Fitmath in Afterschool and Why It Is Effective - Dissertation Example

?Fitmath in After School and why it is Effective Affiliation with more information about affiliation,research grants, conflict of interest and how to contact Fitmath in After School and Why it is Effective Literature Review on Fit math: According to Gaurav Tiwari in his article called, Interesting and Must Read Papers and Articles in Mathematics, talks about mathematics. It is one of the most beautiful subjects and also there is no place in the world for ugly mathematics. This subject is mainly originated from the creativeness of the people. (Tiwari). Journal Science Daily (Jan. 28, 2009) published article called, Physically Fit Kids Do Better in School, says that physically fit children scored superior on standardized English math and tests than their any of the less fit peers groups. School time and various resources are frequently diverted from various types of physical Education and openings for physical action for example recess. (HRDC, 2001). The program Fitmath the kids, under goes numerous stages in which they study how to turn out to be fit both bodily and mentally, the significance of having well eating habits with nourishing foodstuff, and to maintain body in correct shape, additionally to thorough mathematical abilities. And it helps to accomplishing and learning maths with fun and pleasure. (Wenger). According to Nancy Protheroe in his article called, what does Good Math Instruction look like? Says that, it entails good teachers, effectual math surroundings, and a curriculum that is more than a mile broad and an inch deep. This research article points out that it takes more than a good trainer to teach math. According to MUCHA in his article says that, Mathematics subject has always been an essential constituent of person thought and culture, and the development of technology in current times has further enlarged its significance. Nowadays mathematics is a crucial partner in areas where once it played no particular role. (Mucha). Fit math is one of the most significant programs in schools in the 21st century. It connects healthy academics and eating. This program assists students in increasing self-assurance in their physical capability, in addition to enhancing familiarity, by way of expressions in the fields of physiology, anatomy, and mathematics. Fundamental fact acquisition is a significant part of building up higher-order math abilities. (Springer). On the other hand, getting learners with a history of academic rebelliousness to engage in various activities associated to acquisition of various skills can be difficult. (Lynn Arthur Steen 2010). According to Michelle Kulas in her acrtcile called, Need for After-School Exercise Programs says that, program related to after-school fitness build exercise fun for children. Depending on the style of program, it will help the child to study a new sport or have the alternative to join in in a large variety of exercise activities. She also says that, because of this exercise program it will helps to develop health of the kids by being physically active at the same time as also playing with and cooperating with other kids in a supervised setting. Also After-School Exercise Programs will be capable to create new friends and may enjoy superior self-assurance and self-esteem. (Kulas, 2011) According to Sam Piha in his article called AFTERSCHOOL PROGRAMS: WHAT SHOULD WE EXPECT AND HOW SHOULD WE MEASURE SUCCESS says that, after school programs offer young people with the various types of learning practices and opportunities that may not be obtainable to kids in their homes or classrooms. And also they recommend young people opportunities to study new things and build up significant skills that are essential to achievement in school and in life. The article Effective Mathematics Instruction says that, Mathematics instruction is an extremely complex procedure that tries to create abstract ideas more tangible, difficult thoughts comprehensible and multifaceted evils solvable. Visual depictions bring research-based alternatives, apparatus, and choices to bear in meeting the various instructional challenge of education of mathematics. (Gersten et al., 2008). “As a result of recent efforts to strengthen the mathematics curricula in our nation's schools, from basic through more advanced levels, the instruction that you can see in your child's mathematics classes may look quite a bit different from what you experienced when you were in elementary school” (What Does Effective Mathematics Instruction Look Like?, n.d.). Thomas Hofweber in his article called, “Formal Tools and Philosophy of mathematics” says that, math is first and prime activity performed in the normal natural language by way of using symbols. He says that, conversation of the mathematics is performed with the natural language, math papers are always written with this language. And also among various other things it is an activity. (Hofweber). Betz and Hackett (1983) described mathematics self-efficacy as beliefs concerning one’s capability to carry out mathematics tasks, and quarreled that this is connected with option of careers in the field of science and mathematics. (Hackett). “It is widely accepted that attitudinal and affective subjects are central to the learning of mathematics (McLeod 575)” (Forgasz, 2000). There are mainly two major approaches is there to mathematics instruction. These consist of the constructivist and the direct or explicit approach. According to Applefield, Huber, and Moallem (2000/2001), constructivism is mainly on the basis on a postulate that learner learning is influenced by four factors: (a) Learners build their own learning style. (b) New learning method is mainly dependent upon learners existing understanding of the humanity, (c) social interface plays a significant role in that learners work in various cooperative learning groups, and (d) genuine learning jobs used for significant learning. In second approach teachers assist learners obtain knowledge in the type of ideas, rules or principles, cognitive policies and physical operations (Kozloff, LaNunziata, Cowardin, & Bessellieu, 2000/2001). “The creation of 21st Century Community Learning Centers across the country has the potential to enrich the quality of our students. Mathematics skills and open the gateway to college and many promising careers. After-school learning time, especially in middle and high schools, can enable students to strengthen their mathematics skills and understanding in many innovative ways. Students can build upon and further explore mathematics through various enrichment activities” (Riley, 1998). According to Mary Ann Zehr in his article called, After-School Programs Net Gains in Math, Not Reading says that, a federal learning of course materials used in two “superior” after-school curriculums and program has establish that a math program formed considerable gain in student achievement at the same time as a reading program did not. “Not only the language of science and technology, mathematics also provides a set of tools for data analysis, problem solving, and methods of thinking that prove valuable in any career and to all of us as we navigate our highly complex world” (Mathematics, n.d., par. 1). “School-age children who participate in after -school programs are more likely to succeed in their regular academic classes. Studies have proven these children learn new skills and get excited about learning, while improving study habits and offering a productive alternative to risky activities often engaged in during after-school hours” (After-School Program Resources - Science Kit, n.d., par. 2). In math’s Mean is the most generally employed measure of central tendency and medium is the average of every observations and it can be calculated by way of the sum of every the scores then it is divided by the amount of scores. “The mean, median and mode are types of average. The range gives a measure of the spread of a set of data” (Unit 5 Section 2: Mean, Median, Mode and Range, n.d., par. 1). Using practical and realistic work is an extremely good teaching performance for the reason that it facilitates learners to find out on their own abstract relations in the course of tangible or concrete means. By using this, learners will take on superior duty for their own learning and education rather than only rely on the educator or teacher. (National Council of Teachers of Mathematics, 1989). Example of Fitmath Games: Boxed Ball Throw: “Have the children throw balls into a box divided into several squares, with each square numbered from one to nine. Once two balls are in different squares, have the children add, subtract or multiply the numbers, depending on the age of the kids. Each right answer gets a point and the most points wins” (Sheviak, n.d, par. 3). Fitmath aims at integrating mathematics and fun in after school, activities. At their core, these materials are designed to demonstrate techniques and actions that enable the most of powerful student brain. Combining the mathematics learning content with physical activities helps students in actualizing mathematics along with promoting health and fitness. The ultimate goal for participants in the various types of math program is to develop their physical abilities as well as increase their knowledge on terms in mathematics, anatomy, and physiology. Since lack of physical activity, being glued to television and gorging on unhealthy food are factors contributing to obesity in children, using fitmath techniques after school hours propagates a healthy lifestyle in students. By attending such sessions, children are likely to avoid junk food and adopt a healthier lifestyle of eating fruits and vegetables. While the movements of children are restricted in a classroom, outdoor physical activity provides the kids not only free space to carry out activities but also learn new things with fear of competition from classmates. Some kids hate physical activities and prefer staying indoors. Such kids who have attended the classes, have now started showing interest in outdoor activities. “After school programs can increase mathematics achievement by combining social and academic enrichment. By communicating mathematically with others, students learn how to pose questions and develop respect for different ideas and ways of approaching problems. Encouraging and supporting mathematical communication also helps after school instructors monitor students' learning, identify misconceptions, and provide useful feedback” (Embedding Math Content in Afterschool, n.d.). Students undergoing with various types of mathematical programs, principles and instructions sessions have reported increased grades, less absenteeism and decrease in behavioral problems .Such after school programmes provide a safe and supportive environment for the student development. These programmes focus on providing individual attention to students and to increase his self esteem. Mathematical instructions and principles not only improve the performance of students but also help in making quick decisions later in life. For example, cooking activities can enhance “students' understanding of measurement, treasure hunts and mapping extend geometry skills, and activities using predictions can build students' sense of data and probability” (Embedding Math Content in After School, n.d., par. 1). Students having working parents have a lot of unsupervised time at hand, and in lack of childcare facilities in such times can lead to behavior problems and low self esteem. Hence such after school programmes can work wonders for such kids as they keep them engaged and provide a supportive climate for improvement. Physically active math games help to combine motor skills and strengthen math skills. Motor skills are developed when used “in large movements such as running, jumping or throwing. When new math concepts are introduced such as addition and subtraction, the skills are reinforced through games or other fun activities” (Lipoff, n.d., par. 1). Similarly many kids who were weak in maths have started liking mathematics after taking fit math lessons. “Data collected on FY06 21st CCLC school year programs indicated that 549 students (a 65% increase from FY05) participated in FitMath in 16 districts. Students served in Fit Math were in grades 3-11, with the majority (approximately 60%) being in the 5th or 6th grade. Various types of students measured by the SAYO (Survey of After-School Youth Outcomes) tool increased on average nearly 15% from pre to post scores on all math outcomes; and compared to those who did not participate, Fit Math students had a pre to post percent increase that was 1-4 percentage points higher in math communication, reasoning, and problem solving. (No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers Year End Report – Fiscal Year 2006). Quality programs appoint skilled and staff, endow with them with ongoing professional development, and maintain adult to child ratio low and group size manageable. Such “after school programs reflect a commitment to promote knowledge, skills, and understanding through enriching learning opportunities that complement the school day” (Working for Children and Families: Safe and Smart After-School Programs, n.d., par. 11). Communities that are concerned in after school programs provide volunteers; establish sustaining “networks of community-based and youth serving organizations, offer expertise in management and youth development” (Working for Children and Families: Safe and Smart After-School Programs, n.d., par. 11). Conclusion: Mathematical instructions and principles programmes are being conducted in schools across the country because of their immense benefits in child development. These programmes were designed not only to teach the new generation of children a healthy lifestyle, with also develop their motor and social skills. The kids of employed couples are benefited the most by such activities as their after schools hours are used to enhance their knowledge. Reference List After-School Program Resources - Science Kit. (n.d.). Science Kit. Retrieved from http://sciencekit.com/after-school-program-resources/a/628/ Embedding Math Content in Afterschool, (n.d). Afterschool Training Toolkit. Retrieved from http://y4y.ed.gov/Toolkit/Math/Math_Default.aspx Forgasz, H. J. (2000). The Gender-Stereotyping of Mathematics: Pre-Service Teachers' Views [for00168]. Deakin University. Australian Association for Research in Education [AARE]. Sydney. Retrieved from http://www.aare.edu.au/00pap/for00168.htm Lipoff, S. (n.d). Physical Activity Math Games. eHow. Retrieved from http://www.ehow.com/list_5934703_physical-activity-math-games.html Mathematics. (n.d.). California State University: Monterey Bay. Retrieved from http://catalog.csumb.edu/undergrad-education/minors/mathematics Sheviak, K.(n.d.). Math Games That Involve Physical Activity. eHow. Retrieved from http://www.ehow.com/info_8005972_math-games-involve-physical-activity.html Unit 5 Section 2: Mean, Median, Mode and Range. (n.d.). Print. Retrieved from http://www.cimt.plymouth.ac.uk/projects/mepres/book8/bk8i5/bk8_5i2.htm Working for Children and Families: Safe and Smart After-School Programs, (n.d). CampDepot.com. Retrieved from http://www.campdepot.com/ED_WorkingForChildren.html Mucha, P. J. (2011). Department of Mathematics. The University of North Carolina at Chapel Hill. Retrieved from http://www.unc.edu/ugradbulletin/depts/math.html No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers Year End Report – Fiscal Year 2006, (2006). Massachusetts Department of Education. Print. Tiwari, G. (2011). On Ramanujan’s Nested Radicals. My Digital Notebook. Retrieved from http://gauravtiwari.org/page/2/ What Does Effective Mathematics Instruction Look Like?, (n.d.). U. S. Department of Education. Retrieved from http://www.education.com/reference/article/Ref_What_Does_Effective/ Read More