`` Wrong Answer : A Case Against Algebra II

Algebra is a major mathematical strand that has been incorporated across all year levels within the Victorian Curriculum. The many components within and interrelated with algebra and algebraic thinking sets children up, not only for formal algebra in high school, but for life (Reys, et al., 2012). This paper will be addressing some of the main ideas and understandings associated with Algebra. Key skills, strategies and ways of thinking will also be explored along with strategies for teaching the content effectively.

A time that I experienced failure was when i failed my Algebra II class for first semester. My biggest error was that I didn’t retake my quizzes that i failed when i had the chance too. The first 3 months i didnt really tried, I would tell myself that I had a lot of time for the semester to end. However, i regretted it when i found out that i only had a few weeks for the semester to end. I stressed out the last weeks, I couldn’t go to sleep in the night. I would keep thinking of my grade and how i was going to fail the class. I knew that colleges were gonna see my grades for this year, my junior year. I really want to go to college, I want to make my parents proud. The last weeks, i did everything that i could. I did all the missing homework, and I tried to

One reason algebra II should be required is that it prepares students for college. One expert said "Students who take algebra II are more likely to have a full-time job with benefits after graduation and be healthier.”Also, taking away these requirements would leave students unprepared for college and technical school. The article states “the new changes still require algebra II for honors diplomas, or for diploma plans focusing on science, technology, engineering and math courses. Honor diplomas can ensure automatic admission to Texas public universities.” This proves

Disturbingly, “nearly one-fifth of high school students and over 50 percent of middle school students are enrolled in math classes whose teachers neither majored or minored in math” (Drew, 2011, p.9). In 2000, 31 percent of high

I am a mathematics teacher, with a middle school education degree (grades 5-9) with an emphasis in mathematics and social studies, teaching at an area high school. I have decided to focus on Algebra I for this curriculum paper, because it requires more abstract thought and problem solving. I will address the following areas: curriculum standards (national, state, local (district)), textbook adoption, community, and design of my classroom. This paper will relate the standards at these three levels, discuss procedures for adopting textbooks, focus on the community background and describe my classroom procedures.

The article, “Punch Up Algebra with POWs,” by Mark Pinkerton and Kathryn Shafer begins by stressing the importance of problem solving abilities since it leads to understanding mathematical concepts. The authors stress that students need to be given the opportunity to “reason and make sense of mathematics.” The article examines co-author, Mark Pinkerton’s, yearlong experience that was designed to provide constant problem solving opportunities for his students. (Pinkerton & Shafer, 2013).

The “Accelerated Algebra Issue” has been leaving educators and parents over some difficult questions. When should formal algebra be taught? Who should be taking Accelerated Algebra 1/Geometry or any accelerated mathematics course in middle school or in high school? How should algebra be presented and in what form? How should student placement be determined?

Another point the author makes, he criticizes the way school mathematics, like the treatment of mathematics instruction as a race of poor educational practices. The art of mathematics is finding the true answer, it’s the explanation or the argument of the process to get the true answer. In addition, Lockhart’s explanation of mathematics is “Math is not about following directions, it’s about making new directions”, however many schools will not educate more dense mathematics or give more imagination of creative aspects of mathematics. The section “Instrument of the devil”, has another Lockhart’s criticism about how the education is forcing students to follow the rigid format and giving their proofs or solutions. In addition, his view is that a proof is like a work of fiction or a poem in that its goals is to satisfy. Lockhart shares that the way of teaching students about the concepts of mathematics, can decrease the amount of connecting or understanding to other science, engineering, and technology ideas. Mathematics brings a fantasy to the students, which it will be a meaningful human experience in the

Geometry and Algebra are so crucial to the development of the world it is taught to every public high school in the United States, around 14.8 million teenagers each year (National Center for Education Statistics). Mathematics is the engine powering our world; our stocks, economy, technology, and science are all based off from math. Math is our universal and definite language “I was especially delighted with the mathematics, on account of the certitude and evidence of their reasonings.” (Rene Descartes, 1637).

Question 16 of the EYMCT identified my weakness in Number and Algebra sub-strand patterns and numbers. Even with tutoring during high school I was unable to achieve a deep understanding in this area of mathematics (see appendix A). Given the test results, these challenges that I faced within this area of mathematics has continued into adulthood. Even after reviewing Question 16, I struggle to see the structure of the pattern and how “CC” comes next in the pattern “AA BB AA CC AA DD BB CC BB DD”. As a preservice educator, this lack of confidence in and a shallow understanding on algebraic patterns can negatively impact on student’s achievements in other areas of mathematics. This is because patterns in algebra can be linked to other areas of

To start with, I enjoyed reading the paper, regarding your experience as a willing participant of the Liberty University. Also, your illustration of Harris, provides a powerful confirmation, concerning exercising the mind. On the other hand, I diligently examined your inspirations pertaining comprehending the theories of Algebra and not being able to clench the information. First, it is imperative to surrender your concerns of algebra to God, by talking to Him. Jesus desires, believers talking to Him because it pleases Him. Lastly, I have no doubt, you will do well in MATH-115 because the reading of your article tells me that you are an achiever and endurer.

In today’s society mathematics is a vital part of day-to-day life. No matter what a person is doing at home or at the workplace, he/she is constantly using different mathematics skills to simply function. Then what does this mean for mathematics education? When someone needs to utilize a skill every day then he/she needs a strong background in the skill. Therefore, today’s students need more than a just a working knowledge of mathematics or enough knowledge to pass a test. Today’s students need to understand how mathematics works and how to utilize mathematics skills in the best way possible.

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).

Mathematics, like every creation of man, have evolved without really knowing how far you can get with them: the scope of the computer, physics, chemistry, algebra, all are evidence of this. Every aspect of our culture is based in some way or another in Mathematics: language, music, dance, art, sculpture, architecture, biology, daily life. All these areas of measurements and calculations are accurate. Even in nature, everything follows a precise pattern and a precise order: a flower, a shell, a butterfly, day and night, the seasons. All this makes mathematics essential for human life and they can not be limited only to a matter within the school curriculum; here lies the importance of teaching math in a pleasure, enjoyable and understandable way. Mathematics is an aid to the development of the child and should be seen as an aid to life and not as an obstacle in their lifes.

Mathematics is the one of the most important subjects in our daily life and in most human activities the knowledge of mathematics is important. In the rapidly changing world and in the era of technology, mathematics plays an essential role. To understand the mechanized world and match with the newly developing information technology knowledge in mathematics is vital. Mathematics is the mother of all sciences. Without the knowledge of mathematics, nothing is possible in the world. The world cannot progress without mathematics. Mathematics fulfills most of the human needs related to diverse aspects of everyday life. Mathematics has been accepted as significant element of formal education from ancient period to the present day. Mathematics has a very important role in the classroom not only because of the relevance of the syllabus material, but because of the reasoning processes the student can develop.