The Influence of Mathematics and Science Curriculum - Report Example

Running Head: THE INFLUENCE OF MATHEMATICS AND SCIENCE CURRICULUM The influence of mathematics and science curriculum Name Course Institution Date The influences of mathematics and science curriculum Introduction The significance of mathematics in the present school curriculum has been questioned and appraised in public debates and other educational forums. Compared to others subjects’ mathematics has considerably been the subject that is characterized by low performance. In reference to the article “mathematical literacy and common sense in mathematics education”, critics are consistently arguing about the relevance of the subject in the 21st centaury especially with the advancement of modern technology (Gellert, Jablonka & Keitel, 2002). Modern technology has enhanced the solving of mathematical problems just by the touch of a button. As a result, abilities that entail using methodological processes, retrieving and presenting information are slowly loosing sight in the face of modern technology. This essay will specifically centre on the influence of the mathematics curriculum in reference to article “mathematical literacy and common sense in mathematics education” by Uwe Gellert, Jablonka Eva and Christine Keitel. The essay will also highlight my considered reactions towards the article. Moreover, the article will give a detailed comparison and contrast between the mathematics article and Michael Reiss article on Science Education. The Influences of the Mathematics Curriculum A number of mathematicians claim that the most outstanding facet of mathematics is the actuality that mathematic has nothing to do with reality. However, I tend to disagree since every aspect of our lives revolves around mathematics for instance, while driving; one is bound to calculate in their minds the distance, time and speed involved in the journey. Even when cooking, mathematical measurements are used to measure the ingredients used. As stated in the article, mathematics is valued for being above and beyond the restrictions but for lay persons it is an ambiguity as to why mathematics is used to efficiently solve real life problems. Sadly, the information regarding the relevancy of mathematics in the 21st centaury is still being sent out to students in the mathematics classroom. This clearly explains the negativity and poor performance surrounding the mathematics subject. Rarely is the question on the value of mathematics in real life situations asked in the modern day mathematics classrooms. Foremost, it is important if most people understood the meaning of mathematical literacy before navigating towards the value that the mathematics curriculum has in our day to day experiences. The authors of this article have brought out a vital aspect about what mathematical literacy entails. In their view, mathematical literacy revolves around the relationship between mathematics, society and reality. With that in mind a look at mathematics and society will further heighten our understanding on the influence of the mathematics curriculum. Societies with high technological advancements use mathematics in technological processes such as organization, communication, justification and control among many other processes. In the physical realm, mathematical configurations can act as representations of basis, descriptions, accounting mechanisms and construction designs. Models of mathematics are also not limited to physical aspects of the human world. These models can also be directed to psychological phenomenon, social systems, processes of disseminating money and power and other kinds of social interactions. In the scope of technological procedures mathematical descriptions are navigated into social systems such that reality is invented and one can imagine how reality can appear prior to the occurrence (Gellert, Jablonka & Keitel, 2002). Mathematical expertise has contributed to a wide range of changes in technological and economical aspects. Environments that are increasingly dominated by high levels of technological expertise are faced with the challenge of introducing new digital models which are generally mathematically configured so as to develop and sustain the emerging demands. In this article, “mathematical literacy and common sense in mathematics education”, the authors clearly show the mathematics curriculum influences the trends of technological advancements such that the current demand of advanced technological intervention is subject to the mathematics curriculum. Basic mathematical skills constituted in the curriculum of elementary schools plays a key role in the configuration of pocket calculators and computers. The realization of this fact, should spur more people to learn mathematics in order to understand the basics of operating these devices. A further look at mathematical literacy depicts that it is more than being well informed about the various aspects of mathematics rather it entails a clear picture of its application in realness (Gellert, Jablonka & Keitel, 2002).The authors of this article explore more of the influences of the mathematics curriculum by gauging at the experiences, concepts, methods and opportunities of mathematical literacy. They also claim that mathematical literacy can be an essential component of social change and self fulfillment especially in the modern society which is somewhat complex. Mathematical literacy also goes beyond the usual abilities of geometry, estimation, or calculation it extends to generating this understanding to universal applications. Nonetheless the skills gained in mathematical concepts are tools that enhance mathematical behavior which refers to adapting to the mathematical modes of thinking, like symbolizing, classifying, thinking propositionally, testing and proving ones arguments. These aspects can be applied in the day to day activities of decision making and critical thinking. Mathematics is a key tool of solving both individual and social problems through the use of computer programs of simulation and graphical presentations. Providing learners with the opportunity of witnessing the procedures of the applying mathematics is a vital contribution to the establishment of mathematical modeling. Mathematics education from a wider spectrum has some cultural influences especially in countries that are yet to experience industrialization. Most of these countries import mathematics curriculum in the form of textbooks, tests and methodology among many others. Consequently, the imported mathematics curriculum breaks a number of cultural identities as learners’ endeavor to adapt to these concepts. The imported mathematics curriculum also influences the learners’ conception of self. There are varied social influences of the mathematics curriculum key among them is the enhancement of democratic competence. Democratic competence refers to the inert ability to rationally judge and act proficiently. It also entails proficiency in evaluating and analyzing. Mathematics enhances democratic competence in that it incorporates abstractions of thinking into social systems which in turn act as substitutes to of sustaining social processes. The relationship between organizational labor and social technology give birth to processes best regarded as implicit mathematics (Gellert, Jablonka & Keitel, 2002). Mathematics continues to be a subject that stirs up strong emotions in the form of dread, anxiety and feelings of ineffectiveness. Since most people think that they are incapable of experiencing personal growth and development by practicing and applying mathematics. It is however questionable considering the perspectives of this article whether mathematical literacy is an inborn ability or a gradually acquired skill. A new approach on the mathematics curriculum should be necessitated and adapted. Willingness in practicing mathematics on the part of learners should be fostered. Nevertheless, it should not be based solely on being acquainted with mathematical concepts rather the application of these concepts in real life situation is of essence. Thus the school mathematics curriculum should be readjusted so as to incorporate practical applications instead of the usual theoretical studies. My personal view on the value and influence of the mathematics curriculum has greatly changed after reading this article. Prior to my reading this article, I understood that the mathematics curriculum was intricately a classroom phenomenon. Moreover, I perceived that mathematics had nothing to do with social and technological systems in the modern societies. Mathematics literacy according to my previous understanding centered on being acquainted with mathematical concepts such as geometry, estimations, vectors and fractions among many other calculations. The article, “mathematical literacy and common sense in mathematics education” by Uwe Gellert, Jablonka Eva and Christine Keitel has greatly broadened my understanding towards the influences of the mathematics curriculum. By reading this article I have been enlightened that mathematic education influences the social, technological and cultural aspects of life. My views that mathematics is generally a classroom phenomenon has hugely changed. Currently, I understand that mathematics can be applied in all spheres of life. Furthermore, I fully understand that mathematical literacy is not restricted to being acquainted with the varied mathematical concepts rather it is more centered on the application of these concepts to real life situations of problem solving. The following diagram is often times used in discussion forums that centre on the contemporary K-12 curriculum of mathematics. It generally represents the K-12 procedures of solving mathematical problems. The diagram shows six steps that are in most cases found in problem solving procedures in mathematics especially at the K-12 level. Key: Step 1- Problem identification Step 2-mathematical modeling Step 3- computational or algorithm procedure Step 4- mathematical unmodeling Step 5- Result analysis Step 6- Result analysis Comparison between the mathematics and science articles There are several similarities and differences between science and mathematics curriculum in reference to the article, “mathematical literacy and common sense in mathematics education” by Uwe Gellert, Jablonka Eva and Christine Keitel and Michael Reiss article on Science Education. First, it is worthy noting that they are both disciplines of academic studies guided the strong principles and regulations that have stood the test of time. Both stir interest in scholar who strive to add up to the knowledge by discovering knew things that had not be discovered or made clear through research and analysis. Countries that are yet to experience industrialization often time in import both mathematics and science curriculums inform of textbooks, tests and methodology. Consequently, the importation of science and mathematical curriculum hugely contributes to the break of cultural identity among the learners of this country. These countries lack resources for investing in scientific development and mathematical research and are therefore net importers of scientific and mathematical knowledge. Science education aims at providing a continuous supply of qualified scientists for the future through teaching the learners scientific knowledge using curriculum stipulated for this purpose. Similarly, Mathematics education also aims at creations of professionals for the future. The professionals created have a responsibility of passing on the know-how to new learners (Reiss, 2004). Both mathematics and science curriculum have over the years received extensive attitudes of hostility and irritability since they are more influential on the overall behavior and value systems of learners. The features that make science unpopular to most students, at the same that attract the students who are inclined for mainstream science. Some educators and parents further promote the idea that the ability to learn and understand mathematics and science is sheer talent and therefore those who do who perform poorly in mathematics and science simply do not have the talent. This promotes poor attitude toward the two curriculums. The two articles on science and mathematical curriculum evidently show that the curriculums of the two disciplines are theorized in school settings. Nevertheless, they have a broader range of applications in the real life situations. Both curriculums enhance problem solving through extensive analysis, evaluation and estimations. Science education aims at giving the learner individual benefits, i.e. the knowledge that the students acquire will be relevant to the present and future. Learners may also get gainfully employment through the acquired knowledge. Likewise, Mathematics can fulfill individual needs a well as societal needs just like science thorough proper application of its concepts in life Science also helps foster democracy by making the learners critical and giving the ability to make significance contributions to the society as true democrats. Similarly, mathematics helps learners contribute greatly to the society. It is used in technological language for communication, justification extrapolation, control and organization. Technically mathematical and science literacy lead to great economical changes as well as technological changes. Both mathematics and science enhance critical thinking in learners and thus improve the ability to look at the society and various phenomenon of life in a wider view. For instance, the learners will be able to detect bad governance and develop alternatives to governance. Critical thinking makes use of rigorous, analytical, open-minded, logical and penetrative thinking Contrast between the mathematics and science articles A study of the two articles depicts a number of differences between the science and mathematics curriculum. The author of the article science education has portrayed the science curriculum as one that receives minimal criticism and credit as compared to the mathematical curriculum which has overly received consistent criticism on its relevancy in the 21st centaury. The mathematics curriculum differs from the science curriculum in that mathematical concepts are more theorized and in most cases restricted to the classroom. On the other hand, most concepts in the science curriculum are put into real life practical applications (Reiss, 2004). Science concepts have over the course of time gained momentum in varied application as compared as compared to curriculums consisting of mathematical concepts. An analysis of the two articles clearly indicates that science concepts are used more in problem solving situations as compared to the mathematical concepts (Reiss, 2004). This could be as a result of the fact science concepts are less complex and can be easily applied by lay men whereas concepts in the mathematics curriculum require high intellectual abilities garnered through consistent practice. Conclusion In this essay the science was my non preferred area. Nevertheless, the study of the article on science has enabled me to learn valid and fundamental truths on the influences of science and the mathematical curriculums. By comparing and contrasting the two articles I have established a wider view on how the two disciplines relate and complement each other. It is now clearly established that science is mathematics and mathematics is science. References Gellert, U. Jablonka, E & Keitel, C. (2002). Mathematical Literacy and Common Sense in Mathematics. Berlin: Free University Berlin Press. Reiss, M. (2004).What should be the aims of school science education? New York: Longhorn Press. Read More