Sentences with phrase «math problems because»

They fear from math problems because they find it a difficult task to solve complex mathematical equations.

Further, when the learner constantly repeats the same negative thoughts and events without acting (e.g., finding it difficult to focus on the math problem because of negative thoughts such as «I'll fail»; «I suck at math»), we speak of rumination.

Not exact matches

This may seem counterintuitive because the math would seem to tell you to pay off the highest interest debt first, but accumulating debt is as much a behavioral problem as a math problem, so get some easy wins under your belt by purging some easy debts first.

The atheist has no problem doing this because the current physics and maths point to those possibilities.

Are my children going to be left with the scraps because I don't help them with every math problem, quiz them on every spelling word, ensure that each assignment is not only complete but is the best it can possibly be?

Let me know how that works out for the rest of the day while they are crying because their stomachs hurt and they can't concentrate on learning to read or solving math problems.

When I was in school I liked math because all the problems had answers.

Science and math have always been my favorite subjects because I like to figure out problems.

«I had offered this problem to graduate students before, but nobody wanted to tackle it because it requires a particular combination of high - level math, computer science and molecular biology.

I found this important because in math and engineering fields, where I came from, you can't work on a problem's solution until the problem is well defined.

I remember that I was doing the wrong math problems for homework because I wrote them down incorrectly in my planner.

People use Khan Academy because it's better than looking at the answers to the odd problems in the back of the math textbook and trying to reverse engineer solutions.

Merschat appreciates Mathstories.com because it presents interesting math problems that help students learn and practice specific math skills.

I realized that solving computational problems was easy because the math operation is given.»

However, there is also concerns that the introduction of the textbooks will not solve Britain's maths problems, because the fundamentals of the education systems differ too much.

This missed opportunity means that some children will continue to struggle with solving fractions problems or higher level maths challenges because they're secure in only half of the vital detail.

Higher - order math principles can easily be taught alongside the popular tricks and shortcuts that help younger children find the answers to tough problems; but Common Core doesn't mandate that math be taught that way because (repeat after me) Common Core is not a curriculum.

A February 2012 article — New analysis makes case for higher ranking for U.S. schools — claimed that the problem is not as bad as we thought, because differences in math performance between the U.S. and other countries are actually small.

They do this because it remains the best way to achieve speed and accuracy when solving higher math problems.

About 20 schools are expected to be designated next month as «priority schools» because of rock - bottom reading and math achievement plus other problems, such as weak student growth or high dropout rates.

They further found that higher turnover was associated with lower student performance on reading and math achievement tests, apparently because turnover takes a toll on the overall climate of the school.42 «It is far from a trivial problem,» the researchers say.

Automaticity of math facts is essential for later math proficiency because such automaticity will determine how quickly a student can recall and use these facts to solve more complex math problems.

Fun and rewarding problem solving helps with math confidence, because struggling students can quickly lose their enthusiasm when they are faced with challenges.Read More

For example, are students struggling with word problems because they aren't fluent in math facts, need to learn how to classify the problem type, haven't mastered translating the problem into an equation, or lack an overall strategy for solving problems of this type?

The way our education system is designed will make it very hard for us to be able to get at your talent, because even in math class many of the problems are reading problems, so the reading problem can mask what you're really good at.

Indeed, in some school districts teachers are spending their evenings surfing the Internet for math and other problems to give their students because their schools don't have any up - to - date textbooks.

The math resource teacher at my school was just commenting yesterday about several students who knew all of their facts, but were unable to solve a word problem because they were unable to read and comprehend it.

Math is difficult for many English language learners because math problems are typically posed in English, Garcia said.

«The most unsatisfactory - rated teachers, the most «U» - rated teachers, are found in minority neighborhoods and we need to look at that because if we have almost 80 percent of minority kids not reading, writing and doing math at grade level that's a problem.

For my inquiry last school year, I chose to explore math partnerships because our math curriculum required students to work together in partners on tasks to solve word problems.

Because math is about more than problems and answers — it's about being better prepared for the real world.

Word problems are an important assessment tool for teachers because they show a complete understanding of the math being taught.

Becoming proficient in math word problems is crucial in 2nd grade because it sets children up for success in the grades to come.

Some believe they are «essentially» delivering a 3 - part math lesson because they already do a warm - up problem, deliver a lesson, and students consolidate their learning (i.e.: do practice problems).

For example, if a teacher uses the same fill - in - the - blank vocabulary sheets every week or math problems every day, this strategy is effective because of the similarity in worksheet skill assessment.

The problem being, just because you've spotted a pattern doesn't mean that it's predictive or, in math speak, correlation does not prove causation.

Since then I had gotten a job at a supermarket stocking shelves, but recently got fired because I kept zoning out at work - I think about math problems pretty much all day, from the moment I wake up to the hours I can not fall asleep, so often at work I would just kind of mindlessly stand around or pace thinking about these things until someone comes over and snaps me out of it.

If you give this problem to a room of math students, you will not only get many incorrect answers, but they will fail to congregate around the correct solution, because most who get it wrong will conclude that the number is a good deal higher than it is (if my memory serves, the answer is 21, which is paradoxically low.

Because that's what the math tells us about the ratio of signal to noise, just as it would for any problem containing a signal - to - noise ratio.

Correcting for lack of mass by sticking in another equation does not solve the problem — the problem is the maths still does not describe the actual real world around us because the scenarios created by AGWScienceFiction fake fisics are of a different world built out of the non-existant massless, volumeless, attractionless, non-condensable and not bouyant in air ideal gas — because there is no air in their ideal gas atmosphere, only empty space, they do not have any atmosphere at all.

I wish we could type the directions to our math problems and let the app do the work because all it does is solve.

Because creating blocks and solving math problems requires a not - insignificant amount of computing power, the winning computer is compensated with newly created coins — hence why the process is called «mining.»

Mathematics was my choice of teaching area because of an inherent ability to understand complex math problems and communicate solutions to students in a profound manner.

In effect, because of the retrospective character of such instruments (Cleary, 2011; Greene, Robertson, & Croker Costa, 2011) and their sensibility to social desirability (Perry & Winne, 2006; Winne & Perry, 2000), students may have under - or over-estimated their level of anxiety or the extent to which they used emotion regulation strategies in math problem - solving.

«The skills that the children are learning in SEL lessons are really important because they can apply them in the classroom and that makes for a happier classroom, happier interactions with each other and lots less problems to deal with and you can then you can get on with other things that you need to teach and that's what we are here for, to teach kids to read and write, do their maths and be happy and adjusted children.»

Instead of wasting your time discussing how they could study better (because they won't, if that's not actually the problem in the first place) you can have a discussion about whether or not their performance in math class is actually important for the goals they themselves want to achieve (like getting into a good college, even if they never take another math class).