Maths Exam Quotes

An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.

But I've been in so much trouble. I threw an apple at Lea's face. I fought guards. I cheated on my trig exam." Aiden looked at me, frowning. "You cheated on your math exam?" "Uh, forget that. Anyway, wow, I'm just surprised.

Math test tomorrow. Check. Complete lack of preparation for test. Check.

In the US where the girls are doing not as well as boys in some tests, the information seems to be interpreted as showing that girls just aren't as good at these things so we can't expect them to be mathematicians. But here in the UK people are reacting to boys not doing as well as girls in maths exams by saying, what can we do about that, we need to fix that ... This difference is telling.

Why is it that there was always a unit on history, math, science and god knows what other useless, totally forgettable information you taught those seventh graders year after year, but never any unit on death? No exercises, no workbooks, no final exams on the only subject that matters?

When you fear you will confirm a negative stereotype, it can become a self-fulfilling prophecy not because the stereotype is true, but because you can't stop worrying that you could become an example proving it. This self-fulfilling prophecy, being only a matter of perception, can be easily sublimated. Another study by Steele measured the math abilities of men versus women. When the questions were easy, the women and men performed the same. When they were difficult, the women's scores plummeted lower than did those of their male peers. When they ran the tests again with new participants, but this time before handing out the problems told the subjects that men and women tended to perform equally on the exam, the scores leveled out. The women performed just as well as did the men. The power of the stereotype--women are bad at math--was nullified.

Having neurons wire together can be a good thing. A positive experience with a math teacher can lead to neural connections that link math with pleasure, accomplishment, and feeling good about yourself as a student. But the opposite is equally true. Negative experiences with a harsh instructor or a timed test and the anxiety that accompanies it can form connections in the brain that create a serious obstacle to the enjoyment not only of math and numbers, but exams and even school in general.

What did we know? This was early days. We had no idea what was out there. How dangerous it might be. It was just a school maths problem. They never asked that in the exams, did they? Like, “If John walks at three miles an hour from London to Brighton, and he's attacked by rabid grown-ups four times, and they bite his right leg off, how long will it take him to bleed to death?

They had exhorted her to work hard, it need only be for a short time after all, at 'dull school subjects', such as English, French, History and Maths. Moy, who hated these with the possible exception of English, had decided some time ago that she would not work at these horrid subjects, would not take any of the beastly exams, and would leave school as soon as possible. She occasionally tried to communicate this decision to her family, but they simply refused to listen.

FAILURE CAN BE A GREAT TEACHER “When I was in tenth grade I decided to take an AP computer science class. I ended up failing the AP exam. But I would not accept the failure, so I took the class and the test again the following year. Somehow, staying away from programming for nearly a year and then coming back to it made me realize how much I truly enjoyed it. I passed the test easily on the second try. If I had been too afraid of failure to take the computer science class the first time, and then a second time, I would certainly not be what I am today, a passionate and happy computer scientist.

Imagine you were asked in a maths paper at junior school, 'Which would you prefer, a shilling or two sixpences?' and you answered, 'Two sixpences,' because thinking of the two tiny silver coins jingling together in your pocket made you feel good and you loved those cute little sixpences. But when the test paper was returned you saw a big red cross through your answer, and that night your mother explained to you that it was a trick question, two sixpences and a shilling were worth the same amount – which you knew, but you'd still prefer two sixpences. It wasn't that you were stupid, you just saw things from a different angle. Sixpences had character, shillings didn't. And you felt richer with two sixpences because there were two coins, not just one. But despite all these explanations, you were still wrong and you kept getting tripped up by these trick questions over and over again, in exams, in relationships, friendships, jobs and interviews. In fact, these misreadings of situations happened so often that you started to view the world as a tricksy and untruthful place. Then you noticed that the people who saw the tricks behind the questions were popular and always at the top of the class. Baffled by life and its unseen rules, you began to doubt everything around you. You felt you had to approach all of life as a trick, just to get it right a few times.

My senior year flew by and before I knew it, I was graduating from high school. I was never really fired up about going to the Naval Academy, but that’s easy to say after bombing out on the math part of the entrance exam. Little did I know that eventually, I would become part of the Naval Academy’s “Blue & Gold Program!” In time I would become a Math Teacher and a part of the Naval Academy’s “Blue & Gold Program!” Never mind, I did make it into Maine Maritime Academy at Castine, Maine. My interest in the sea was always merchant ships like the blue ribbon ocean liners and the sea itself. I was never really interested in fighting wars, or in warships for that matter. Perhaps it was that I had lost so many of my family to war that I hated the thought of people killing each other for what they considered a righteous cause. In spite of these feelings, I wound up with over forty years of military service. I knew that I was on the right track and at last my parents were proud of me. I was about to graduate with good grades and was following in the footsteps of “those that go down to the sea in ships.

Adam: Adam was a young man whose anxiety turned into a monster. Where Shelly had a very mild case of social anxiety, Adam’s case could only be called severe. Over a period of several years, his underlying social fears developed into a full-blown school phobia. A quiet, unassuming person, Adam had never stood out in the classroom. Through elementary school and on into high school, he neither excelled nor failed his subjects. By no means a discipline problem, the “shy” Adam kept to himself and seldom talked in class, whether to answer a teacher’s question or chat with his buddies. In fact, he really had no friends, and the only peers he socialized with were his cousins, whom he saw at weekly family gatherings. Though he watched the other kids working together on projects or playing sports together, Adam never approached them to join in. Maybe they wouldn’t let him, he thought. Maybe he wasn’t good enough. Being rejected was not a chance he was willing to take. Adam never tried hard in school either. If he didn’t understand something, he kept quiet, fearful that raising his hand would bring ridicule. When he did poorly on an exam or paper, it only confirmed to him what he was sure was true: He didn’t measure up. He became so apprehensive about his tests that he began to feel physically ill at the thought of each approaching reminder of his inadequacy. Even though he had studied hard for a math test, for example, he could barely bring himself to get out of bed on the morning it was to take place. His parents, who thought of their child as a reserved but obedient boy who would eventually grow out of this awkward adolescent stage, did not pressure him. Adam was defensive and withdrawn, overwrought by the looming possibility that he would fail. For the two class periods preceding the math test, Adam’s mind was awash with geometry theorems, and his stomach churning. As waves of nausea washed over him, he began to salivate and swallowed hard. His eyes burned and he closed them, wishing he could block the test from his mind. When his head started to feel heavy and he became short of breath, he asked for a hall pass and headed for the bathroom. Alone, he let his anxiety overtake him as he stared into the mirror, letting the cool water flow from the faucet and onto his sweaty palms. He would feel better, he thought, if he could just throw up. But even when he forced his finger down his throat, there was no relief. His dry heaves made him feel even weaker. He slumped to the cold tile and began to cry. Adam never went back to math class that day; instead, he got a pass from the nurse and went straight home. Of course, the pressure Adam was feeling was not just related to the math test. The roots of his anxiety went much deeper. Still, the physical symptoms of anxiety became so debilitating that he eventually quit going to school altogether. Naturally, his parents were extremely concerned but also uncertain what to do. It took almost a year before Adam was sufficiently in control of his symptoms to return to school.

In my Exams of maths I saw the law in her bag.

Focus on the next step, not the next thousand steps. Use your willpower to move your attention away from the overwhelming aspects of a project and narrow it down to the next actionable task you can get started on. Lower your perfectionistic standards. Decrease your initial resistance to getting started by lowering your standards. For example, aim to meditate for one minute, not 20 minutes. Follow the two-minute rule. If a task takes less than two minutes to complete, do it immediately. Set an implementation intention. Use the formula, “If situation X arises, then I will perform response Y.” A common example: “If I get home after work, then I’ll immediately start studying for my upcoming math exam.” Focus on the process, not the outcome. Set a timer for 20 to 30 minutes and focus on the process of working on a dreaded task for that predetermined amount of time.

I woke up every morning at six to study—because it was easier to focus in the mornings, before I was worn out from scrapping. Although I was still fearful of God’s wrath, I reasoned with myself that my passing the ACT was so unlikely, it would take an act of God. And if God acted, then surely my going to school was His will. The ACT was composed of four sections: math, English, science and reading. My math skills were improving but they were not strong. While I could answer most of the questions on the practice exam, I was slow, needing double or triple the allotted time. I lacked even a basic knowledge of grammar, though I was learning, beginning with nouns and moving on to prepositions and gerunds. Science was a mystery, perhaps because the only science book I’d ever read had had detachable pages for coloring. Of the four sections, reading was the only one about which I felt confident. BYU was a competitive school. I’d need a high score—a twenty-seven at least, which meant the top fifteen percent of my cohort. I was sixteen, had never taken an exam, and had only recently undertaken anything like a systematic education; still I registered for the test. It felt like throwing dice, like the roll was out of my hands. God would score the toss. I didn’t sleep the night before. My brain conjured so many scenes of disaster, it burned as if with a fever. At five I got out of bed, ate breakfast, and drove the forty miles to Utah State University. I was led into a white classroom with thirty other students, who took their seats and placed their pencils on their desks. A middle-aged woman handed out tests and strange pink sheets I’d never seen before. “Excuse me,” I said when she gave me mine. “What is this?” “It’s a bubble sheet. To mark your answers.” “How does it work?” I said. “It’s the same as any other bubble sheet.” She began to move away from me, visibly irritated, as if I were playing a prank. “I’ve never used one before.” She appraised me for a moment. “Fill in the bubble of the correct answer,” she said. “Blacken it completely. Understand?” The test began. I’d never sat at a desk for four hours in a room full of people. The noise was unbelievable, yet I seemed to be the only person who heard it, who couldn’t divert her attention from the rustle of turning pages and the scratch of pencils on paper. When it was over I suspected that I’d failed the math, and I was positive that I’d failed the science. My answers for the science portion couldn’t even be called guesses. They were random, just patterns of dots on that strange pink sheet. I drove home. I felt stupid, but more than stupid I felt ridiculous. Now that I’d seen the other students—watched them march into the classroom in neat rows, claim their seats and calmly fill in their answers, as if they were performing a practiced routine—it seemed absurd that I had thought I could score in the top fifteen percent. That was their world. I stepped into overalls and returned to mine.

Love isn’t always about falling in love with a person. Love is passing your final exams. Love is watching the sun come up between the clouds. Love is finding the light when you were in the dark. Love is when your favorite TV show returns. Love is when your dog tilts its head with confusion. Love is a free ice cream voucher left on your car windshield. Love is the leaves falling in the fall. Love is learning the constellations. Love is solving a ridiculous math problem. Love is the changing Starbucks menu for the seasons. Love is watching a child play in the sandbox. Love is warm clothes when they come out of the dryer. When you say you’ve given up on love, all you’re really saying is that you’ve closed your eyes. Open them.

My junior year, I tested into the honors Advanced Math class—a hybrid of trigonometry, advanced algebra, and pre-calculus. The class’s instructor, Ron Selby, enjoyed legendary status among the students for his brilliance and high demands. In twenty years, he had never missed a day of school. According to Middletown High School legend, a student called in a bomb threat during one of Selby’s exams, hiding the explosive device in a bag in his locker. With the entire school evacuated outside, Selby marched into the school, retrieved the contents of the kid’s locker, marched outside, and threw those contents into a trash can. “I’ve had that kid in class; he’s not smart enough to make a functioning bomb,” Selby told the police officers gathered at the school. “Now let my students go back to class to finish their exams.

She ran her hand over my forehead. “You not sick?” “No,” I said. “It’s called math.” Mr. Wellington shook his head. “She has an exam.

On the SAT exam, boys who took the test during 1988–89 at Permian had a combined average score of 915 (433 verbal, 482 mathematical), 19 points below the national average for boys. Girls had a combined score of 840 (404 verbal, 436 mathematical), 75 points below their male counterparts at Permian and 35 points below the national average for girls. Of the 132 girls who took the test during the 1988–89 school year, there wasn’t one who got above a 650 in either the math or verbal portions of the exam.

A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�

The students from the literary section had three written tests: Romanian, French and Latin; the scientific section needed math instead of Latin. Most of us had private tutoring in French and Latin for a few months before the matura. About a third of the candidates failed the written exam. The ones who succeeded took the orals. They were held in a large auditorium, at a high school and were open to the public. Five candidates faced a committee of eight teachers; the head of the committee was a university professor. None of the teachers were from our town. The orals took four to five hours, one group in the morning, another in the afternoon. The results were announced daily, late in the evening.

What was the importance of this exam? It enabled a young man or woman to study at a university, to go into a profession. My inclination was toward medicine but there was no faculty in town and there were no chances to be admitted in Bucharest. The faculties of medicine and engineering were practically closed to Jewish students. A strict "numerus clausus" assigned a tiny percentage to Jewish applicants, perhaps two or three percent of an incoming class. That left law and teaching as the only choices. The chances became remote that one could even teach at a state school, thus one chose to study languages, mathematics or law. In case of emigration, languages and math were useful skills. School became the outside world that hardened you for the years to come. I registered as a student of foreign languages: French, German and I started to study English.

Q: What did one math book say to the other? A: Man I got a lot of problems! Q: How can you spell too much with two letters? A: XS (excess) Q: What’s black and white all over and difficult? A: An exam paper!

Thomas Edison described himself as being “not at the head of my class, but the foot.” Einstein graduated fourth in his class of five physicists in 1900.54 Steve Jobs had a high school GPA of 2.65; Jack Ma, the founder of Alibaba (the Chinese equivalent of Amazon), took the gaokao (the Chinese national educational exam) and scored 19 out of 120 on a math section on his second try;55 and Beethoven had trouble adding figures and never learned to multiply or divide. Walt Disney was a below-average student and often fell asleep in class.56 Finally, Picasso could not remember the sequence of the letters in the alphabet and saw symbolic numbers as literal representations: a 2 as the wing of a bird or a 0 as a body.57

Maths, or an exam, well, an essay has my barret in Court.

The summer before his senior year of high school, he took the SAT exam and got a perfect score on the math portion (800/800) and a 1430 overall. Then he took the ACT and scored a 34

Lucas would be home at any minute and would probably destroy something on the way. I went to my room and closed the door, then sat down on my bed and ate the cookies. The chocolate melted in my mouth, and I began to relax. At least if I was taking the following day off, I didn’t have to rush through all my homework. That idea quickly disappeared. I’d have to try double as hard on my homework to make sure each answer was correct. I didn’t want a repeat of the Math exam. Sighing, I opened my backpack, tossing my books beside me. I organized them by subject and started with my English assignment. Thoughts of Ali filtered through my head, but I was able to push them away for the time being. As the next day was Friday, I wouldn’t have to see her until the following week, and I wasn’t going to have annoying thoughts of her ruin my day off.

In fact, they are. In a remarkable experiment, Margaret Shin, Todd Pittinsky, and Nalini Ambady asked Asian-American women to take an objective math exam. But first they divided the women into two groups. The women in one group were asked questions related to their gender. For example, they were asked about their opinions and preferences regarding coed dorms, thereby priming their thoughts for gender-related issues. The women in the second group were asked questions related to their race. These questions referred to the languages they knew, the languages they spoke at home, and their family’s history in the United States, thereby priming the women’s thoughts for race-related issues. The performance of the two groups differed in a way that matched the stereotypes of both women and Asian-Americans. Those who had been reminded that they were women performed worse than those who had been reminded that they were Asian-American. These results show that even our own behavior can be influenced by our stereotypes, and that activation of stereotypes can depend on our current state of mind and how we view ourselves at the moment.

I have no idea what my siblings did when they did school, but when I did it I opened my math book and spent ten minutes turning pages, running my fingers down the center fold. If my finger touched fifty pages, I’d report to Mother that I’d done fifty pages of math. “Amazing!” she’d say. “You see? That pace would never be possible in the public school. You can only do that at home, where you can sit down and really focus, with no distractions.” Mother never delivered lectures or administered exams. She never assigned essays. There was a computer in the basement with a program called Mavis Beacon, which gave lessons on typing.

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(Back to our halls) Like a dumb ass I went to college, (assuming I pass all my boards. Senior year is almost over, and the calculation is the final test I will take. For the past four months, I’ve had all my various board exams-math, science, oral magic, and written proficiency, sociology and psychology, and photography (a specialty elective)-and I must be getting my scores one-time in the next few weeks ago it was not long ago or so it seems to me. Solitary of them will become my husband after I graduate, girls who don’t pass get paired and married right out of high school.) The evaluators will do their best to match me with people who received a similar score in the evaluations. As much as possible they try to avoid any huge disparities in intelligence, temperament, social background, and age. Of development you do hear occasional horror stories: cases, where a poor seventeen-year-old girl is given to a wealthy old man, is the delirium dream, which is dumb, dumb, dumb. The stairs let out their awful moaning, Jenny, appears before me. She is nine and tall for her age, but very thin: all angles and elbows, her chest caving in like a warped sheet pan. It’s terrible to say, but I don’t like her very much. She has the same pinched look as her mother did. The assessment is the last step, so I can get paired, paid, and laid, in the coming months, the evaluators will send me a list of four or five approved matches.

Wherever these countries fall on this list, one thing is universal. Unlike the Common Core and its predecessor, NCLB, these other countries absolutely do not count their special needs students in any accountability rankings, i.e. national exams, etc. That is an airtight fact. This is contrasted to another fact that in the United States, “Two-thirds of students with disabilities are performing well below grade level in reading and math. By eighth grade, that figure rises to 90 percent.

maths exam paper.

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