Math And Me By Fiore Summary

Matthew Misiura is a math teacher at Susquehanna Community High School. Mr. Misiura explains that he always pushes for “content mastery” in his math classes. However, Mr. Misiura’s teachings are more than an average algebra and precalculus class. Mr. Misiura pushes for students to learn about the real world. He pushes for students to always work to their full potential. In a year in his classroom, I not only learned precalculus and trigonometry, but I learned how to view situations from a different perspective. Some students, when given back a test in which they failed, would cry, act childish, or simply complain. Mr. Misiura was able to reinforce the belief that the only way to learn is to make mistakes. He often stated that, if you already

Kelly Bow is a math teacher in Gooding, Idaho. Kelly completed graduate work in psychology also (K. Bow, personal communication, February 14, 2016).  Her focus over the years has been on helping students who struggle in math. She concentrates on overcoming these struggles by applying her understanding of how the brain processes concepts.  This method has resulted in students who have traditionally scored low in math becoming straight ‘A’ math students. Many have gone on to get full ride college scholarships, and get jobs in math intensive fields.

Effective teachers often seek innovative ways to actively engage their students in the academic subject they are presenting. In their preparation, the student is the focus. Most highly qualified teachers never give much thought to how much time or energy it will take from them to prepare for each class. This article presents four proven strategies to equip me as a teacher to address the trauma of students who are homeless and doubled-up. I must first, build strong personal relationships with my students to support a sense of community and empathy in the classroom. Secondly, frame problematic behavior as indicative of the student’s state of mind at that time and not as reflective of his or her nature. Thirdly, build traumatized students’ confidence. Finally, help students recognize and not run from difficulties (Dill, 2015). These strategies will advance the academic success of my entire classroom while providing the consistent, predictable, safe environment the student who is presently suffering trauma needs. This organization promotes a structured environment, and it is the preventive, proactive way to prevent behavior problems (Ackerman,

Based on the example of Juanita, there are strategies that could be used to help reduce her anxiety that she is experiencing due to having to take a math test. Test anxiety can negatively affect Juanita’s academic performance on the test so it is important for the counselor to be able to provide her with strategies that can help her to cope with the anxiety (Parsons, 2007). Different strategies to help Juanita could include teaching coping skills, study skills, and relaxation techniques (Capuzzi & Gross, 2014; Parsons, 2007). Also, to normalize the strategies the counselor can provide guidance lessons for all students using the same relaxation techniques and provide an overview for teachers and parents so that the same techniques could be used

Among the top five academic anxieties (Test Anxiety ~ Math Anxiety), on the average (mean) of Score, Math Anxiety had the lowest Mean score (Funk, 2009). These results are difficult to believe given Funk's previous research and mention about the majority of adults returning to having such high level of math anxiety upon returning to higher education (Funk, 2009).

While reading this journal entry my eyes were really opened up to the fact that putting the anxiety of being able to recall facts is extremely detrimental to our children.I thought this article was a good read though because it stated a lot of facts that were always backed up as well as proved up activities to improve from what the facts were telling us. An interesting point that I came across in this journal was that number sense is the foundation for all higher-level mathematics. (Feikes & Schwingendorf) Another fact that was interesting fact to me was that math anxiety has been recorded in students as young as 5years old. ( Ramirez, metal,2013). In my opinion I can understand why both of these fact are proven to be true. Like I said in my

Algebra is a critical aspect of mathematics which provides the means to calculate unknown values. According to Bednarz, Kieran and Lee (as cited in Chick & Harris, 2007), there are three basic concepts of simple algebra: the generalisation of patterns, the understanding of numerical laws and functional situations. The understanding of these concepts by children will have an enormous bearing on their future mathematical capacity. However, conveying these algebraic concepts to children can be difficult due to the abstract symbolic nature of the math that will initially be foreign to the children. Furthermore, each child’s ability to recall learned numerical laws is vital to their proficiency in problem solving and mathematical confidence. It is obvious that teaching algebra is not a simple task. Therefore, the importance of quality early exposure to fundamental algebraic concepts is of significant importance to allow all

When walking into Mr. Stanlick’s classroom one may notice the colourful posters covering the blank walls and the abundance of inspirational quotes. The busy room, although it may be distracting, instantly put me at ease. Mr. Stanlick had a method of explaining a math problem that made you instantly understand the solution. His confident

I learned first and foremost is that the United States has more young high school graduates than any other nation and have a large population of those enrolling in post-secondary as well. I do believe that this is true because in order to succeed in the US we must have some sort of degree. Other nations teach a trade which is amazing because those are the ones who we contract to fix our homes and businesses. No, most do not have a degree but a certificate in their field of trade. Math anxiety is the feeling of nervousness towards Math and it’s problems during classes and or exams. It normally begins when we are a child and escalates throughout life. By the time we are adults and have not dealt with it, we feel dumb when approached with an issue involving possibly the simplest numbers. Due to this many of us stay within our comfort zone which is away from numbers as long as it’s in a form of a paycheck. Math anxiety is not just a problem in our heads, it can cause us to discontinue taking math classes beyond the requirements. This tends to limit our choices with regard to college or career opportunities. Because we've had a bad past experience we avoid Math at all cost, just like myself. Most people tend to leave school feeling like a failure due to Math. There were many words I came across in the reading which described me and those are:

Until late history, science had not been taught to a great many people. Just the individuals who were rich, effective, and/or politically joined were given the chance to study math past essential checking operations. A significant number of my middle school understudies are amped up for the trusts of/eventual fate of coming back to this circumstance. I have the chance to instruct (instruction that fixes something) math and math study abilities courses for a neighborhood college. A number of the school understudies with whom I am included are about-facing to class after numerous years in the work power. The greater part of them experience a high level of math apprehension and anxiety in light of the fact that they have overlooked a significant

This book was about how to face our fears of math. It gives us different topics and problems about math to try and help us become better in math. The problems in the book are on real life situations which makes it easier for us to see how we use math in our everyday life. The book then goes from talking about simple arithmetic and other areas of math to talking about teaching it. This book gives messages and tells you how to solve your phobia of math with simple strategies that you can do.

In the essay “When Brights Girls Decide that Math is a Waste of Time” by Susan Jacoby, Jacoby claims that girls develop deficiencies during their adolescent years by not taking math or science in their high school years. It can be argued that Jacoby’s thoughts on high school girls and math are incorrect due to the sexism that takes place in her essay, the amount of inaccurate and outdated information, and her argument that math and science is highly important.

The struggle that is seen a lot with students as young as first grade deals with the fear of math. In general, math seems to be the number one fear in the eyes of students who in the past have had bad experiences in the subject. It can seem strange for those who have never felt the anxiety and pain it brings. For most people, numbers come natural in figuring out when solving and following step by step functions to get the answers correct. There is hope in finding ways to better cope with math anxiety.

Mathematics has always been a difficult subject for students. Many children have developed phobias and barriers towards mathematics, which prevail into adulthood, thus limiting their potential. This limitation implies problems of learning, resulting in the child a sense of inferiority.

Mathematics is a type of reasoning. Thinking mathematically includes thinking in a rational way, developing and checking conjectures, understanding things, and forming and validating judgments, reasoning, and conclusions. We show mathematical habits when we acknowledge and explain patterns, build physical and theoretical models of sensations, develop sign systems to assist us stand for, control, and review concepts, and create treatments to address issues (Battista, 1999).