Assess The Role That Music Plays In Your Own Life Essay

Assess The Role That Music Plays In Your Own Life Essay-26
His essay opens with a dialogue among employees of a company that intends to expand its business into Japan, and then goes on to point out many of the uses of mathematics, data collection, analysis, and non-mathematical judgment that are required in making such business decisions.In his essay, Thomas Bailey suggests that vocational and academic education both might benefit from integration, and cites several trends to support this suggestion: change and uncertainty in the workplace, an increased need for workers to understand the conceptual foundations of key academic subjects, and a trend in pedagogy toward collaborative, open-ended projects.There is also evidence that learning mathematics through applications can lead to exceptional achievement.

His essay opens with a dialogue among employees of a company that intends to expand its business into Japan, and then goes on to point out many of the uses of mathematics, data collection, analysis, and non-mathematical judgment that are required in making such business decisions.In his essay, Thomas Bailey suggests that vocational and academic education both might benefit from integration, and cites several trends to support this suggestion: change and uncertainty in the workplace, an increased need for workers to understand the conceptual foundations of key academic subjects, and a trend in pedagogy toward collaborative, open-ended projects.There is also evidence that learning mathematics through applications can lead to exceptional achievement.

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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.

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.

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.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.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.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.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.

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