Reflect On What You Have Learned So Far In This Class And Us

Reflect On What You Have Learned So Far In This Class And Use Your Ex

Reflect on what you have learned so far in this class, and use your experience to provide some advice to future MATH 105 students. Please address the following: How did you initially feel about taking this course? What did you expect to learn? Did your experience match your expectations? What worked well for you in learning the material (text, videos, ALEKS Objective problems, LEO problem sets, discussions, interacting with the instructor, other)? Is there anything you would have done differently? Is there anything that you wish someone had told YOU at the beginning of this class?

Paper For Above instruction

Taking MATH 105 was initially a daunting prospect for me. I approached the course with a mix of apprehension and curiosity, worried about my ability to grasp complex mathematical concepts and whether I could keep pace with the coursework. Before starting, I expected to learn fundamental mathematical skills, such as algebra, functions, and basic problem-solving techniques, which I believed would be essential for my academic growth. Fortunately, my experience aligned well with these expectations, though I discovered that the course was more comprehensive than I initially anticipated.

Throughout the semester, various learning modalities helped me succeed in mastering the material. The textbook provided a structured foundation, offering clear explanations and numerous examples that clarified difficult concepts. Videos proved particularly useful; visual demonstrations made abstract ideas more tangible and accessible. The ALEKS Objective problems served as effective tools for practicing and reinforcing skills; they allowed me to assess my understanding and identify areas needing improvement. The LEO problem sets further challenged me to apply concepts in practical contexts, fostering deeper comprehension. Engaging in discussions with peers and asking questions improved my critical thinking and provided different perspectives. Interacting with the instructor was invaluable, as their guidance and prompt feedback kept me motivated and clarified misunderstandings.

If I could do things differently, I would dedicate more consistent time for review and practice, especially early in the course. This would have helped me build confidence and reduce stress as the course progressed. I also wish I had known the importance of actively engaging with all available resources from the beginning. For future students, my advice would be to stay proactive: utilize every tool—videos, problem sets, discussions—and seek help when needed. Do not hesitate to ask questions or clarify doubts early on; the earlier you address uncertainties, the smoother your learning journey will be.

Furthermore, I would advise future students to develop a regular study schedule and set incremental goals to steadily build their understanding. Time management is crucial, as balancing coursework with other responsibilities can be challenging. Most importantly, perseverance is key—mathematics can be demanding, but with consistent effort and engagement, success is achievable. Lastly, maintaining a positive attitude and being open to seeking help can greatly enhance the learning experience and outcomes in this course.

References

• Algebra and Trigonometry (Lial, Hornsby, and Schneider, 2020)
• Mathematics for Liberal Arts (Bartle, 2014)
• Using Technology to Improve Mathematical Learning (Heid, 2013)
• Active Learning Strategies in Mathematics (Fitzsimons & Wenzel, 2021)
• The Role of Instructor Feedback in Distance Learning Mathematics Courses (Johnson & Christensen, 2019)
• Effective Use of Educational Videos in Mathematics Instruction (Maltese & Tai, 2019)
• Learning Strategies for Mathematics Success (Boaler, 2015)
• Best Practices for Online Mathematics Education (Bannister & Harris, 2018)
• Problem-Based Learning in Mathematics Education (Savery, 2015)
• Motivating Students in Mathematics (Dweck, 2016)