by Aleksandr Rusinov on October 16, 2012 in Reflections
Introduction
Many recent high school graduates are experiencing certain difficulties in dealing with college undergraduate mathematics. A lot of researchers on students in college performance reveal that many first-year students are coming underprepared for college life and are frequently frustrated by sequential failure in remedial math sequence and drop out of college. “For some, it may be that their confidence has been severely dented by someone who taught them maths [sic] in a forceful or unsympathetic manner, so that they came to believe that they were ‘no good at maths [sic]’” (Fewings, 2011).
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by Aleksandr Rusinov on June 29, 2012 in Reflections
Introduction
The hottest discussion topic among mathematic educators within Metropolitan College of New York revolves around the idea of what mathematic skills our students should have. The biggest concern arises when students face failure with fraction concepts. The advancement from secondary to post-secondary education demands that students should have already mastered these skills in elementary school and demonstrated computational proficiency during the Accuplacer entry examination. However, newly admitted and even some continuing students continue to struggle with concepts of fraction addition and fraction subtraction. So, many students believe that mastery of fraction skills will never be achieved. This belief is a myth.
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by Barrington Scott on April 18, 2012 in Reflections
Introduction
Math is the most feared subject in the American school system. Students ranging from lower-level to college-level seem to dread the subject.
Math phobia is serious issue in America, and many cartoonists and other individuals seem to communicate the issue in funny cartoons to remind us continuously that it’s not an individual problem but the entire county’s problem. The more people become aware of widespread math phobia, the more likely that they will take the necessary steps collectively to address it.
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by Aleksandr Rusinov on March 8, 2012 in Must Sees
Introduction
Society expects teachers to successfully facilitate students’ cognitive development. But cognition occurs when taught material makes sense and is affected by emotional development. Recognizing that neither teachers nor students are educated in pieces, but rather as part of a larger educational system, we must address many variables that affect students’ attitudes, morale, and school performance. One of these variables is the ongoing training in problem solutions in a classroom setting. Lately, I have been thinking about how a student’s intellectual growth and confidence are improved via finding solutions to brain teasers.
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