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Learning to Calculate Essay Paper

Learning to Calculate

Details:

Learning how to multiply can be an extremely difficult aspect of mathematics education. As described in the text (Sousa, 2015), the shift students encounter as they move from counting strategies to the rote learning of arithmetic facts can cause a major upheaval in their thought process.

Keeping this shift in mind, complete the following:

• Based on the information in the text (Sousa, 2015), analyze the multifaceted issue of how American students struggle with multiplication tables and why educators should pay particular attention to student experiences and thought processes while learning them.

• If you teach, or plan to teach, at the elementary level, how do you believe that multiplication tables should be taught? Is it necessary to memorize them? Why or why not?

• If you teach, or plan to teach, at the high school or college level, how do student experiences with multiplication table learning impact students at this level?

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Learning to Calculate

Based on the information in the text (Sousa,2015). Analyze the multifaceted issue of how American students struggle with multiplication tables and why educators should pay particular attention to student experiences and thought processes while learning them?

The use language in teaching mathematics makes the learning of multiplication difficulties. The addition and subtraction calculations the students are able to associate numbers which makes it easy for them to solve questions. Additionally, there is a consistent pattern that makes the students able to carry backward and forward calculations. Contrariwise multiplications are difficult because the brain is unable to find a sequence that they can relate to. The dissociative aspects of multiplication make learning of the mathematical tables hard (Sousa, 2015). Students have different learning styles that forms a foundation in their arithmetic learning. Paying attention to the learning styles makes them progress to multiplication from addition and subtraction with ease.

If you teach or plan to teach at the elementary level, how do you believe multiplication tables should be taught? If necessary to memorize them? Why or why not?

I believe at the elementary level; the teacher should focus on counting skills of the students. The counting skills are essential in solidifying the learners’ confidence in mathematics. They then can progress to multiplication tables using mathematical charts. In addition, they can start with small figures before progressing to complex ones (Sousa, 2015)…..

Learning to Calculate

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Demystifying Mathematics

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Demystifying Mathematics

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One of the key aspects of mathematics instruction is to instill effective study skills in your students.

Based on the information in chapter 6 of the Sousa (2015) text, answer the following:

* What types of study skills methods do you teach your mathematics students, if any? Do you use Barton & Heidema’s SQRQCQ? RIDD? SQR3? If you do not teach study skills, why do you choose not to do so?

* Discuss, in two paragraphs, the type of mathematics learning strategy you use in your classroom to demystify mathematics OR select a strategy from the text and explain how you will implement it in your classroom and why.

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Demystifying Mathematics

Discuss the prerequisite skills to learning mathematical concepts. Do you agree with this list? If so what experiences have you had that validated them? If not what skills will you add or remove from this list? Why?

Mathematics educators have proposed 7 prerequisite skills to be used in mathematics leaning process. The first one focuses on following the successive directions that are used in the calculations. This deals with identifying the chronological order in which calculations are conducted to make it easy for the student to duplicate. The second one deals with recognizing the patterns that are used in the mathematics. In learning mathematics, there is always a consistent pattern that distinguishes probability, arithmetic operations, and other topics. Understanding the pattern used in different areas makes calculations easy (Sousa, 2015).

The third one deals with formulating realistic deduction from a question with respect to amount, size, magnitude, and quantity. Additionally, the students need to come up with mental visual pictures. The mental pictures help one to personalize the problem which makes it easy to tackle the problem. The fifth strategy deals with proper space organization and orientation which makes the work clean. In addition, they ensure that one can easily detect a problem in their work as they have organized the workings from one direction to another. The sixth and last strategy deals with deductive and inductive reasoning respectively (Sousa, 2015)…..

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Raising Mathematics Achievement in Your Own Classroom

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Raising Mathematics Achievement in Your Own Classroom

ORDER INSTRUCTIONS:

Integrate what you have learned into one comprehensive plan for raising geometry and measurement achievement in your own classroom. The plan should include aspects from each week of the course and should be no longer than five pages.

Specifically, your plan will include:

o In Figure 19.2 on page 377 of Van de Walle et al. text (2013), a recommended sequence of instruction for measurement is provided.?

Reflect on your measurement instruction and the Common Core State Standards (or your state math standards).?

How will you incorporate this sequence into your own classroom instruction?

o Examine “The van Hiele Levels of Geometric Thought” (see Figure 20.1 and pages 403-406) from our text Elementary and Middle School Mathematics: Teaching Developmentally (Van deWalle et al., 2013).?

How will the van Hiele levels of geometric thought inform your planning and teaching of geometry concepts?

o Leinwand (2009) discusses ten instructional shifts to increase student achievement in Accessible Mathematics.?

Choose three instructional shifts that you would like to incorporate into your classroom.?

Why did you choose these three specific shifts?? How will you implement these shifts effectively into your own classroom? Give specific examples.
Link: Math core measures: http://www.corestandards.org/Math/

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Create a Real World Problem

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Real World Problem

ORDER INSTRUCTIONS:

After completing the readings from Accessible Mathematics (Leinwand, 2009), complete the following activities.

• Choose a geometrical or measurement concept.

• Relate the concept to a real world situation or context.

• Write a problem based on the concept and the context.

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In addition, address the following questions:

• What questions might arise from this situation?

• What questions might your students ask?

• What answers might your students give?

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Geometrical concept: Real World Problem Essay

Volume

This is a measurement concept that measures the area occupied by an object. To make the concept a bit more understandable, the concept will be related into a real world situation, a problem will be written based on the concept and the context students will be allowed to ask questions and give answer to the problem (Starcic et al.,2013)…

Problem

During dry season, Agnes buys water from “Clean Water and Hygiene shop”. This problem attracts the students’ attention and is a motivator of students’ interest (Wilder, 2013). The questions that might arise from this problem are:

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Establishing my Academic and Career path

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Establishing my Academic and Career path

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Establishing My Academic and Career Path

As you begin the transition from academic courses to career opportunities, reflect on how the strategies already discussed can help to guide you through the process. Consider the degree path you have chosen and what additional skills or activities you should engage in beyond the academic learning in your courses to be successful. What initiatives and goals do you have for this career? Begin and continue to establish your academic journey and career goals.

Research where to find career openings in your chosen field, (Public Administration) select a position you might be interested in, and identify the qualifications and experience required. Identify these requirements as you progress through the coursework provided in your program.

Take initiative to inquire and explore as you make connections with your coursework and career goals. Some items to consider further are membership in a professional association, the use of Internet job boards for research into future trends, licensure compliance throughout the country/world, and occupational conditions such as location, shifts worked, required equipment, or safety standards.

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Listed below are some suggestions related to the types of information that you may want to include in this section of the document:

1) Who? Who would make up my network (e.g., peers, instructors, professionals, colleagues) essential to success in my chosen field in relation to this particular course?

2) What? What are my findings from researching competencies and/or certification requirements for my specific job role in relation to this course?

3) When? When should I begin to make the connection between my course of study and my career goals?

4) Where? Where does this course fit in my career goals? Where could I schedule an interview or internship to bridge the theory in my course with the practice of a job in the field?

5) Why? Why are peer-reviewed articles important and what is the significance of them in a career in health care?

6) How? How does this course relate to the requirements of my career goals? How can I make a link between the course and career experience that I need?

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Education scenarios Essay Paper

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Education scenarios

Order Instructions:

Task description: This task requires you to apply your knowledge of language and culture, oral and written language and language variation and change, to write an essay responding to one of the following education scenarios. In your response, you are required to describe and discuss how the child in your chosen scenario will learn English over the next decade of their lives (from birth to 10 years of age), taking into account cultural influence and social interactions with parents, caregivers, peers, and prospective English educators.

You should provide a response in a cohesive, informed and objective manner.

Scenario 1: Anna was born in rural Tasmania and is an only child of parents who are farmers and have lived in that rural area in Australia for many generations.

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Scenario 2: Samuel was born to an Asylum seeking refugee who is detained on Nauru.

Scenario 3: Jin Li was born of Chinese parents who have recently moved to Melbourne. Both parents are fluent in English and Chinese.

Scenario 4: Edward was born in an Australian middle class family whose parents work for the government in Canberra.

Scenario 5: Kim Lan was born of Vietnamese parents who have been in Australia for a decade and are lecturers in literacy education and health at an Australian university in Sydney.

Scenario 6: Daku was born in a remote Aboriginal community. His parents speak a traditional Aboriginal language at home and Aboriginal English is spoken in their community.All the children in the above scenarios were born in Australia in 2017.

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Task Length1,700 words (maximum)

Assessment Criteria? Apply knowledge of language and literacy concepts and theories (50%)? Tell a story of the selected child’s language learning and development (20%)? Communicate ideas in academic writing (30%)

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Post-secondary Education

Legal, Social Justices and Ethical Challenges in Post-secondary Education

There are some identifiable legal, social justices, and ethical challenges anticipated to develop in the next ten years in the field of post-secondary education. One of the social challenges anticipated in the next decade is to increase the school completion rates of students with disabilities (Ruberman, 2014). Presently, there is experienced widespread dropout of people with disabilities in post secondary education. The problem is anticipated because many PWDs with disabilities are finishing pre-secondary education to join the post-secondary education.

One of the identifiable ethical challenges anticipated in the next decade revolves around scholarship. Ruberman (2014) argues that pedagogical ethics lacks in the post-secondary education. One of the examples that describe the lack of pedagogical ethics in post secondary education is the lack of respects for the students. Presently, observance of the professional ethics lacks in post-secondary education.

Woodcock & Olson Beal (2013) attest that educators in the post-secondary education are hiding behind a veil of beneficence to do things that harm the students. This is mostly observed when there is a fiduciary correlation between the educator and the student. Therefore, the types of harm on students ranging from academic and intellectual will increase in the next decade since little efforts are promulgated to deal with them.

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The legal challenge anticipated in the next decade is that people will develop the inability to act as an educated member of a democratic society (Anselme & Hands, 2010). This is because, for example, the Department of Education has had problems in implementing and administering student financial aid programs. With the increased embezzlement of education funds, in the next decade, the cost of post-secondary education will increase rapidly, contributing to the complexity of students affording a postsecondary education (Woodcock & Olson Beal, 2013).

References

Anselme, M. L., & Hands, C. (2010). Access to Secondary and Tertiary Education for All Refugees: Steps and Challenges to Overcome. Refuge, 27(2), 89-96.

Ruberman, L. (2014). Challenges in the Transition to College: The Perspective of the Therapist Back Home. American Journal Of Psychotherapy, 68(1), 103-115.

Woodcock, J. B., & Olson Beal, H. K. (2013). Voices of Early College High School Graduates in Texas: A Narrative Study. High School Journal, 97(1), 56-76.

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Educational Opportunities Admission Essay

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Educational Opportunities Admission Essay

INSTRUCTIONS:

Describe how you have taken advantage of a significant Educational Opportunities.

It is widely accepted that education opportunities for children ought to be equal. This thesis follows from two observations about education and children: first, that education significantly influences a person’s life chances in terms of labor market success, preparation for democratic citizenship, and general human flourishing; and second, that children’s life chances should not be fixed by certain morally arbitrary circumstances of their birth such as their social class, race, and gender. But the precise meaning of, and implications for, the ideal of equality of educational opportunity is the subject of substantial disagreement (see Jencks 1988).

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Overcoming Educational Barriers Admission Essay

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Overcoming Educational Barriers Admission Essay

INSTRUCTIONS:

Describe how you have worked to overcome an educational barrier you have faced.

Traditionally, research and studies around learning focused primarily on early-years learning through childhood and adolescence.

However; it is now recognized that learning is a continuous process that commences at birth and continues until death; it is the process through which we use our experience to deal with new situations and to develop relationships. Learning means the act, process, or experience of gaining knowledge or skill. It can change our behavior. By birth, every people learned from his environment. In a few circumstances, people have faced some barriers at the time of learning.

Barriers to learning are problems or situations that prevent learners from accessing programs, make it difficult for learners to go to class or make it hard for learners to concentrate and learn.

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