Advantages Of Science In Our Daily Life Essay

There is also evidence that learning mathematics through applications can lead to exceptional achievement.For example, with a curriculum that emphasizes modeling and applications, high school students at the North Carolina School of Science and Mathematics have repeatedly submitted winning papers in the annual college competition, Mathematical Contest in Modeling (Cronin, 1988; Miller, 1995).

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In one comparative study, for example, with a high school curriculum that included rich applied problem situations, students scored somewhat better than comparison students on algebraic procedures and significantly better on conceptual and problem-solving tasks (Schoen & Ziebarth, 1998).

This finding was further verified through task-based interviews.

In the opening essay, Dale Parnell argues that traditional teaching has been missing opportunities for connections: between subject-matter and context, between academic and vocational education, between school and life, between knowledge and application, and between subject-matter disciplines.

He suggests that teaching must change if more students are to learn mathematics.

The real power is in connecting to students' thinking.

There is growing evidence in the literature that problem-centered approaches—including mathematical contexts, "real world" contexts, or both—can promote learning of both skills and concepts.Of course, a mathematical task that is meaningful to a student will provide more motivation than a task that does not make sense.The rationale behind the criterion above is that both meaning and motivation are required.The question, then, is how to exploit opportunities for connections between high school mathematics and the workplace and everyday life.Rol Fessenden shows by example the importance of mathematics in business, specifically in making marketing decisions.Research with adult learners seems to indicate that "variation of contexts (as well as the whole task approach) tends to encourage the development of general understanding in a way which concentrating on repeated routine applications of algorithms does not and cannot" (Strässer, Barr, Evans, & Wolf, 1991, p. This conclusion is consistent with the notion that using a variety of contexts can increase the chance that students can show what they know.By increasing the number of potential links to the diverse knowledge and experience of the students, more students have opportunities to excel, which is to say that the above premise can promote equity in mathematics education.The significant criterion for the suitability of an application is whether it has the potential to engage students' interests and stimulate their mathematical thinking. 38) Mathematical problems can serve as a source of motivation for students if the problems engage students' interests and aspirations.Mathematical problems also can serve as sources of meaning and understanding if the problems stimulate students' thinking.Further-more, he observes that School-to-Work experiences, first intended for students who were not planning to attend a four-year college, are increasingly being seen as useful in preparing students for such colleges.He discusses several such programs that use work-related applications to teach academic skills and to prepare students for college.


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