Personal Knowledge and Attitudes to Mathematics, Science, and Technology - Article Example

Running Head: personal knowledge and attitudes to mathematics, science and technology, in relation to the subject’s objectives Student’s Name: Instructor’s Name: Course Code and Name: University: Date Assignment is due: Personal knowledge and attitudes to mathematics, science and technology, in relation to the subject’s objectives “Mathematics and science are complex subjects” this is what you will overhear in most schools, be it in classes, along the corridors or in the playing fields, needless to say, I once uttered it. Most learners tend to grow at an early age the idea that the two subjects are complex which in itself is a misplaced idea. Having shared the same school of thought with these young learners once, I'm driven to delve into and explore further what I can label as being the cause of a less positive attitude towards mathematics, science and technology among them. A number of factors conspire to impede success in mathematics, science and technology. These problems, in a nutshell, lies primarily in the perception students have on the subjects, the teaching methodology- how the learners are introduced to, and the exposure they are given to mathematics, science and technology- the global environment. Fear by the learners has a negative attitude towards mathematics. Students that have strong mathematics anxiety also have negative attitudes. An individual attitude towards mathematics may affect their careers in related fields. Family beliefs about mathematics, science and technology also have a substantial influence in shaping how the learner perceives the subjects. At this tender age, most if not all children are essentially dependent on those close to them, and typically these are family members. Parents are mandated with the task of imparting a positive attitude towards their children. Encouraging learners lead them to hatch an affirmative attitude towards mathematics. I fully concur with the above statement because those children who have an opportunity to be encouraged by their parents through possibly say numerous advises, use of concrete material, incentives, exposure to technology among others are made to recognize the importance of the subjects and thus, study them with much gusto. Parents may need to employ the following steps in nurturing their children: 1. Guide their children to understand language of mathematics and science through the correct use of words throughout the day 2. Rote counting that is counting with understanding of the value of numbers. This can be enhanced through the use of songs, fingers et cetera 3. Meaningful counting 4. Rational count (counting to understand). 5. Addition and subtraction 6. Classification of objects 7. Ordering of objects. The learning teaching process is also a stumbling block towards success in mathematics, science and technology. A teacher needs to employ teaching methods applicable to children in teaching these subjects. Many are times you find while teaching, a teacher employs methods which appears abstract to the novice and instead of getting the concepts right the latter sinks into an abyss of confusion. Some of the teaching strategies have been suggested by experts in early childhood education. Firstly teachers should consider both inside and outside the class learning activities. It should be organize in semi structured programs for the children get socialize and get to learn from their mates. Such children are able to involve themselves in varying activities such as puzzles, jigsaw among others which gives them confidence when studying mathematics and science. Children who have the zest for mathematics and science related concepts at an early age often do well in school. Teachers should see to it that children learn how to sort, classify, find similarities and differences, measure and solve problems. These skills are critical in learning. Such skills are acquired easily through the use of concrete objects. Children are believed to gain mathematical and science skills everywhere, for example, building with blocks, putting puzzles together, matching items among other varied play. Systematic teaching is what each and every teacher should endeavor to adopt. They should start from simple to complex tasks that is counting 1 2 3, sequencing, seriation, addition and subtraction and spatial relationship. Research has indicated that students succeed academically in a learning environment that matches their learning styles (Kolb 1984). If learners are to be effective they need the skill in four different areas, concrete experience, reflective observation, abstract conceptualization, and active experimentation that is they must be able to involve themselves fully, openly, and without bias in new experiences for concrete experiences. They must be able to reflect and view these experiences from many perspectives for reflexive observation. They must be able to lead experiments (Kolb, 1984). The learner will be a wholly baked especially in mathematics, science and technology if the teacher sees to it that the above four tenets are well observed. Education prior to the school setting is another key factor that shapes a Childs’ grasp in these subjects in the years to come. Supporting children as they develop scientific thinking during the early childhood years can lead children to transfer their thinking skills to other academic domain which may support their academic achievement and their sense of self- efficacy (Kuhn & Pearsal, 2001 Kuhn & Shuble, & Garcia-Milla, 1992). Effective teaching in my own view is not about transferring knowledge to the learners, but it is about guiding and letting them experience the knowledge through performing it. This takes us back to the role parents play in nurturing their children during their formative years. They should facilitate children mathematical learning, through a well designed and based on a play centered philosophy. Aubrey, Dahl, and Godfrey (2006) who also studied a large number of English children found that conceptual knowledge in reception years was predicative of later achievements. Less positive attitude towards technology is due to differential experiences with technology (Durndel et al. 1995). A child who has an early exposure to technology will be better placed than the one who lacks it. The former will be well conversant with technology than the latter. The issue of a child early exposure to technology forces us to narrow down into the availability of technology in discussion. In looking at these, we should not forget that these children come from different ethnic and socio economic backgrounds. A learner who hails from a lower socio economic neighborhood fails to access to, say, for example, a computer unlike their middle class counterparts. They may not as well be in a position to acquire other learning materials crucial in the study of mathematics, science and technology. Gender also has an impact in developing attitude towards these subjects. My own experience tells me that boys have a cutting edge over girls in mathematics, science and technology. This is owed to the fact that boys come to school with a wider range of experience in using tools and hard materials in early childhood setting. Research indicate that most girls have less liking towards technical subjects such as physics, chemistry, compared to arts which they perceive positively. Boys and girls have their own distinctive ways of learning. There has been a suggestion that these subjects be taught separately using methods and/or curricula that suits each gender. Proponents of segregation, however, have a different view altogether. They feel that if this is done it will do a great injustice to them but others admit that gendered difference in learning styles exist. Gender imbalance in mathematics, science and technology exist and thus strategies to curb it should be made explicit. By doing so the advantages and dangers of each approach may be evaluated and prevent frustration of expecting to share the same attitude and ideals. The development of the curriculum and technical teaching plan for the set task unit is not sometimes appropriate for the intended class levels. Teachers who are also tools of executing it are in most cases not party to the thinking behind its formulation, therefore, experience a hard time in understanding the learning results and appreciating the essential purpose of the task. In such cases a learner more often than not finds himself in the centre of confusion, therefore, denouncing the subject there and then. The way in which an individual teacher teaches a subject varies. Four teachers might be explaining the same concept but in their own varied ways. The children on the receiving end might have a quite divergent understanding on the subject at hand. A teacher should strive to meet the intended goals in teaching such as observing children mathematics, creating excitement among children and showing creativity in these subjects. He/She should also come up with innovative ways to ensure that children develop the ability to use mathematics and science in different and meaningful context. Children should also be made to develop interest in numbers. For all this to be effective enough, it should be related to the needs of all children. This calls for the need for consistent, long term professional development for teachers in technical education. "Research studies in psychology indicate that, the environmental effects are vital in the early years of its development. Lack of the needed stimuli may result in the Childs’ development not reaching its full potential." (Hadzigeorgiou, 2002). Stakeholders in this are, therefore, asked to ensure that the right stimuli are provided. Experiences regarding these subjects that constitute a significant part of life are realized through learning some fundamental concepts. Children often face mathematical concepts in their daily lives. In their early stages of childhood, the initial experience with mathematics is through the objects around them, therefore, active learning environment and methods are required in early childhood period for development of mathematical concepts and abilities to be used in the future. "Appropriate engagement with quality science learning experience is vital to help children know the world, gather and put in order information, apply and test ideas, and develop a positive attitude towards science." (Ehach & Fried, 2005). Having examined the probable causes of less positive attitude children develop, towards mathematics, science and technology and their solutions, let us bear in mind that other learners have developed the attitude and habits that are meaningful in science and technology . "These do include obligation to accuracy, precision plus integrity on such observations, conducting tests while giving respect for all evidence, the concern of observing safety procedures, accord respect to living things plus environment as well as others," (The Ontario Curriculum Grades 1-8, 1988). I had mentioned earlier in the opening paragraph that student’s beliefs and attitude may inhibit or facilitate learning. The belief that one who performs well in algebra, science and technology stand a better chance in the career sector in this industrialized world acts as an impetus towards keen interest by learners in these subjects. Learners not only here in Australia are informed on the importance of studying physics, chemistry, accounting, economics among other subjects but also take it as mandatory subjects for their achievement. "Herzog (1994, 1996, 1997), build up and also evaluated a number of such strategies aimed at improving learners attitudes towards science subjects, this entail a strong relation stuck between science matters and learners everyday experiences." (Labudde, 1993, 1996 and Gerbain, 1998); learning gives opportunities to help integrate disparity in preexisting knowledge, a variation in teaching methods, enhancing cooperation and teachers training as well as communication between the teacher and students in the classroom. The two proponents above seemed to ha ve suggested clearly what needs to be put in place to improve and eventually change positively the attitude children have for mathematics, science and technology. In conclusion, as a teacher and from my own vast experience in the field parents need to chip in and encourage their children in their receptive years bearing in mind that this is a crucial stage. Teachers, on the other hand should develop a positive relationship with students and stress classroom activities. This involves varying activities in teaching learning process. The learners should be active in participation, in class activities. Stakeholders in the education sector should also organize seminars for students, parents, and teachers to promote a positive attitude and keep abreast with the ever changing phenomena surrounding mathematics, science and technology. References Aubrey, C., Dahl, S., & Godfrey, R. (2006) Early mathematics development and later achievements. Further evidence, Mathematics Education Research Journal, 18(1), 27-46. Eschach, H., & Fried, M. N. (2005). should science be taught in early childhood?; Journal of Science Education and Technology, 14(3), 315-3361. Hadzigeorgiou, Y. (2002). A study of the development of concept of mechanical stability in preschool children, Research in Science Education, 32(3), 373-3. Kolb, D.A (1985). Learning style inventory: Self scoring inventory and interpretation booklet. Boston: McBer and company. Kuhn, D., Shauble, L. & Garcia – Milla, M. (1992). Cross domain development of scientific reasoning. Cognition and instruction, 15, 287-315. Kluger, J, & Dorfman, A. (2OO2 August 26). The challenges we face. Time, 160(9) 32- 38. Read More

Children who have the zest for mathematics and science related concepts at an early age often do well in school. Teachers should see to it that children learn how to sort, classify, find similarities and differences, measure and solve problems. These skills are critical in learning. Such skills are acquired easily through the use of concrete objects. Children are believed to gain mathematical and science skills everywhere, for example, building with blocks, putting puzzles together, matching items among other varied play.

Systematic teaching is what each and every teacher should endeavor to adopt. They should start from simple to complex tasks that is counting 1 2 3, sequencing, seriation, addition and subtraction and spatial relationship. Research has indicated that students succeed academically in a learning environment that matches their learning styles (Kolb 1984). If learners are to be effective they need the skill in four different areas, concrete experience, reflective observation, abstract conceptualization, and active experimentation that is they must be able to involve themselves fully, openly, and without bias in new experiences for concrete experiences.

They must be able to reflect and view these experiences from many perspectives for reflexive observation. They must be able to lead experiments (Kolb, 1984). The learner will be a wholly baked especially in mathematics, science and technology if the teacher sees to it that the above four tenets are well observed. Education prior to the school setting is another key factor that shapes a Childs’ grasp in these subjects in the years to come. Supporting children as they develop scientific thinking during the early childhood years can lead children to transfer their thinking skills to other academic domain which may support their academic achievement and their sense of self- efficacy (Kuhn & Pearsal, 2001 Kuhn & Shuble, & Garcia-Milla, 1992).

Effective teaching in my own view is not about transferring knowledge to the learners, but it is about guiding and letting them experience the knowledge through performing it. This takes us back to the role parents play in nurturing their children during their formative years. They should facilitate children mathematical learning, through a well designed and based on a play centered philosophy. Aubrey, Dahl, and Godfrey (2006) who also studied a large number of English children found that conceptual knowledge in reception years was predicative of later achievements.

Less positive attitude towards technology is due to differential experiences with technology (Durndel et al. 1995). A child who has an early exposure to technology will be better placed than the one who lacks it. The former will be well conversant with technology than the latter. The issue of a child early exposure to technology forces us to narrow down into the availability of technology in discussion. In looking at these, we should not forget that these children come from different ethnic and socio economic backgrounds.

A learner who hails from a lower socio economic neighborhood fails to access to, say, for example, a computer unlike their middle class counterparts. They may not as well be in a position to acquire other learning materials crucial in the study of mathematics, science and technology. Gender also has an impact in developing attitude towards these subjects. My own experience tells me that boys have a cutting edge over girls in mathematics, science and technology. This is owed to the fact that boys come to school with a wider range of experience in using tools and hard materials in early childhood setting.

Research indicate that most girls have less liking towards technical subjects such as physics, chemistry, compared to arts which they perceive positively. Boys and girls have their own distinctive ways of learning. There has been a suggestion that these subjects be taught separately using methods and/or curricula that suits each gender. Proponents of segregation, however, have a different view altogether.

Read More