Science And Math Autobiography/ Reflective Personal Narrative Essay Examples

Mathematics and sciences gave me one of the biggest challenges in my early education life. Having studied in a private school in the US where I was introduced to Everyday Math, I realized that it was not as easy as the tutors would want us to believe. An s early as I can remember, the educators used old and ineffective teaching criteria. Having to count from 0 to 1000 and playing games seemed tedious at the moment but it was as much impractical as I would learn later on. Addition and subtraction facts were scanty, and less emphasized. Until 5th grade fractions were still a nightmare. This impacted greatly on my performance later on in algebra and other geometry. In my opinion, the program was significantly inefficient in tackling future advances in mathematics and sciences. It posed significant deficits in understanding or remembering advanced mathematics and what it takes for kids to excel in mathematics.
I spent my summer holiday attending remedial studies as my grades in mathematics and sciences were always below average. My parents encouraged me to learn more of the basics in math so that I can succeed with algebra. My skills in algebra were terribly awful as I struggled so much to grab the basics leave alone the next complex concepts. I spent a considerable amount of time laboring over the elements of algebra which in nature should be reflective. Some students in my class seemed to fair well over manipulation of fractions and integer and the program seem to go best with them. Fractions, integers manipulation and long division should, in my opinion, be mastered thoroughly before a student advances to algebra. However, in my case, the educators seem less reluctant to help slow learner like me and a couple of other pupils.
The problem with my case seems to have extended to our family. Both my parents majored in sociology and medicine consecutively, and no one had an interest or passion in mathematics. In most scenarios, I would find myself struggling with long division and multiplication with less help from both my parents.
Algebra is a fundamental subject in mathematics that goes beyond elementary and into high school. The fact that elementary teachers and principals failed to apply a deep understanding on its mode of education imposed serious ramifications later in life. As I go through college calculus and algebra, almost locked me out of majors in engineering, physics, chemistry and computer science. The reason for this lock is partly due to a poor foundation in mathematics curriculum.
In science, subjects such as symmetry, reflection, shapes and structure, and chemical formulas all reach out for mathematical concepts especially algebra, calculus and geometry. Science is a complex field that required mathematics for studying, analysis, and interpretation. Mathematical tools are used in handy in the learning of sciences but, unfortunately, lack of it or insufficiency leads to poor performance.
As such, the main hindrances for the integration of mathematics in sciences for the good of the students lie in the following factors.
First, use of calculators and other aids available to pupils in kindergarten and lower grade classes remains a major detriment to free learning and grasp of the mathematical concept. Calculators should not be introduced until the seventh or eighth grade to dissuade a lifetime dependency on it wherever mathematical remediation is involved.
Second, long division is a fundamental pillar of algebra but is least stressed or taught effectively. It should be exposed more sufficiently and calculators discouraged in finding quotients. Long division is critical in polynomial division, which is subsequently used in calculus for factoring.
Finally, the current education systems are test-oriented such that educators emphasize only that which is included in the test. A streamlined education system of that kind seems to restrict the child’s mind to a predetermined range of concepts which do not lead to critical thinking. Lack of emphasis on mathematical concepts such as multiplication with pencil and paper lead to dependency on calculators and other aids. The habit of using basic pen and paper should be practiced extensively as it fosters learning of complex concepts.
Mathematics and sciences should be integrated to give relevance in the learning process. Teacher collaboration in science and mathematics will see science teachers take on mathematics and vice versa. Since one of the biggest uses of mathematics is sciences in data gathering and analysis it should be taught in unison. When a teacher gives students a real world science quiz that requires mathematical tools use to solve the teacher should do so in a way that supply the student a reason to use math’s. Otherwise, it will continue to be dreaded. Sciences help mathematics by giving the necessary relevance to lessen its abstract and isolated nature. In addition, creativity should be incorporated in mathematics and sciences to enhance problem solving skills. Thus, in my view, science and maths should be approached much more like arts and creativity that emphasizes on problem solving. Creativity in math’s and sciences will make it more fun to learn by eliminating its rigid and abstract nature.