The diagram above represents an intervention program to help students overcome the challenging mathematics subject due to results analyzed from different schools and also information got from different researchers previously conducted. The research shows that 75% of the students fail in mathematics as the progress in their academics and the grades hardly change. Different research also shows that in the 75% of these students only 20% of these students try to improve their mathematics grade (Zee & de Bree, 2017). A brief random interview conducted among different students have their response that they know mathematics is hard hence they tend to give up on the matter without any putting any effort. Other said they have got discouraged by those students' classes ahead of them since they all talk about how mathematics is hard hence given them the notion of how the subject is hard.
The program is to run at all levels within the school; each class will participate in the program. In class, the responsible teacher has the responsibility to help the learners form the groups and ensure the stronger learners are paired with the other students so as to ensure exchange of ideas among them (Naccache, 2015). After group formation for the first two weeks, each group is assigned five mathematical tasks daily and they are expected to solve them by the following day and the educator has to ensure this happens every day for exactly one week this section makes up the second stage in the diagram. At the end of the week, the groups are placed in a competition board where the leading team gets awarded if they manage to beat the other teams in the competition which is also based on mathematics. The awarding motivates the learners to even work much harder. This finalizes the last stage. If I were to be in a position to ensure this program is utilized, I would pressure the educators responsible for the subject to develop check-in books for them to check in the reports on the progress of the program weekly so as to ensure they do not fail to flow through with the program (Hsu & Bressoud, 2015). Also, I would keep a record of the student's performances since the start of the program and keep comparing so as to see the changes associated with the program. The program aligns with the district curriculum in different ways such as promoting the improvement of the students performance and also operates on socialization a where students get to interact and share ideas and opinions in relation to academic which abides with the district curriculum.
The main goals of this program is to improve the performance of mathematics within the schools as well as help the students overcome the notion that mathematics is a hard subject. Also, the other goal is to cultivate socialization and communication among students and other people not only within the class but also out there in the outside world through group work where that get to interact and exchange ideas with other students in the process of learning. The data sources that will help evaluate the success of the program is the performance of the students or the learners in their mathematics test (Tuohilampi, 2016). An increase in the performance will be an indicator that the program is working. The program also ends up supporting the schools vision which is providing the community with students who are in a position to give back to the community from what they have learned
Hsu, E., & Bressoud, D. (2015). Placement and student performance in Calculus I. Insights and Recommendations from the MAA National Study of College Calculus. MAA Notes, 59-67.
Naccache, H. (2015). Relationship between Gender and Performance with Respect to a Basic Math Skills Quiz in Statistics Courses in Lebanon. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 9(9), 3102-3105.
Tuohilampi, L. (2016). Contextualizing mathematics related affect: Significance of students individual and social level affect in Finland and Chile. Journal of Research in Mathematics Education, 5(1), 7-27.
Zee, M., & de Bree, E. (2017). Students self-regulation and achievement in basic reading and math skills: the role of studentteacher relationships in middle childhood. European Journal of Developmental Psychology, 14(3), 265-280.
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