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1 In Drumright, Oklahoma there is a math teacher called Sarah Hagan. She is 25 years old. In Drumright, Oklahoma there is a math teacher called Sarah Hagan. She is 25 years old. She’s short and has brown hair. Hagan wears square glasses and has a nice smile. She has a long wide nose and nice eyebrows. Her hair is a bit wavy and goes to her shoulders. She also has a creative and energetic personality.
Sarah is one of the best math teachers in Oklahoma because of her unique teaching style. "The first time I saw my classroom," Hagan says, "It was the most depressing thing I 'd ever seen. The walls weren 't all painted one color. There was no dry-erase board. There were no bulletin boards." Her classroom was bad the floorboards were squeaking
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She used unique teaching styles and often talked about doing things differently. One comment from a student was pretty interesting, “I have never, ever liked math. But this year, I love math.” Why is that? Why did the student that year? The better question would be why do some people hate math in general?
Mathematics is a subject each student is obligated to take however a great deal of students either fail some classes or don’t like the course at all. In order to answer the question, “Why some people don’t like math?” A study created Peter Brown, Tamara Bibby, and Margaret Brown by called “‘I Would Rather Die’: Reasons Given by 16-year-olds for not Continuing Their Study of Mathematics.”
This study had about 1500 student for 17 different schools. The first thing the researchers did was to give out a math test and then they took all the students that got A-C and thought they did poorly. Then they gave them a questionnaire. It asked basic questions like if the liked math, and if they plan on studying it in high school or college and other question along that line. With some data they collected they figured out that grades play a big part in people moving on to higher math class. If people got an A grade they would most likely to move on. While students that got a B and C grade have a way higher chance of dropping the next class. (Brown, Bibby, and
Born in White Sulphur Springs, West Virginia in 1918, Katherine Johnson’s intense curiosity and brilliance with numbers boosted her ahead several grades in school. By thirteen, she was attending the high school on the campus of historically black West Virginia State College. At eighteen, she enrolled in the college itself, where she made quick work of the school’s math curriculum and found a mentor in math professor W. W. Schieffelin Claytor, the third African American to earn a PhD in Mathematics. Katherine graduated with highest honors in 1937 and took a job teaching at a black public school in Virginia.
...acknowledged as the greatest women mathematician of the 1900’s, even though she had to go through many obstacles and chauvinism. She was the first women to be accepted into a major college. She proved many of the stereotypes that women were considered to be erroneous, which in the long run also made her a famous person. She was the one who discovered the associative law, commutative law, and the distributive law. These are the Laws that make the basics for Algebra, Geometry, and Basic math. All together she has unquestionably earned the title as the most famous woman mathematician of the 1900’s.
She constantly had cool idea that someday I am probably going to end up using. For example, when she realized her students were struggling with math problems, she made up a cha cha dance of all the steps, had them start learning it with their feet and then had them pretend their pencils were their feet. They could all remember the steps after something as simple as a cha cha dance! Although creativity in a classroom does take a good chunk of time, once they see and understand, it will stick! Her creativity and ability to draw in students, I believe, is what made her the effective teacher that she was. Her students, at home, were getting nothing. Most came from drugs and gang violence, and had poor role models probably for their whole
Students in the study were part of a cohort categorized as below proficient students, who were identified from their performances on two high-stakes exams. 50% of the students were male and 50% of the students were female. 68% of the students were identified as black, 21% as white, 2% as Latino, and 95 reported as other. Evidence of low academic performance was identified and collected from their 8th and 9th grade (GPA), that fell between 2.19 and 1.81 on a 4-point scale.
Katherine Johnson was born to Joshua and Joylette Coleman on August 26,1918 in White Sulphur Spring in West Virginia. Even at a young age Katherine loved math she was always known as the “Girl that Loves to Count”. “I counted everything. I counted the steps to the road, the steps up to the church, the number of dishes and silverware I washed … anything that could be counted, I did.” (Katherine Johnson: A Lifetime of STEM) Unlike most of the children in her day she was 10 when she was in high school. Katherine favorite teacher in high school was Miss Turner she taught Katherine geometry.Katherine stated that she was a great encourager in her life.
Heyde says that she “Majored in mathematics because it was easy for her, she elected courses in psychology, sociology, and crafts” (Heyde 475). Cox also started to work with computers to make extra money to pay tuition with. Her boss was her previous calculus professor Snedecor and he hired her to work in the computer laboratory because he saw a lot of possibility in her. He was her biggest encourager after her
I also learned that mathematics was more than merely an intellectual activity: it was a necessary tool for getting a grip on all sorts of problems in science and engineering. Without mathematics there is no progress. However, mathematics could also show its nasty face during periods in which problems that seemed so simple at first sight refused to be solved for a long time. Every math student will recognize these periods of frustration and helplessness.
Nevertheless, in the article Why Class Size Matters Today, years of research prove that class size reduction is a major factor in a student?s academic success (National Council of Teachers of English). In PISA data collected by Tom Loveless, research shows that in many countries, students that lack motivation scored higher on standardized tests (Zinshteyn, 2015). Failing students is a rising issue across America that cannot be overlooked since many studies, articles, and reports state that it is a problem that is disrupting the nation?s future regarding education. Many students have surpassed obstacles such as racial stereotypes and unfair testing.
He also argued about does this theory affect academic behavior over time? To prove that this theory can affect academic behavior over time, they tried to apply this theory to the middle-school student. The result shows that the outcome of their math and verbal test scores of the incremental group has improved. Blackwell and colleagues create two different intervention which is the incremental theory of intervention and a study skills intervention. During the transition of middle school, the control group math grades continued to decline but for the treatment group, the decreasing trend tend to be reversed.
4.Leder, Gilah C. Mathematics Achievement and Fear of Success. Journal for Research in Mathematics, 13(1982), 124-135.
When thinking back and remembering all of the teachers that I have had in the past, there is one in particular that comes to mind. Her name was Mrs. Ladd. She taught math at the junior high school. Mrs. Ladd was not the most popular, funniest, hardest, easiest, nicest, nor the meanest teacher. I remember her
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
I decided to write most of paper about motivation because motivation is something that is lacking in several of my students in Junction City. I want to help students develop the motivation to learn math instead of hearing the bad attitude they have developed for mathematics. It is so frustrating to hear a student say that they do not care. Also in my paper, I plan to intertwine the topic of retention. My paper will lean more towards retaining students in math at the middle school level rather than college like the articles we read in class. I know that students can not switch out of math in the middle school, but they can choose to take many math classes in high school and choose a major in college for math. In other words, I want to find out ways for students to be interested in math field so they continue in the math field all the way up through college graduation. I have developed several great relationships with my students and care deeply about what the future holds for them. My goal is to make a difference in their life by motivating them to like math and school so they do not drop out of high school.
It is said that teachers teach not only from books, but also from life itself. That in school we learn not only lessons from books, but lessons from the heart and soul as well. Those lessons, the lessons that teach us to understand ourselves and others, are what truly impact our lives. Countless teachers have advised students under their tutelage on various life changing matters. However, there is one teacher who stands prominently in the forefront of my mind as teaching me the most important lessons one could ever hope to learn. Mrs. C was a sixth grade substitute mathematics teacher, who was Russian and as such occasionally fell out of proper English, and she taught me something nonpareil.
When I graduated from high school, forty years ago, I had no idea that mathematics would play such a large role in my future. Like most people learning mathematics, I continue to learn until it became too hard, which made me lose interest. Failure or near failure is one way to put a stop to learning a subject, and leave a lasting impression not worth repeating. Mathematics courses, being compulsory, are designed to cover topics. One by one, the topics need not be important or of immediate use, but altogether or cumulatively, the topics provide or point to a skill, a mastery of mathematics.