need someone to do my math homework

need someone to do my math homework

The Importance of Doing Your Own Math Homework

1. Understanding the Purpose of Math Homework

First, let’s list the purposes: facing problems and trying different solutions on our own helps us develop flexibility, logical reasoning, adaptability, creativity, and the persistence to try different approaches, and keep going when we are not making progress. Wouldn’t it be dreadfully dull if we were all supposed to use the same method to solve a problem – and a terrible waste of mental energy if we were making no headway because it was the wrong method for us. “I always felt that the only real learning I’ve ever done was on my own. Self-study teaches students to take charge of their own learning. Imagine a musician who only practices during orchestra rehearsal but never practices on his own! And consider the difference in the quality of sound between a beginner who is just learning to play an instrument and an experienced musician. Math is one of the few places where it is still possible in our society to practice true independence. Math homework helps us do all of these things.

2. Developing Critical Thinking Skills

Critical thinking skills, such as those that develop from doing homework, have been identified as an important outcome for higher education, and thus a primary concern of teachers. The tradition of the apprenticeship approach to teaching mathematics has been characterized as a ‘show and tell’ method. There may be some practice time in tutorials, but the primary experience for students is that they listen to someone solving problems or demonstrating mathematical techniques. A greater emphasis on interactive or communicative activities using mathematics is needed for students to appreciate the power of mathematics and the relevance of mathematics to their degree. But of course, the starting point should be a firm understanding of said mathematics. If such activities are to be effective, they will require that students be motivated to develop the requisite mathematical skills. One way of doing this is to accentuate the perceived usefulness of mathematics to said students, but in the absence of a genuine appreciation of mathematical concepts and methods, this will further reduce mathematics and statistics to a recipe of a bunch of methods to solve particular problems. A helpful alternative is to encourage students to think about thinking, to cultivate their generic reasoning skills, and to provide them with an environment where practice and feedback improves their problem-solving. While these are widely regarded as desirable learning outcomes, to explicitly incorporate thinking skill development into the curriculum is no mean task. By its nature as an attempt to change a pattern of intellectual behavior, students may require convincing that it is a valuable yet possibly painful exercise, and educators may need to rethink how they teach and assess mathematics. In addition to teaching specific mathematics content, it is necessary to establish within students a positive attitude towards mathematics and their own efficacy at learning it. If students are insecure, they will be unwilling to take the risks that are often necessary to learn something new, and if they perceive mathematics as a mystical body of knowledge too difficult to understand, then they will spend less cognitive effort into understanding and more time trying to remember. The relevant literature on this topic is extensive and growing, reflecting an increased awareness of the importance of studying thinking itself, the psychology of learning mathematics, and the improvement of mathematical teaching and learning. An example of this is the endeavor by the Australian government to shift educational focus from ‘what students know’ to ‘how students learn’.

3. Enhancing Problem-Solving Abilities

Introduction to problem-solving. The study and the understanding of mathematics give us the ability to analyze a problematic situation and to find the optimal solution. The idea is to find a strategy that can help us deduce the right path to the correct answer as fast as possible. Using reasoning, strategies, logical thinking, and a bit of intuition, we can estimate a plausible solution and then check to see if it is valid. As said by Polya (1973), “problem-solving is a major theme of school mathematics and with many students, it is virtually their only theme.” He then suggests that students should understand that problem-solving is an important aspect of learning and not feel discouraged when a problem is too difficult to solve. The understanding that problem-solving is a process that is central to the learning of mathematics is an essential concept if we want to increase the effective teaching of mathematics in our schools. The value of understanding. Understanding is much more valuable than the ability to merely retrieve information. If a student understands the concepts and ideas of a process, then that student can use that process to solve problems that are related to that topic. The speed at which a student can solve those problems will increase naturally with practice. Learning is most effective when it is active. An active learner is a person who takes control of his/her learning. Active learning is important as it can increase a student’s interest in a subject, and a student may actually understand a concept rather than be spoon-fed information. Active learning promotes understanding, and understanding promotes the ability to solve problems. Active learning is the outcome when a student has an opportunity to take a problem, say about fractions, try and figure out what to do in his head, put it down on paper, find the solution, and then check to see if it’s correct. The problem-solving may have taken a long time and most likely would have been a painful process, but the student can only get faster and better. Active learning is a method that I encourage because it has worked for myself. Mathematics is an ideal subject for active learning, and problem-solving is an ideal vehicle for understanding.

4. Gaining a Deeper Understanding of Mathematical Concepts

The ability to study for a test is also a sign of understanding. Doing homework creates opportunities for students to discuss the work with others. This helps in gaining different perspectives on the same problem or concept. It may be easier to understand the concept explained by a friend. Consider that a student who has poor understanding on a particular topic will decide to avoid doing the homework for it. This is not a wise move on his part. The homework is review and more practice, what the student actually needs. His avoidance is only a trick to himself to avoid facing the fact that he does not understand the topic and needs help. At least the poor decision not to do homework is a clear sign of the student’s lack of understanding. Finally, the homework will serve as a self test when it is revisited a few days later. If everything is still understood, then the student needs no additional preparation for the test. Additional help is only necessary for the parts not quite understood.

Being able to derive information and solve problems is a very big part of understanding a concept. Homework helps in testing a student’s ability to do this. Imagine a student who has a test to do for which homework had not been assigned. Upon doing the test, he may find that he is unable to solve some problems. This is a sign of poor understanding on several concepts. Doing the homework would have caught this early and signified the weaknesses. Now the student can contact a tutor or math teacher to learn more about these concepts before the test. Had he not recognized the weak points, he would have continued to encounter difficulty when these concepts resurfaced in future lessons. Doing homework has thus saved time and future confusion.

Before the importance of doing one’s math homework can be understood, students must realize how they benefit from it. Doing your own math homework helps you to better understand the concepts of math. Understanding a concept is one thing, but having the ability to teach the concept to others is a sign of true understanding. The homework is then math practice on that particular concept or problem. If students truly understand the concept, then the homework should be no problem. However, if a student is unable to do the homework, it is a sign that he does not understand the concept.

5. Building Self-Confidence and Independence

Historically, mathematicians have something of a bad reputation. We are frequently thought of as being disorganised, forgetful, quirky, perhaps even a little mad. This is unfair. The tools of modern mathematics have an unusual power to fix mathematical communities in a particular place and time. The mathematics of ancient Greece, heat up in the algebra of medieval Persia, cooled again in the geometry of 18th century France. This can lead students to the unhelpful conclusion that mathematics is all one enormous, complicated, unending homework and nothing could be further from the truth. Mathematics is the science of patterns and it is the search for these patterns which continues to inspire mathematicians in their own work. Mathematics is more a journey, an exploration, an adventure in the world of ideas and problem solving, than it is a set of stockpiled solutions to be used for the rest of eternity. Suppose you decide that it would be useful to get in shape and you hire a personal trainer. At the outset your trainer comes up with a tailored fitness program to help you to reach your goal. Now, if your goal was the study and development of vi algebra over an n-dimensional field, then we could well circumscribe your position with a set and devote the exercise to figuring out how to transform one element of the set to another. However, your goal might be nothing more ambitious than the need to understand quadratic equations in order to help your 16 year old with his maths homework. In this case, the vi algebra program is quite unnecessary and it would be far better to spend the session working through the quadratics with paper and pencil.