Creation Essay Everyday Life Spirituality

There are too many different kinds of workplaces to represent even most of them in the classrooms.Furthermore, solving mathematics problems from some workplace contexts requires more contextual knowledge than is reasonable when the goal is to learn mathematics.Of course, a mathematical task that is meaningful to a student will provide more motivation than a task that does not make sense.

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Contexts from within mathematics also can be powerful sites for the development of mathematical understanding, as professional and amateur mathematicians will attest.

There are many good sources of compelling problems from within mathematics, and a broad mathematics education will include experience with problems from contexts both within and outside mathematics.

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.

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.The motivational benefits that can be provided by workplace and everyday problems are worth mentioning, for although some students are aware that certain mathematics courses are necessary in order to gain entry into particular career paths, many students are unaware of how particular topics or problem-solving approaches will have relevance in any workplace.The power of using workplace and everyday problems to teach mathematics lies not so much in motivation, however, for no con- text by itself will motivate all students.The inclusion of tasks in this volume is intended to highlight particularly compelling problems whose context lies outside of mathematics, not to suggest a curriculum.The operative word in the above premise is "can." The understandings that students develop from any encounter with mathematics depend not only on the context, but also on the students' prior experience and skills, their ways of thinking, their engagement with the task, the environment in which they explore the task—including the teacher, the students, and the tools—the kinds of interactions that occur in that environment, and the system of internal and external incentives that might be associated with the activity.This volume may be beneficially seen as a rearticulation and elaboration of a principle put forward in Students need to experience mathematical ideas in the context in which they naturally arise—from simple counting and measurement to applications in business and science.Calculators and computers make it possible now to introduce realistic applications throughout the curriculum.Studies that show superior performance of students in problem-centered classrooms are not limited to high schools.Wood and Sellers (1996), for example, found similar results with second and third graders.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.


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