In both cases, however, the goal of conceptualizing the world is the same. Since mathematics education produces singular anxiety for many students, this confluence with art presents significant possibilities for the imaginative educator (Granger 10)
C. Escher's Circle Limit III -- known as "the most stunning example of a hyperbolic tessellation, even though it really isn't a hyperbolic tessellation at all" (Potter and Ribando 27) -- will be the basis of this discussion and will illustrate how art can be used to explain complicated mathematical concepts
From 1956 until 1970, Escher produced so-called impossible pieces of artwork that could not exist in the real world, as his work approached infinity (Ernst 22-23). Escher was well-known to use mathematical principles, especially in these later productions, in order to create the highly complex pieces of art for which he has become famous (Smit and Lentra 446)
(1995) verified this further for the educationalist of special students stating that whenever and wherever the managerial contributions were deemed as "adequate" or "more than adequate," it was then and there that the teachers were more pleased to continue. Adequate managerial contributions resulted in higher satisfaction rates and decreases stressful situations for the teachers (Billingsley & Cross, 1992)
(1995) verified this further for the educationalist of special students stating that whenever and wherever the managerial contributions were deemed as "adequate" or "more than adequate," it was then and there that the teachers were more pleased to continue. Adequate managerial contributions resulted in higher satisfaction rates and decreases stressful situations for the teachers (Billingsley & Cross, 1992)
(1995) verified this further for the educationalist of special students stating that whenever and wherever the managerial contributions were deemed as "adequate" or "more than adequate," it was then and there that the teachers were more pleased to continue. Adequate managerial contributions resulted in higher satisfaction rates and decreases stressful situations for the teachers (Billingsley & Cross, 1992)
(1995) verified this further for the educationalist of special students stating that whenever and wherever the managerial contributions were deemed as "adequate" or "more than adequate," it was then and there that the teachers were more pleased to continue. Adequate managerial contributions resulted in higher satisfaction rates and decreases stressful situations for the teachers (Billingsley & Cross, 1992)
(1995) verified this further for the educationalist of special students stating that whenever and wherever the managerial contributions were deemed as "adequate" or "more than adequate," it was then and there that the teachers were more pleased to continue. Adequate managerial contributions resulted in higher satisfaction rates and decreases stressful situations for the teachers (Billingsley & Cross, 1992)
Professional Development For me, an atmosphere where I could continuously learn and expand my horizons as a teacher was the best atmosphere to work in. Of course professional expansion could be taken as a singular aspect of a much bigger picture but numerous researchers have successfully formed a bridge between professional expansion and the decision to stay or leave (Brownell et al
(1995) in his research highlighted the fact that just about less then 50% of the teachers thought that they could manage and organize the tasks allotted to them while 68% declared that they couldn't find enough time or manage the time that they had with the tasks that were theirs to tackle, and nearly 30% were undergoing high stress and confusions over their choice of occupation. Numerous studies have established the fact that work dissatisfaction and stress and produced partly due to task troubles (Cross & Billingsley, 1994; Gersten et al
Furthermore, one of my chief objectives as a teacher has been to recognize the successful educational standards that produce elevated effect volumes, in addition to the factors and elements that structure those standards. I, from experience in this particular field with the special children agree with Darling-Hammond (1999) when she assertively and believably states that teachers who are well-organized in both the subject matter that needs to be discussed and the educational setup of the institutions, then "it makes an enormous difference not only to their effectiveness in the classroom, but also whether they're likely to enter and stay in teaching" (Darling-Hammond, 1999, p
, 1995). The latest path examinations offer an improved perception of how managerial assistance directly or indirectly shapes intention to quit due to factors such as work contentment, pressure, reduced role troubles, dedication, professional growth prospects (Gersten et al
Support through Induction and Mentoring Special attention needs to be given to the upcoming teachers in this particular field, to give them confidence and a sense of contribution to the education of the students and the overall setup. If this is not done so efficiently then the enthusiasm of a new teacher is likely to turn into discontent and dismay (Gold, 1996)
VI-1). There are, in addition, equity consequences for the deprived areas who will find it more strenuous to employ and preserve teachers with the rising demand of high-paying jobs (Henke et al
Gersten et al. In his research in this particular sphere laid stress on such a challenging and opportunistic atmosphere to exist at all levels of education from district to school because of the simple established fact that 50% of the teachers who were asked questions in this survey open about the restrictive prospects of growth that they did have at the district levels (Morvant et al
To do this may require some retooling in many instances as the associated pedagogy may not be completely understood by present teachers. The retooling is a costly exercise and with the present budgetary constraints, it may not be possible to have a full-scale start (Daniel, 2005)
This particular aspect of knowledge is absent at present but it is a critical conceptual cog that will facilitate faster learning, and reduce the trial and error phase. There is an urgent need to have this type of research undertaken by the relevant researchers thus providing better outcomes (Janus, Lefort, Cameron, & Kopechanski, 2007)
Each work was purposefully chosen by the researcher to adequately and appropriately represent the phenomenon under consideration. Purposive sampling allows the researcher to represent the phenomenon through the sample and does not require that the sample be statistically representative (Marshall, 1996)
They were also able to identify four approaches that produce better results in students with LD. The four approaches, systematic and explicit instruction, Self-instruction, peer tutoring and visual representation have been demonstrated to produce significant results in persons with LD (Steedly et al
Therefore, if most people view mathematics as a very hard subjects then the mathematics learners will be influenced and put it in their minds that mathematics is a very hard subject. Due to this negative perception that is created the learners do not show any interest in mathematics and hence lack of understanding which leads to poor performance in the subject (Saritas, & Akdemir, 2009)