Paper Example on How to Create a Math Course for Millennial

Introduction

Millennial is Tech-Savvy: generation Y grew up in times of digital, they depend on the technology in operating their tasks. It is a generation that cannot do without the internet.

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Millennial Are Family-Centric: this generation has varied views of how they expect their places of work to be. They require doing business for a short billable time, their timetables are flexible, and enjoyable life balance.

Millennial Are Achievement-Oriented: since their parents were very keen during their nurturing, and pampering time, and they never want to backslide as it was in the earlier generation, this generation is ambitious, confident, and achievement-oriented.

Millennial are Team-Oriented: they got themselves in team sports. Therefore, they embrace togetherness and lookup for effort, and affirmation of their colleagues.

Mathematics Background

In the contemporary world, the rate at which students take a remedial math course is higher than before they join a tertiary level institution with different mathematics like algebra. The national survey research has it that about 75% of teachers teaching mathematics concurs with the mandates of National Council of Teachers, and Mathematics, and ensure that it is in action to at least a moderate degree. It is, therefore, very vital to digest what the principles of NCTM are. The NTCM implements for minimal attention that concerns the understanding of the procedure, and through hand symbol manipulation, and deep understanding the problem solving, internalizing the conceptual analytics, and technological applications.

Regarding the official test results, it is crystal clear that the skills for handling mathematics are similar or have some little improvements. There has been no variance in the national average ACT math score from 1995 to 2005. The national average SAT score is up 14 points as from 1995. So for the reconciliation of the deviating mathematics placement scores, and improving the standard mathematic test scores, first of all, these two tests account for varied techniques. Consequently, there is a motivating factor in increasing standardized test scores.

On the other hand, there exist various algebra manipulation problems in college mathematics. These challenges are not physically present in standardized tests like the ACT and SAT. The new students joining colleges have fewer techniques when putting in comparison with students of the previous generation (Razak, 2020, February).

The description on how to create a math course for millennial

These are the basics that an individual should engage while handling millennial; they should put into practice research methods since the style of learning is more expounded in this generation. Another thing, millennial only value a piece of information just for its relevance, and not for any other reason, therefore trainers need to be more relevant. Besides, they feel better while learning in a relaxed environment, complete assignments at their own pace, free to personal expression, and minimum pressure. Lastly, they need trainers who have a particular interest in their learning activities, and achievement of goals, therefore trainers must create rapport with them.

Objectives

Trainers should have the following purposes while teaching math course: knowledge and understanding which are very vital in learning mathematics through which to generate methods, and skills of tackling math challenges. They should also have investigating techniques which enable trainees to feel the joy, and satisfaction of coming up with math course. Besides, trainees should be able to practice math language while ejecting mathematical ideas, reasoning, and results

Strategies

The following are the strategies for teaching math as a course to millennial. Trainers should, therefore, ensure that they put the training work personal by connecting learning to experience, and also involve technologies without letting it get in the way of learning. They should also learn what they teach, be social, and ask for the respect of their appearance just as others need them to value theirs.

References

Razak, R. A. (2020, February). Overcoming math anxiety and developing mathematical resilience via e-learning. In Understanding Digital Industry: Proceedings of the Conference on Managing Digital Industry, Technology and Entrepreneurship (CoMDITE 2019), July 10-11, 2019, Bandung, Indonesia (p. 404). Routledge.

Purani, K., Kumar, D. S., & Sahadev, S. (2019). e-Loyalty among millennials: Personal characteristics and social influences. Journal of Retailing and Consumer Services, 48, 215-223.