Teaching pure theoretical subjects such as mathematics have always been fundamental in schools. However, people have contrasting views on them remaining a part of students’ education. This essay seeks to comprehensively investigate both side of the argument followed by a reasonable conclusion.
Some people are averse to having math in pupils’ education schedule. Firstly, they argue the majority of school graduates take on trading jobs do not require advanced mathematical knowledge base. For example, a truck driver or a general worker scarcely need to learn how to solve complex math. Secondly, by removing the aforementioned course from the curriculum, more emphasis can be put on other practical and beneficial subjects such as plumbing or wiring. Last but not least, they believe due to the difficulty of mathematics, some students that lack adequate intelligence may drop out of school, which has irreversible consequences.
On the other hand, many others believe that taking mathematics has unparalleled benefits to the degree that it should remain a fundamental subject at all costs. They explain, first and foremost, practicing mathematics at schools develops student’s intelligence. For example, a study shows, pupils who take mathematics seriously and practice more often perform better in an intelligence efficiency test called Raven’s Test; thus, score higher on IQ Table. Moreover, many college courses need mathematical knowledge to be completed. For example, college students who study engineering courses should be able to solve complex mathematical problems. Lastly, mathematics always comes in handy, even for general workers. Take cashiers as a tangible example. They are usually required to have basic accounting skills; hence, remaining math as a teaching subject is beneficial for all professionals.
All in all, it can be concluded while there is a plethora of advantages and disadvantages in having mathematics as a course in schools, it seems the merits of keeping it as a foundational subject outweigh the demerits.
Transition Words or Phrases used:
but, first, firstly, hence, however, if, lastly, may, moreover, second, secondly, so, thus, while, for example, such as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 13.1623246493 68% => OK
Auxiliary verbs: 7.0 7.85571142285 89% => OK
Conjunction : 7.0 10.4138276553 67% => OK
Relative clauses : 6.0 7.30460921844 82% => OK
Pronoun: 13.0 24.0651302605 54% => OK
Preposition: 33.0 41.998997996 79% => OK
Nominalization: 5.0 8.3376753507 60% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1764.0 1615.20841683 109% => OK
No of words: 311.0 315.596192385 99% => OK
Chars per words: 5.67202572347 5.12529762239 111% => OK
Fourth root words length: 4.19942759058 4.20363070211 100% => OK
Word Length SD: 3.24964119644 2.80592935109 116% => OK
Unique words: 193.0 176.041082164 110% => OK
Unique words percentage: 0.620578778135 0.561755894193 110% => OK
syllable_count: 554.4 506.74238477 109% => OK
avg_syllables_per_word: 1.8 1.60771543086 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 0.0 2.10420841683 0% => More adverbial clause wanted.
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 2.0 4.76152304609 42% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 17.0 16.0721442886 106% => OK
Sentence length: 18.0 20.2975951904 89% => OK
Sentence length SD: 47.9005602036 49.4020404114 97% => OK
Chars per sentence: 103.764705882 106.682146367 97% => OK
Words per sentence: 18.2941176471 20.7667163134 88% => OK
Discourse Markers: 8.11764705882 7.06120827912 115% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 7.0 8.67935871743 81% => OK
Sentences with negative sentiment : 4.0 3.9879759519 100% => OK
Sentences with neutral sentiment: 6.0 3.4128256513 176% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.252801560057 0.244688304435 103% => OK
Sentence topic coherence: 0.0732673141526 0.084324248473 87% => OK
Sentence topic coherence SD: 0.0624872785175 0.0667982634062 94% => OK
Paragraph topic coherence: 0.137450188406 0.151304729494 91% => OK
Paragraph topic coherence SD: 0.0417451726608 0.056905535591 73% => OK
Essay readability:
automated_readability_index: 14.4 13.0946893788 110% => OK
flesch_reading_ease: 36.28 50.2224549098 72% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 12.7 11.3001002004 112% => OK
coleman_liau_index: 15.61 12.4159519038 126% => OK
dale_chall_readability_score: 9.25 8.58950901804 108% => OK
difficult_words: 93.0 78.4519038076 119% => OK
linsear_write_formula: 8.0 9.78957915832 82% => OK
gunning_fog: 9.2 10.1190380762 91% => OK
text_standard: 16.0 10.7795591182 148% => OK
What are above readability scores?
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Rates: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.