mathematics assignment help

mathematics assignment help

The Importance of Mathematics in Education

1. The Role of Mathematics in Everyday Life

Furthermore, knowledge of mathematics helps in understanding everyday life activities. For example, making purchases such as buying coffee and any other daily activity that requires the comprehension of value demands the need for mathematics. The students thus need to understand and apply mathematics in all these activities, stay used to the subject in ways that are often untapped, and I believe the student will understand the need for mathematical formulas in life. Students can learn mathematics and other subjects in parallel, and as such, it becomes easier to understand the topics taught not only in mathematics but even in other subjects. In comparison to the wealth of opportunities that mathematics offers in employment, the importance of mathematics in education is often overlooked. I don’t think society understands that the amount of technology we use on a daily basis isn’t possible without the use of math. Every device that we use is a result of a new equation or discovery of a renowned mathematician. Now, looking from a different perspective, it gives me a better understanding and appreciation of the subject. With knowledge in mathematics, students are able to plan for their future and take account of their monetary value as compared to people who do not use mathematics. This is important when creating the foundation for a very distant future. Mathematics is ever present in the world itself. Nature itself is represented by the world of mathematics. Nature is full of counting, reasoning, and problem-solving. We see and make sense of things and make decisions. It may even figure in the day-to-day activities we perform. Maths are often used for making predictions, comparisons, estimations, and making sense of vast amounts of data, which is only done when using maths by youth and adults. Not only in math but in other subjects too, and I don’t believe that other subjects have such a connection with the real world as compared to mathematics. This gives better meaning towards the subject’s profile in education. Without it, it’s just a powerful notion and a confined set of rules. I believe mathematics is the most important subject we learn at school because it can be applied in whatever you may go into in the future, and without it, the chances of severe failure of human progress are high. Mathematics on its own cannot help with progress in the work; it has to be learned and understood. Even factories use computer systems developed by mathematicians in order to operate. Thanks to math, computers are operating cooler, and stocks are easier to decide and less mathematical, as far as my experience working in retail. My work in the beta warehouse requires using the size factor to gather specific information. The size factor represents the overall distribution in terms of the items. Administratively, I have to take care of the written or intended position of each item. And I see that even robotic machinery is written with mathematics in the start of developing the form of data and later produces many zeros for the completion. Then, I have to use the concept of grouping and follow by taking the base size to have those finding numbers close to one mathematically. However, my findings and decisions are furthermore accurate as I used the method of applying a graph for each different type of formula used.

2. The Benefits of Mathematics Education

In today’s rapidly developing world, the importance of mathematics in education can never be stressed enough. Mathematics holds great benefits for children starting from preschool. No matter what walk of life a person comes from, there is almost always a need for mathematics. The understanding of mathematics is a crucial part of a child’s education. Mathematical knowledge is something that empowers a child to be able to solve complex problems with ease. It’s the foundation for understanding more complicated concepts in technology and science. Students need to understand that “any problem in mathematics can now be handled!” These are the words of Dr. Michael Goldenberg who is an associate professor in the department of mathematics at the University of Rhode Island. He says “The more people learn about math, the more they are seeking challenges and problems to solve. It’s really a matter of not being intimidated, because middle school math, for example, can apply to so many things. Whether in the real world, in other subjects or in future math courses, the base of knowledge that has been built through understanding the curriculum can’t be wasted. What’s enlightening in math education is that when students are taught that math is consistent and repeatable, they tend to approach problems with confidence.” This means a new level of knowledge encourages students to be brave in solving the problems. Experimentation and challenge-seeking helps to build that ontological understanding.

3. Challenges Faced in Learning Mathematics

In addition, math anxiety, a feeling of tension and discomfort that interferes with the ability to do math, can be both a cause and an effect of impaired math performance. It can lead to math avoidance, the fear of taking math courses and the subsequent avoidance of math classes and math-based majors in college. Math avoidance, in turn, can lessen cumulative math ability and make it difficult to put to rest the mistaken yet fearsome notion that a student is “just not a math person.” The cycle of math anxiety, avoidance, and low math ability is a perplexing and troubling phenomenon that often goes unrecognized. We may all have experienced, at one time or another, frustration with a math problem that we were unable to solve right away. However, facing academic and cognitive challenges in the relaxed and supportive environment of the classroom can build resilience and stamina and teach problem-solving skills. Students who believe in the fixed intelligence mindset—that intelligence is a born trait and that they have a certain amount of it, which cannot be changed—struggle more in overcoming math difficulties. Actual and perceived solitude, inadequate resources outside of the classroom, and other timing and environmental constraints may act as challenges to successful learning. The lack of a strong, positive social support network for students and for a diversity of student learning approaches can be a significant challenge to successful learning for all students. Students often focus on learning and practicing mathematical procedures at the expense of understanding and using mathematics and mathematical language meaningfully. Also, timeliness for addressing misconceptions may take a lower priority outside of the formative learning period because of inflexible scheduling.

4. Strategies for Overcoming Math Difficulties

Next, let’s look at “Strategies for Overcoming Math Difficulties.” There are three main classifications of learning strategies for math. The first is direct instruction and practice. The second one is called constructive assessment. And the third one is called understanding and problem solving. Most often, a teacher will use a combination of all of these strategies to meet the needs of a diverse group of students. In direct instructions, the teacher models the concepts or problems, and students practice through carefully guided instruction. Students learn and do things step by step with teachers or students’ observations. Repetitive practice is often used to solidify the new learning in this method. On the other hand, constructive assessment changes the focus of teaching while maintaining rigorous study of traditional math topics. Carefully constructed problems become experimental tools for learning and testing concepts. This has been known under many different versions such as reform mathematics, learner active instruction or cognitively guided instruction. In this newer way of learning and teaching, many standardized problems are replaced with exposes of real-life situations, where common principles are needed to solve physical and quantitative problems. High achievement becomes expected because the learning pace is set by students in today’s cognitive life. Last but not least, “Understanding and Problem Solving” is recognized as helping students develop depth understanding of mathematical concepts and relationships, guiding their own learning and taking responsibility. By learning, students should learn how to connect one idea to another, which is called relational knowledge. And also, they should organize their knowledge into a mental structure, which is called knowledge organization. And then, it is very important to start using the new knowledge as soon as possible in problem solving or in new learning by doing activity. Students often find it frustrating if what they are learning does not seem to relate to anything they know or anything they will use in the future. Learners of all ability levels profit from being allowed, required and supported in making sense of the complex worlds by their own understanding. Personality traits and learning styles play a huge role in the success or even in the understanding of the learning process for particular students. For example, a student may have memorized many math procedures, and yet still feel they do not understand the math. As a teacher encourages and supports the attempts of a student to make sense of their learning, it is important to understand it can take time for students to alter their practice and to alter their view of the math as well. Cultivating an environment of guided independence takes time, but it is time well spent in developing a rich mathematical community in our classroom. By learning, the students will enjoy doing math and their attitude with math will be positive.

5. The Future of Mathematics Education

Mathematics teachers in the future will need to be specialists in mathematical knowledge at the higher levels in order to guide students’ understanding and problem solving. A study entitled “Mathematics and Science Partnerships and Teacher Quality: An Opportunity for Systemic Change in Mathematics Teaching?” describes the need for access to experienced mathematicians to bring education up to date and equip students with the requisite knowledge for entering into high professional spaces. As of 2005, the diminishing qualifications of mathematical teachers and the failure of our modern educational system to prepare students for a knowledge-based society is quite troubling. Furthermore, reform in mathematics instruction continues to be a hot topic, with authors expressing concerns about traditional methods and the disjointed manner in which schools play catch up with standardized tests. The National Council of Teachers of Mathematics puts out a journal that contains resources for preparing teachers at all levels for improving their knowledge and skills in teaching mathematics. It also tackles issues for the use of mathematics in early childhood, growing alongside with the advancements of technology, examples of rich mathematical learning tasks, and the focus on listening and respecting every student’s mathematical thinking. Dr. Lynn Arthur Steen, a professor of Mathematics at St. Olaf College and former president of the National Council of Teachers of Mathematics, wrote the article “Why Numbers Count: Quantitative Literacy for Tomorrow’s America” to highlight the necessity for a new sort of mathematical literacy for the next generation of citizens. He describes a changing society revolving around the accumulation and analysis of data, an era of higher cognitive demands and technological advances. Dr. Steen says that the grounding in the fundamentals of mathematics and the ability to reason and to think quantitatively are the keys to a knowledge-based, data-rich society. These are the skills that our workforce will need. We as mathematics teachers need to acknowledge the importance and place of technology in teaching and learning, in the classroom and in our own education. We must critically evaluate any resources we use and think about how best to use them to help our students and when to do so.