, so also in my daily life. Mathematics in my daily life start from when I wake up, setting my alarm clock to wake up in the morning, the timing is an act of mathematics. Driving from my house to my place of work involves (distance, speed) fueling my car at the gas station involves (liters, money), check in at work involve (time). On coming back form work, stop by at supermarket to do some shopping which involves (purchasing, cost, decision making, quantity, money). On getting home, need to cook for the family. The cooking involves measurements of recipe, quantity and so on. However, from the above said, there is no way we can escape mathematics in our daily life. Therefore no one can escape from it. Either from home to school to workplace or everywhere we go we use math. Mathematics is our life, our life is
Math is everywhere when most people first think of math or the word “Algebra,” they don’t get too excited. Many people say “Math sucks” or , “When are we ever going to use it in our lives.” The fact is math will be used in our lives quite frequently. For example, if we go watch a softball game all it is, is one giant math problem. Softball math can be used in many
A key aspect of developing skills in maths is that the purpose of it is understood and that they can go on to apply this to real life situations i.e. to solve problems, to process information, to check answers, to interpret data, charts and diagrams, the understanding of money and how to manage finances, to use in practical every day activities. Mathematical skills are therefore developed in the earliest stages through practical work, which provides a child with a grounding in various aspect of maths such as shape, pattern, counting, sorting etc. these basic skills are then built upon as a child progresses..
Math is the study of fact that is based on experiments, proof, and facts, but there are many fallacies that go along with it, including the ability to neglect theories. As Einstein once said “that all our math is measured against reality, is primitive and childlike - and yet the most precious thing we have” Which shows that it might have flaws but it is still so brilliant and hard to defeat. In many aspects of human behavior, the arts, ethics, religion, and emotion, are some factors that can be slightly tied into the idea of math (Einstein Exhibit). The main problem is that it might be looked down upon because it might be considered illogical. Many people believe that there are no links between these subjects and math and that they are completely opposites, unrelated in anyway. If you look hard enough there are links between math and the arts, and can be found, even if math is not open to theories.
After his visit to a Shell Research Laboratory, my high school teacher in math told us in class that he was so happy with his education, because mathematics had helped him to understand the explanations and demonstrations that had been given by the Shell researchers. He said, "If you master mathematics then you can understand everything." That was certainly an exaggeration, but it nevertheless sounded like a golden message. Since I definitely wanted to have a better understanding of what was going on around me, mathematics seemed the obvious way to go. Also, if it was not much beyond high school math, then it was pretty easy in addition. What could one wish more? So I enrolled in every advanced math class offered in our high school. Pretty soon I discovered that mathematics was much more than a set of principles that helped one to solve intellectual riddles. It was not a finished system that one could aim to master after some limited time, but it was really a way of thinking, a means of expressing creativity: endless, an old established science, but still fresh and with undiscovered green meadows, nearby and far away.
Mathematics is used to pay bills and to cook to give a few examples. It is also used to figure out different formulas for space. Mathematics is used for computing
How Will I Use Math in Everyday Life All throughout the days I spent in school sitting in math class learning Algebra, Geometry, and the various other math courses, I pondered whether or not I would ever even use these math skills in my life. The sad truth is that you will most likely use most of the math skills that you learned throughout high school in everyday life. There are honestly so many different ways you can use math in life, like buying a car, your weekly trip to the grocery store, and even at home. It honestly hurts you to not pay attention because you will in fact use math in your everyday life. There are many different ways that math is used at home, just like everywhere else.
Mathematics can be a subject many students struggle to understand; however, the knowledge the educator brings towards different mathematical concepts will result whether students will be a successful and confident learner. In early childhood education, there are four areas that the educator must have knowledge behind and efficiently use when teaching different mathematical components. How the teacher incorporates these areas while teaching is critical and includes; questioning, play, assessment and planning and the use of resources and manipulatives. It is essential that educators understand how to deliver mathematical content for all student’s abilities and adapted different concepts where required using a variety of different experiences. To understand and teach early childhood students the concepts of mathematics, I have to build on my own understanding.
Ward (2005) explores writing and reading as the major literary mediums for learning mathematics, in order for students to be well equipped for things they may see in the real world. The most recent trends in education have teachers and curriculum writers stressed about finding new ways to tie in current events and real-world situations to the subjects being taught in the classroom. Wohlhuter & Quintero (2003) discuss how simply “listening” to mathematics in the classroom has no effect on success in student academics. It’s important to implement mathematical literacy at a very young age. A case study in the article by authors Wohlhuter & Quintero explores a program where mathematics and literacy were implemented together for children all the way through eight years of age. Preservice teachers entered a one week program where lessons were taught to them as if they were teaching the age group it was directed towards. When asked for a definition of mathematics, preservice teachers gave answers such as: something related to numbers, calculations, and estimations. However, no one emphasized how math is in fact extremely dependable on problem-solving, explanations, and logic. All these things have literacy already incorporated into them. According to Wohlhuter and Quintero (2003), the major takeaways from this program, when tested, were that “sorting blocks, dividing a candy bar equally, drawing pictures, or reading cereal boxes, young children are experienced mathematicians, readers, and writers when they enter kindergarten.” These skills are in fact what they need to succeed in the real-world. These strategies have shown to lead to higher success rates for students even after they graduate
1.1.2 Numeracy Skills The abstract concept of numeracy according to Oxford English Dictionary defines numeracy as the quality or state of being numerate; ability with or knowledge of numbers (OED, 2005). In other way round, it is an ability to understand and use numbers in daily life (Rothman, Montori, Cherrington, and Pignone 2008). Numeracy skills are considered to be largely innate and separate from formal mathematical education. Numeracy range from the everyday life to unusual; it’s about being able to use mathematics as a tool to explore problems and situations (Secretariat, 2007).
I believe that learning mathematics in the early childhood environment encourages and promotes yet another perspective for children to establish and build upon their developing views and ideals about the world. Despite this belief, prior to undertaking this topic, I had very little understanding of how to recognise and encourage mathematical activities to children less than four years, aside from ‘basic’ number sense (such as counting) and spatial sense (like displaying knowledge of 2-D shapes) (MacMillan 2002). Despite enjoying mathematical activities during my early years at a Montessori primary school, like the participants within Holm & Kajander’s (2012) study, I have since developed a rather apprehensive attitude towards mathematics, and consequently, feel concerned about encouraging and implementing adequate mathematical learning experiences to children within the early childhood environment.
Mathematics is everywhere we look, so many things we encounter in our everyday lives have some form of mathematics involved. Mathematics the language of understanding the natural world (Tony Chan, 2009) and is useful to understand the world around us. The Oxford Dictionary defines mathematics as ‘the science of space, number, quantity, and arrangement, whose methods, involve logical reasoning and use of symbolic notation, and which includes geometry, arithmetic, algebra, and analysis of mathematical operations or calculations (Soanes et al, Concise Oxford Dictionary,
The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed instruction.
The prominence of numeracy is extremely evident in daily life and as teachers it is important to provide quality assistance to students with regards to the development of a child's numeracy skills. High-level numeracy ability does not exclusively signify an extensive view of complex mathematics, its meaning refers to using constructive mathematical ideas to “...make sense of the world.” (NSW Government, 2011). A high-level of numeracy is evident in our abilities to effectively draw upon mathematical ideas and critically evaluate it's use in real-life situations, such as finances, time management, building construction and food preparation, just to name a few (NSW Government, 2011). Effective teachings of numeracy in the 21st century has become a major topic of debate in recent years. The debate usually streams from parents desires for their child to succeed in school and not fall behind. Regardless of socio-economic background, parents want success for their children to prepare them for life in society and work (Groundwater-Smith, 2009). A student who only presents an extremely basic understanding of numeracy, such as small number counting and limited spatial and time awareness, is at risk of falling behind in the increasingly competitive and technologically focused job market of the 21st Century (Huetinck & Munshin, 2008). In the last decade, the Australian curriculum has witness an influx of new digital tools to assist mathematical teaching and learning. The common calculator, which is becoming increasing cheap and readily available, and its usage within the primary school curriculum is often put at the forefront of this debate (Groves, 1994). The argument against the usage of the calculator suggests that it makes students lazy ...
Devlin believes that mathematics has four faces 1) Mathematics is a way to improve thinking as problem solving. 2) Mathematics is a way of knowing. 3) Mathematics is a way to improve creative medium. 4) Mathematics is applications. (Mann, 2005). Because mathematics has very important role in our life, teaching math in basic education is as important as any other subjects. Students should study math to help them how to solve problems and meet the practical needs such as collect, count, and process the data. Mathematics, moreover, is required students to be capable of following and understanding the future. It also helps students to be able to think creativity, logically, and critically (Happy & Listyani, 2011,
...re encompassing way, it becomes very clear that everything that we do or encounter in life can be in some way associated with math. Whether it be writing a paper, debating a controversial topic, playing Temple Run, buying Christmas presents, checking final grades on PeopleSoft, packing to go home, or cutting paper snowflakes to decorate the house, many of our daily activities encompass math. What has surprised me the most is that I do not feel that I have been seeking out these relationships between math and other areas of my life, rather the connections just seem more visible to me now that I have a greater appreciation and understanding for the subject. Math is necessary. Math is powerful. Math is important. Math is influential. Math is surprising. Math is found in unexpected places. Math is found in my worldview. Math is everywhere. Math is Beautiful.