Role of Motivation and Attitudes in Adolescents' Help Seeking in Math Class," Allison Ryan and Raul Pintrich examine the motivational influences on help-seeking behavior in math classrooms in the seventh and eighth grades. The article, published in the Journal of Educational Psychology, investigates cognitive, motivational, and social influences on help-seeking behavior in math class to offer a fuller understanding of help-seeking behavior in general. The authors present the findings of their research clearly, explain their methodology well, and offer extensive background information, literature reviews, and suggestions for future research. The problem in question is clearly stated at the beginning of the article. Metacognitive skills greatly improve in adolescence, and students become more aware of when they need help with their work. However, research has shown that adolescents are not actively seeking help with their work when needed. The contradiction between the awareness of needing help and the avoidance of…...

Math Vocabulary Literature Review
The nation's public and private school systems have demonstrated that there are far too many examples where large numbers of students do not positively excel. Unfortunately, math success has become one of the more obvious shortcomings of the educational system. "Mathematics education seems particularly prone to the belief in the single new idea: do this (whether using calculators, teaching mathematics through problem solving, working collaboratively, stressing the basics, employing manipulatives, and so on), and all your math problems will be solved." (Elliot, Portia C., 11) Obviously this is not the case.

This Literature Review focuses on the fact that modern day students consistently demonstrate that they are lacking in overall proficiency, especially in areas like mathematically-based vocabulary. But is it the student's fault? The study article in the 2006 Reading Psychology by Margaret-Mary Sulentic-Dowell, Gloria D. Beal and Robert M. Capraro called "How Do Literacy Experiences Affect the…...

In grade four white males performing "At or Above asic" math skills is stated at 90% while black males were performing at only 59% "At or Above asic" skill levels. White males in the "At or Above Proficient" skills level is stated at 49% with black males in this category stated at a mere 13%.
The following labeled Figure 2 shows the statistical report of NAEP (2005) in relation to achievement differences among African-American and White American males.

NAEP STATISTICAL REPORT: Minority Male Achievement Gaps Relative to White Males, Grade 4, 2005

Source: NAEP STATISTICAL REPORT (2005)

y the time these students reach 8th grade white males "At or Above asic Achievement Levels" totals 76% while only 43% of the African-American males are "At or Above asic Achievement Levels" the negative value in the Achievement Gap of African-American Males as relative to White Males indicates that a lower percentage of minority males are…...

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Bibliography

Henry, Ardail Rashad (2005) Self-Esteem and Academic Achievement in African-American Students with Learning Disabilities. July 2005 School or Education Curriculum and Instruction, Special Education, Williamsburg VA. Online available at  http://www.wm.edu/education/599/05Projects/Henry_599.pdf 

David, James Earl (2006) Early Schooling and Academic Achievement of African-American Males. Abstract. Sage Publications. Online available at  http://uex.sagepub.com/cgi/content/abstract/38/5/515 

Babco, Eleanor (2004) Uphill Climb: the Status of African-Americans in Science and Engineering. Making Strides. Online available at  http://ehrweb.aaas.org/mge/Reports/Report1/Uphill.html .

McMillian, Monique M. (2003-2004) Is No Child Left Behind 'Wise Schooling' for African-American Male Students?" published in the High School Journal - Volume 87, Number 2 in December 2003-January 2004, and on pages 25-33.

It enlivens what many people see as the isolating abstractness of mathematics
Lipsey and Pasternack).

A study of the literature on this issue brings clearly to the fore the realization of the importance of the integration and intersection between various subjects that were in the past seen to be separate and even in opposition to one another. There are an increasing number of cogent and well researched books and articles which suggest ways and means of linking mathematics and literature to the benefit and advantage of both subjects.

eferences

Books by Marilyn Burns. etrieved February 8, 2009 from: (http://home.avvanta.com/~math/burnsbooks.htm)

Clement, . (1990) Counting on Frank. Sydney: Williams Collins.

Grossman, F.J., Smith, B, & Miller, C. (1993). Did you say write in mathematics class? Journal of Developmental Education, 17, pp. 2-4.

Hutchins, P. (1986). The doorbell rang. New York: Greenwillow Books. http://www.questiaschool.com/PM.qst?a=o&d=5000367948

Kolstad, ., Briggs, L., & Whalen, K. (1996). Incorporating Language Arts into the Mathematics Curriculum: A…...

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References

Books by Marilyn Burns. Retrieved February 8, 2009 from: (http://home.avvanta.com/~math/burnsbooks.htm)

Clement, R. (1990) Counting on Frank. Sydney: Williams Collins.

Grossman, F.J., Smith, B, & Miller, C. (1993). Did you say write in mathematics class? Journal of Developmental Education, 17, pp. 2-4.

Hutchins, P. (1986). The doorbell rang. New York: Greenwillow Books. http://www.questiaschool.com/PM.qst?a=o&d=5000367948

Kindergarten Math Plan
Stage 1-Desired Results

Established Goals

Students will be able to count to 100 by recognizing, writing, and typing the numbers. Students will be able to count in multiples of 3, 5, and 10. Students will be able to understand how numbers represent groups of objects.

Transfer

Students will be able to understand how objects, such as groups, interact with numbers and what each one means or represents.

Meaning

UNDERSTANDINGS

Students will understand that numbers tell how much and how many is in a group. They will make inferences, such as how many students in the class.

ESSENTIAL QUESTIONS

Students will keep considering how many is in a group, and fewer, more, or equal to concepts.

Acquisition

Students will know how numbers interact with groups, fewer, more, or equal.

Students will be skilled at concepts of counting and fewer, more, or equal to.

Stage 2-Evidence

Code

Evaluative Criteria

All desired results will be addressed.

Observation of demonstration of counting, counting in multiples of 3,5, and 10,…...

First, math courses are required as part of college work in the pursuit of most degrees in the health care field. The level of required achievement is different, depending on the degree sought. For example, a student pursuing an LPN may take a semester or two of college algebra. A pre-med student is often required to take one or two semesters of calculus. A student pursuing a master's degree in health care administration will take courses in statistics, finance and accounting. The master's candidate can perhaps more easily see the relevance of the required math courses toward the future career. For the nursing student studying algebra or the pre-med student struggling through calculus, the correlation between academic study and actual practice may be unclear. They may wonder why they must undertake these courses, which seem to have little to do with the work in which they will eventually be…...

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References

Marketplace Money. (2011). The cost of the common cold. American Public Media.

Retrieved from  http://marketplace.publicradio.org/display/web/2011/01/21/mm-why-its -

so-expensive-to-get-a-cold/

Paris, N. (2007). Hawking to experience zero gravity. London Telegraph 26 Apr 2007.

Oppression of Class And Gender
Class and gender are two separate but related concepts in the sociological analysis and understanding of inequality and oppression in society. A definition of class is "A group of individuals ranked together as possessing common characteristics; as, the different classes of society; the educated class; the lower classes." (Definition of class)

According to the sociologist Max Weber class is defined in relation to the way that goods and services are distributed or allocated in a society.

All communities are arranged in a manner that goods, tangible and intangible, symbolic and material are distributed. Such a distribution is always unequal and necessarily involves power. "Classes, status groups and parties are phenomena of the distribution of power within a community."

(MAX WEER: asic Terms)

Class therefore refers to the categories in a society of those who have access to wealth and privilege and those who do not. Class is also linked to…...

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Bibliography

"Advertising Images of Girls and Women." 1997 Children Now. Retrieved May 12, 2005. ( http://www.childrennow.org/media/medianow/mnfall1997.html )

Chaffins, S., Forbes, M., Fuqua, H.E., & Cangemi, J.P. 1995. "The Glass Ceiling: Are Women Where They Should Be." Education, 115(3), 380+. Retrieved May 12, 2005, from Questia database. (  http://www.questia.com )

Cohen, C.I. 2002. " Economic Grand Rounds: Social Inequality and Health: Will Psychiatry Assume Center Stage? Retrieved May 11, 2005. ( http://ps.psychiatryonline.org/cgi/content/full/53/8/937 

"Changing Ideal Body Types over the Century." 2002. Retrieved May 12, 2005.

Considering this belief into account for the discussion of math and poetry, through the general observation and understanding, it is observed that math and poetry constitute the form of art also. The other instance of symmetry in math is proof. Math looks for an elegant proof above one which established the identical outcome through contradiction or examination of a lot of cases. The same thing is applicable in case of poetry. In case one is desirous of having a good poem, it is important that one must develop a style and follow the particular style across. Poetry as well as maths is two very distinct themes, nevertheless the same are found to be similar in formation and structure. Understanding math as a poem solves a lot of problem. When math is looked as a poem, it is observed that calculating is the same as a finding a pattern in…...

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References

Cook, Raymond. (1987) "Velimir Khlebnikov"

Mancosu, Paolo; Jorgensen, Klaus Frovin; Andur, Stig. (2005) "Visualization,

Explanation and Reasoning Styles in Mathematics" Springer.

Math, G; Ly, Kim. (2002) "Mathematics and Poetry" Retrieved 28 April, 2009 from  http://www.missioncollege.org/depts/Math/ly/kim.htm

Education: Teaching Math to Students ith Disabilities
orking with students with disabilities (SD) can be quite challenging, especially for teachers working on a full-time basis. Almost every classroom today has one or more students dealing with either an emotional, educational, or physical disability; and teachers are likely to find themselves looking for resources or information that would enable them teach all their students in the most effective way. There are numerous special-education websites from which teachers and instructors can obtain information or lessons on teaching their respective subjects. Five websites available to the math special education teacher have been discussed in the subsequent sections of this text.

Teacher Resources

Teachers Helping Teachers: http://www.pacificnet.net/~mandel/

This online resource provides teaching information for all teachers, with a 'Special Education' segment that provides a number of activities meant specifically for instilling basic conceptual skills in learners with special needs. The activities are submitted by teachers from different parts…...

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Works Cited

Oldham County Schools. "Instructional Resources for Math." Oldham County Schools, n.d. Web. 17 August 2014  http://www.oldham.k12.ky.us/files/intervention_resources/Math/Instructional_Resources_for_Math.pdf 

Starr, Linda. "Teaching Special Kids: Online Resources for Teachers." Education World, 2010. Web. 17 August 2014 from  http://www.educationworld.com/a_curr/curr139.shtml

Fluency and Literacy in a Middle-School Math Classroom
Eyes roll at the sight of dreaded word problems. "I hate word problems," says the student. A familiar scenario for a middle school math teacher. Initially, such a math teacher might assume that the complaining student has difficulty translating words into mathematical concepts -- in other words, that the student does not understand the concept behind the math, but merely how to manipulate numbers, in imitation of the teacher, on sigh. hile this may be the case, Richard Allington also raises the provocative concept of reading fluency as an additional problem in the math classroom -- the student may understand the math, but feel so uncomfortable with the concepts he or she finds the additional manipulations required by the word problem to be tedious and time consuming. In other words, he or she has a low level of fluency, even though he or…...

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Work Cited

Allington, Richard. What Really Matters for Struggling Readers. New York: Longman, 2001.

Additionally, teachers provide information on upcoming math topics so tutors can come more fully prepared" (Baker, Riet & Clendaniel, 2006: 1).
The program demonstrates how an elementary school's mathematics education can be enhanced by a good tutoring program. The program helped inject fun into the discipline of mathematics, provided personalized attention to struggling students, featured 'previewing' critical material to be covered the next day in class, had less structured break/snack time so students had time to 'digest' new material (no pun intended), and the tutors worked closely with the student's regular teachers. The tutors also said that they learned a great deal that would serve them well in their own classrooms while working with the teachers, and also from their students. Supervising university observers of the tutors noted they had fewer absences in their classes than non-participants. Finally, the program made effective use of community outreach, as it merged the…...

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I never used to like math but now it is my favorite subject since I have been going to math tutoring. Now I understand it" (Baker, Riet & Clendaniel, 2006: 1). Few words could more delightful to the ears of an elementary math school teacher. But what prompted this student's enthusiasm? The student became excited about math because of a program created by a rural school district that was seeking to raise its students' standardized test scores. The district took proactive action and created a partnership with the local university to formulate an after-school tutoring program, staffed by university volunteers from the elementary education program at the university.

Elementary children in grades 3-6 were chosen to participate who had math scores below the 30th percentile on the standardized test used by the state of Pennsylvania, the results of their Stanford 9 Achievement Tests, and classroom teachers' recommendations. The ratio of elementary students to university tutors was two students to each tutor. Sessions included individual meetings with tutors, snack time during which tutors 'previewed' upcoming math lessons, homework assistance, and games. "Each child has a folder that contains an information sheet for classroom teachers to guide tutoring with assigned homework and skill areas to be practiced. Additionally, teachers provide information on upcoming math topics so tutors can come more fully prepared" (Baker, Riet & Clendaniel, 2006: 1).

The program demonstrates how an elementary school's mathematics education can be enhanced by a good tutoring program. The program helped inject fun into the discipline of mathematics, provided personalized attention to struggling students, featured 'previewing' critical material to be covered the next day in class, had less structured break/snack time so students had time to 'digest' new material (no pun intended), and the tutors worked closely with the student's regular teachers. The tutors also said that they learned a great deal that would serve them well in their own classrooms while working with the teachers, and also from their students. Supervising university observers of the tutors noted they had fewer absences in their classes than non-participants. Finally, the program made effective use of community outreach, as it merged the resources of the local university and solicited the input of school and district administrators to create an effective program. Despite the occasional logistical and emotional problems created by the difficulties of using the same tutor for individual students from grade to grade, the program was deemed a success.

Examples of how-to skills include note-taking, memorization techniques and locating main ideas and supporting details in passages" (Flanagan 2001). The other educator takes responsibility for helping students apply those skills. This might be one way for a younger and an older teacher to collaborate. The older teacher could teach a conventional unit on a particular type of subject matter, such as the Civil War, while the more technologically fluent younger instructor could show students how to use the Internet and other multimedia sources to research primary sources, such as soldiers' accounts from the battlefield, which would complement but not replace the need for the lecture.
Using collaborative teaching often takes greater planning on the part of the teachers. For example, in team-teaching, the teachers must coordinate which teacher will teach what aspect of the lesson. This may be based upon content area, or the type of medium involved: one teacher…...

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Reference

Flanagan, Barbara. (2001, Spring). Collaborative teaching 101. VCLD. 15(2).

Retrieved March 11, 2010 at  http://www.vcld.org/pages/newsletters/00_01_spring/coll_teach.htm

Jean Anyon: Social Class And the Hidden Curriculum of ork
Is there a hidden curriculum in schools for teachers to approach their classes based on how smart the teachers perceive the students are, and what socioeconomic status teachers believe students fall into? Essayist Jean Anyon observed five elementary schools during a school year in 1980, and it is her belief that students in certain schools are "being prepared to occupy particular rungs on the social ladder," which is abhorrent to some educators and leaders since there has been a sense in American education that all students should be motivated to achieve the best they can achieve.

hat do I disagree with in her essay? In the working class schools the teachers did not make any attempt to explain the reasoning behind the math problems, but instead just drilled them on steps to take. This is somewhat familiar to me as I recall…...

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Works Cited

Anyon, Jean. (1980). Social Class and the Hidden Curriculum of Work. Journal of Education,

162(1), 1-13.

Sacks, Peter. (2007). Tearing Down the Gates: Confronting the Class Divide in American

Education. Berkeley, CA: University of California Press.

ability of a bipolar student to learn concepts in the subjects of Math and Science in the general classroom setting
According to sources retrieved from the American Medical Journal, bipolar disorder refers to the psychiatric diagnosis for a mood disorder. Individuals who suffer from bipolar disorder undergo various symptoms such as experiencing episodes of a frenzied state whose medical term is mania (or hypomania). This medical condition typically alternates with episodes of depression. Doctor Annabel Hathaway, a senior psychologist at the University of Stanford, children suffering from bipolar disorders have high intelligence quotient and commendable talents. However, they may have difficulties in coordinating their reflexes and reaction time. They also experience difficulties making transitions, and they may as well have co-morbid syndromes that that render them anxious, inattentive, distractible, moody, argumentative, and withdrawn. Likewise, bipolar disorders may render such children acute and perfectionist.

Psychologists explain that children with bipolar disorders have…...

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Works Cited

Anglada, Tracy The Student with Bipolar Disorder: An Educator's Guide BP Children Organization < http://www.bpchildren.org/files/Download/Educator.pdf>

Child & Adolescent Bipolar Foundation Educating the Child with Bipolar Disorder State: Arizona Department of Education

Grier, Elizabeth Chesno, Wilkins, Megan L. And Carolyn Ann Stirling Pender Bipolar Disorder: Educational Implications for Secondary Students Michigan: University of Michigan Press

The Balanced Mind Foundation An Educator's Guide to Pediatric Bipolar Disorder <  http://www.thebalancedmind.org/learn/library/an-educators-guide-to-pediatric-bipolar-disorder >

My children are in school full-time and the oldest is responsible enough to watch the younger for a few hours when I'm gone when they get home, so that does take one worry off of my mind. However, balancing classes with this full-time work schedule will mean a lot of late nights studying and writing papers.
A usually start my day before six, getting the kids ready for school and myself ready for work. Including my commute, I work about ten hours daily and return home around six pm.

Then I do my best to leave my work at the door and spend some time just being with my kids; hearing about their day, what they're learning in school, what the latest trends in their social circles are, and all of the details that I want to know about their lives. We cook and eat dinner together, but I'm afraid that…...

Literature Review: Math Anxiety and Its Causes

Introduction
Math anxiety is a common phenomenon affecting students, characterized by a persistent fear of mathematics and a negative emotional response to math-related tasks. This anxiety can have detrimental effects on students' academic performance, confidence, and overall well-being. To effectively address math anxiety, it is crucial to understand its underlying causes. This literature review synthesizes research findings to illuminate the various factors contributing to math anxiety in students.

Cognitive Factors
Negative beliefs: Students with math anxiety often hold negative beliefs about their math abilities, viewing themselves as incapable of understanding or performing well in math. These....