...Math is as big a part of life as life is a part of math. From the time most of us start learning numbers and simple math, we usually ask two questions. First, “why do I have to learn this? “, and second,” when will I ever need to use math in real life? “. The truth of the matter is, we use math everyday whether we realize it or not. Math is used in one form or another hundreds of times a day in everything from the simplest chore we perform to the most difficult tasks we can think of. Mastering the skill of math, even simple math, can enable one to progress throughout life with much less stress and confusion. Once we learn numbers and simple math, it becomes like second nature to incorporate mathematics into our day. Consider the first thing most people do in the morning upon waking. For most of us, that involves looking at the clock to see what time it is. Therefore, numbers are one of the first things seen and automatically, without thinking about math, we calculate how much time we have before we have to be somewhere. Perhaps one only thinks of how long they slept? Regardless, math has usually been applied momentarily following waking from being asleep. Once awake, think of the math equations most of us perform throughout the day. The amount of addition and subtraction as well as multiplying and dividing ones time allotment for the day is substantial. (Math in Everyday Use, 2012) The math calculations performed by most in relation to time in the course of a day is just...
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...Conclusion……………………………………………………...15 References………………………………………………………………….16 2 Chapter 1... Overview ABSTRACT The purpose of this study is to examine the effects of computer-based mathematics curriculum on problem solving and the students’ attitudes toward computer-based mathematics. Participants will be my 3rd grade students who will receive 2 hours weekly computer-guided math instruction along with their regular Math Investigations. The computer program that will be used in this study is Edutest. Edutest is a computer program that focuses on problem solving strategies, geometry, number sense, logic patterns, measurement, probability, and word problems that are in line with the district standards. The students will work independently on the computer with computer-guided instruction. During the study, students will take a pre test and posttest as well as on-going daily instruction in mathematics along with teacher made assessment tests in mathematics to measure their achievement levels. I will also take an attitude survey to gauge their feeling about using computer mathematics. A survey was given pre study and post study. This information was used to assist me in planning and implementing computer-based curriculum and to see whether their attitudes towards computer math will have an effect on how well they implement the program. I chose to study math because I enjoy teaching mathematics....
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...MOST DIFFICULT SUBJECTS FOR HIGHSCHOOL STUDENTS: MATH AND PHYSICS A Term Paper Presented to the Faculty of Saint Joseph's School In Partial Fulfillment of the Requirement in English IV Submitted to: Gemalyn Cantes Submitted by: Jovilyn Bumohya Date of submission: January 5, 2009 iii CONTENTS TITLE PAGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii ACKNOWLEDGEMENT. . . . . . . . . . . . . . . . . . . . . . . . . xii CHAPTER I: THE PROBLEM AND ITS BACKGROUND A. Statement of the Problem. . . . . . . . . . . . . . . . 1 B. Objectives of the Study. . . . . . . . . . . . . . . . . 1 C. Hypothesis. . . . . . . . . . . . . . . . . . . . . . . . . . . 1 D. Significance of the Study. . . . . . . . . . . . . . . . 1 E. Scope and Delimitation. . . . . . . . . . . . . . . . . 2 F. Definition of Terms. . . . . . . . . . . . . . . . . . . . 2 CHAPTER II: MOST DIFFICULT SUBJECTS FOR HIGHSCHOOLSTUDENTS: MATH AND PHYSICS A. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . 3 B. Discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . 3 CHPATER III: SUMMARY, CONCLUSION AND RECOMMENDATION A. Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 B. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . 5 C. Recommendation...
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...website that shows one how to do fraction to decimal conversions. http://www.webmath.com/fract2dec.html 4. Using the internet, find a website that one can use to find the national average cost of food for an individual, as well as for a family of 4 for a given month. http://www.cnpp.usda.gov/sites/default/files/usda_food_plans_cost_of_food/CostofFoodJan2012.pdf 5. Find a website for your local city government. http://www.usa.gov/Agencies/Local.shtml 6. Find the website for your favorite sports team (state what that team is as well by the link). http://blackhawks.nhl.com/ (Chicago Blackhawks) 7. Many of us do not realize how often we use math in our daily lives. Many of us believe that math is learned in classes, and often forgotten, as we do not practice it in the real world. Truth is, we actually use math every day, all of the time. Math is used everywhere, in each of our lives. Math does not always need to be thought of as rocket science. Math is such a large part of our lives, we do not even notice we are computing problems in our lives! For example, if one were interested in baking, one must understand that math is involved. One may ask, “How is math involved with cooking?” Fractions are needed to bake an item. A real world problem for baking could be as such: Heena is baking a cake that requires two and one-half cups of flour. Heena poured four and one-sixth cups of flour into a bowl. How much flour should Heena take out of the bowl? In this scenario of a real world...
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...I. Introduction This action research proposal focused on helping students cope with their math subjects. We will also discussed the possible reasons why students suffer from math phobia, math anxiety or arithmophobia, the cause and the possible result it gives to the students. First, let us give the definitions, descriptions, and symptoms of anxiety, Math anxiety and arithmophobia. Arithmophobia is simply defined as the fear of numbers. General Anxiety: * A feeling of unease, apprehension or worry. It may be associated with physical symptoms such as rapid heartbeat, feeling faint and trembling. It can be a normal reaction to stress or worry or it can sometimes be part of a bigger problem. * Anxiety is a complex combination of the feeling of fear, apprehension and worry often accompanied by physical sensations such as palpitations, chest pain and/or shortness of breath. Anxiety is often described as having cognitive, somatic, emotional, and behavioral components. The cognitive component entails expectation of a diffuse and uncertain danger. Math Anxiety: * A feeling of intense frustration or helplessness about one's ability to do math. * Math anxiety is an emotional reaction to mathematics based on a past unpleasant experience which harms future learning. * An irrational fear of mathematics that can range from a simple discomfort associated with numerical operations to a total avoidance of mathematics and mathematics classes (Mathison, 1977). Mathematics...
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...experiences in Math 1 In my years studying math I have realized that math is essential for life. Having this said, it is quite obvious that math could easily be as old as humanity itself. The topic that I like the best is when our instructor teaches about the quadratic equation it is difficult but I try and pursue to understand even though it’s so difficult. I always study about this topic because I really don’t know how to solve it that’s why I research something about things and I also talk to our instructor and ask some questions about the topic that I don’t understand. I did it because I really want to learn and I want to pass this subject. I like...
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...Math and Me Vanessa Bashore MM212: College Algebra “We both just did out fives yesterday, how can she be doing her sixes already today?” I can remember thinking this like it was yesterday instead of 29 years ago. I was in first grade, and we were doing our times tables. I had been the first one to do all of my numbers so far in the class, and now Sara was up there doing her sixes before I knew them. That would just not do for me, so that night I went home and learned the rest of my numbers, six through nine, to be able to do them for the teacher the very next day. I guess you can say that this is where my love for math started. I am not saying that I never had to study or that I have never struggled with any math in my life, but for the most part, most of the math classes I have taken in my life have come pretty easily to me. I love when you are struggling with something in math and all of a sudden you have that a-ha moment where everything suddenly makes sense. In the past I have taken all the basics in math including Algebra and Geometry. However, these courses were also taken almost 20 years ago, and I have to admit that I am a bit rusty when it comes to all of the formulas and properties. Even though I may not remember all of the formulas, I still consider my previous courses a success. I may not remember the exact formula, but I do remember that the formulas exist and it is just a matter of looking the formula up and plugging in the right numbers to get the correct...
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...Page 1 of 18 Copyright Notice This e-book is free! This publication is protected by international copyright laws. You have the author’s permission to transmit this ebook and use it as a gift or as part of your advertising campaign. However you CANNOT charge for it, nor can you edit its contents. The author’s contact details must stay in tact in both the footer and header pages. http://www.memorymentor.com/ © Memorymentor 2006. All Rights Reserved. http://www.memorymentor.com/ © Memorymentor 2006. All Rights Reserved. Maths Tips and Tricks to Improve Your Math Abilities Page 2 of 18 Contents 1. Multiplying By 11 2. Is it divisible By 4? 3. Multiplying By 12 Shortcut 4. Converting Kilos to Pounds 5. Adding Time 6. Converting Celsius to Fahrenheit 7. 5 Squared Shortcut 8. Decimal Equivalents of Fractions 9. Kilometres to Miles 10. About Memorymentor.com http://www.memorymentor.com/ © Memorymentor 2006. All Rights Reserved. Maths Tips and Tricks to Improve Your Math Abilities Page 3 of 18 Multiplying by 11 shortcut This technique teaches you how to multiply any number by eleven, easily and quickly. We will take a few examples and from these you will see the pattern used and also how easy they are to do. So, to begin let’s try 12 time 11. First things first you will ignore the 11 for the moment and concentrate on the 12. Split the twelve apart, like so: 1 Add these two digits together 1 + 2 = 3 2 1+2 = 3 Place the answer, 3 in between the 12 to...
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...The central idea the of two texts is frequently shown throughout a brain research article. In text A, “Gut Math” tells the difference between “formal math” and “gut math”, while text B, “Animal Arithmetic” focus on providing examples of animals using “‘gut math.” Both of texts tried to proves humans and animal are born to do math in many different ways. As kids grow up they learn what math is and slowly start to dive into basic math eventually evolve into algebra, calculus, and geometry. However, text A “Gut Math” states in paragraph 3,” What does comes naturally though is the ability to approximate.” Meaning that the ability to approximate is part of the brain since birth. Therefore, there are two separate mathematics areas of the brains, one of which is “formal math” that’s what taught in school, and “gut math” an inborn...
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...Case Study K-5 Math Endorsement ME: Course 1-2013-Bibb Denna R. Bradford 2305 Kingsley Drive Macon, Georgia, 31204 478-719-2943 dbradford.williams@bibb.k12.ga.us Instructor: Mrs. Karen Crider Table of Contents I. Background Information Table on Student 1 and Student 2 ……………... II. Student 1 – IM …………………………………………………………… A. Student Interview. III. Student 2 – AM …………………………………………………………… A. Student Interview IV. Assessment, Discussion, and Presentation of Tasks ……………………… A. Number Sense V. Analysis and Interpretation of Data ……………………………………… A. Analysis B. Interpretation of Data VI. Misconceptions ……………………………………………………………... A. Student 1 – IM B. Student 2 – AM VII. Intervention Plan …………………………………………………………... A. Student 1 – IM B. Student 2 – AM C. Anchoring Instruction Activities………………………………………. VIII. References …………………………………………………………………... 2 3 4 5 6 7 9 10 11 I. Background Information Table on Student 1 and Student 2 |Background Information ...
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...The review of related literature of this study identifies how fear and interest, together with the students’ study habits can affect their performance in various subject matters, specifically, mathematics. To begin this chapter, the researchers will define the variables involved in the study, namely, fear and its types, interest, study habits and mathematics. The researchers will also examine other research studies and articles that show how these variables are related. This chapter ends with the summary of literature review. Mathematics as defined yourdictionary.com, is ”the group of sciences (including arithmetic, geometry, algebra, calculus, etc. dealing with quantities, magnitudes, and forms and their relationships, attributes, etc., by the use of numbers and symbols.” Ernest (1989) mentioned that learning mathematics involves more than basic knowledge of facts, skills and procedures. He added that it has a crucial involvement of conceptual structures, the general strategies in solving problems, attitudes towards the subject and appreciation of mathematics. According to the latest Gallup youth survey conducted in 2004 (as cited by Saad, 2005), the subject that the teenagers find most difficult in school is mathematics. Thus, Saad(2005) said that it is not surprising how the subject has the lowest performance rate. The reasons were not mentioned, however, Stites (1993) said that people have the tendency to blame the educators of the poor performance...
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...that, one has no right to, offer tongue to their talents that lie within their physical structure. People assume they are full of natural endowments, and they are geniuses to have observed this particular gift awarded to them by the almighty. In reality, those aren’t talents unless the entire world has them as well. You may ponder upon this experience, which I reformed to, unfortunately this is the dreadful lesson New York has taught me. However, if I could accumulate enough...
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...1 Academic performance and Self-efficacy of Filipino Science High School Students on Mathematics and English subjects Angelo R. Dullas Central Luzon State University Electronic copy available at: http://ssrn.com/abstract=2152791 Academic Performance and Self-efficacy of Science High School Students Abstract 2 Primarily, the study was conducted to determine the relationship between self-efficacy and academic performances on Math and English subject of science high school students. The objectives are (a) to find what level of self-efficacy do High school students have and (b) to explore if there is gender difference among high school students in terms of their self-efficacy and academic performance. The data are gathered using survey type questionnaire which is composed of two domains, English efficacy and Math efficacy to find if there is significant relationship between academic performance and their self-efficacy. Data was analyzed using mean and test of difference (t-test). Result showed that students‟s performance on Math subject posed a high significant relationship with their self-efficacy beliefs with statistical interpretation as positive substantial relationship (p=.615**, a=.000). On the other hand, students registered a significant relationship and a moderate relationship (p=.401*; a=.015) on their self-efficacy and academic performance on English subject. The researcher also found out that Filipino science high school students possess a high level of...
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...Top 10 Strategies to Improve Your Math Grades by Jason Gibson Many students and parents ask for pointers and techniques to best learn Math. Here is my top-10 list which applies to any level of Math. 1) If you don't understand something, focus on mastering that topic before moving on to the next topic.It sounds simple, but it is absolutely essential. Lets say a student is learning Algebra, for example. Further, lets say he or she is having a hard time understanding how to add and subtract negative and positive numbers. All of us struggle with this in the beginning as it is a sticky point for most students. Some students in this situation, out of frustration that they "can't" learn this topic, will move on to the next lesson in the hope that they will be able to understand that one. This is a recipe for disaster. Math is very much like learning to read. If you don't know your letter sounds then you have no hope of being able to sound out words of course there is no way possible that you could read a book. All math courses are taught in a specific sequence because the every topic builds on the previous topic. If you are having a problem with a topic, continue working with that one until you understand it and can work problems successfully. Watch the DVD section over again, attend tutoring, read the book and examples a second time, or even get a totally different book to have it explained a different way...but whatever you do not turn the page and tackle the next topic. If you...
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...Throughout this class, I have learned and discovered many different concepts and realities to being a mathematical teacher. First off being a math teacher means that you must know and possess mathematical knowledge. I have heard some say that math would be the easiest to teach because everything is written out for the teacher step by step. Therefore, in their line of thinking math would require little preparation and little knowledge of the subject to teach a student how to perform well in the subject. This class has showed a new light and when thinking about past math teachers I have discovered that when the math teacher actually understands how to do the math and in many different ways other than just what is in the book I tend to do better and remember the math concepts longer. It is easy to just write out the math problems steps from the book but to actually explain the steps in a way all students can understand the problems takes practice and an understanding of the math yourself. I have also confirmed in this class that the teacher must be able to recognize the student’s readiness or not readiness for the next step in math. If a student does not understand how to add, subtract, multiply, or divide than how can the student be expected to understand how to follow through and complete equations with unknown variables and being able to solve other equations such as areas, perimeters, and corners of triangles. If a student is unable to complete one-step in the math process then...
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