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Our first assignment was a "Math Autobiography" where we laid out our previous experiences with mathematics, and how those experiences have changed our perception of math. We then were asked to compare these experiences to our in class discussions during our first class together.
Our first assignment was a "Math Autobiography" where we laid out our previous experiences with mathematics, and how those experiences have changed our perception of math. We then were asked to compare these experiences to our in class discussions during our first class together.
This chance to be reflexive of the teaching I have experienced was an excellent exercise in learning what I want to do different, or the same, in my own future classroom. Not all previous experiences will be postive, but all experiences are learning experiences that we either learn "what to do" or "what not to do"
September 15th 2018: Reflecting on my mathematical history...
September 15th 2018: Reflecting on my mathematical history...
Overall the mathematical education I have received from elementary and into high school was more positive than negative. The majority of the positive experiences took place throughout elementary school as the teachers were supportive and made the content enjoyable. When there were issues of understanding, or ability, the elementary teachers would pause the lessons and find different ways to convey the information that made more sense for the students. I remember lots of small groups discussions, and one-on-one math help with my teachers that allowed the big ideas of the content to last far beyond my elementary career. The elementary teachers placed a higher emphasis on the process, rather than the solution. Therefore I learned the value of effort, not just intelligence, so when the content progressed I was not discouraged by harder problems.
Overall the mathematical education I have received from elementary and into high school was more positive than negative. The majority of the positive experiences took place throughout elementary school as the teachers were supportive and made the content enjoyable. When there were issues of understanding, or ability, the elementary teachers would pause the lessons and find different ways to convey the information that made more sense for the students. I remember lots of small groups discussions, and one-on-one math help with my teachers that allowed the big ideas of the content to last far beyond my elementary career. The elementary teachers placed a higher emphasis on the process, rather than the solution. Therefore I learned the value of effort, not just intelligence, so when the content progressed I was not discouraged by harder problems.
Throughout high school I opted to pursue math courses, as I found joy in working hard on a problem and coming to the correct solution. However the math content in high school was when it became challenging, and I needed extra help from teachers outside of our classroom discussions. Unfortunately my experience with high school teachers seemed to involve less time for one-on-one help. Although my elementary experience of “effort over intelligence” followed me through high school, and I found success with that mindset. I would not have the appreciation for math that I have today if it were not for my effective elementary teachers. I deem myself to be one of the lucky few who still enjoys math considering the amount of people that have negative attachments to math.
Throughout high school I opted to pursue math courses, as I found joy in working hard on a problem and coming to the correct solution. However the math content in high school was when it became challenging, and I needed extra help from teachers outside of our classroom discussions. Unfortunately my experience with high school teachers seemed to involve less time for one-on-one help. Although my elementary experience of “effort over intelligence” followed me through high school, and I found success with that mindset. I would not have the appreciation for math that I have today if it were not for my effective elementary teachers. I deem myself to be one of the lucky few who still enjoys math considering the amount of people that have negative attachments to math.
I believe the majority of my previous teachers were ahead of their time after reflecting on the kinds of teachers we are now aspiring to become in the classroom. I did experience the “Mad Minutes” and standard memorization of facts and formulas, but the majority of my main understandings were developed as a class, working together. Fortunately my teachers understood the value in praising, and the correct way to praise that would foster a lasting positivity in learning. The aim to praise effort over intelligence seems like such a simple concept, but putting it into practice may be more difficult than expected.
I believe the majority of my previous teachers were ahead of their time after reflecting on the kinds of teachers we are now aspiring to become in the classroom. I did experience the “Mad Minutes” and standard memorization of facts and formulas, but the majority of my main understandings were developed as a class, working together. Fortunately my teachers understood the value in praising, and the correct way to praise that would foster a lasting positivity in learning. The aim to praise effort over intelligence seems like such a simple concept, but putting it into practice may be more difficult than expected.
After our discussions in the first week I can appreciate the new methods of delivering math to the classroom. By giving math a real-world context, and by working together we will develop a stronger understanding of the important concepts. Repetition has its place in learning, but it should not be the dominant force in learning math. Understanding why something happens is more important that just knowing something happens. Every student has the ability to learn, but not every student will learn in the same method. By developing creative, and different, outlets for math learning students will have a greater chance of understanding the big ideas. As educators we need to be reflexive and adapt our lessons to reach the most students possible.
After our discussions in the first week I can appreciate the new methods of delivering math to the classroom. By giving math a real-world context, and by working together we will develop a stronger understanding of the important concepts. Repetition has its place in learning, but it should not be the dominant force in learning math. Understanding why something happens is more important that just knowing something happens. Every student has the ability to learn, but not every student will learn in the same method. By developing creative, and different, outlets for math learning students will have a greater chance of understanding the big ideas. As educators we need to be reflexive and adapt our lessons to reach the most students possible.
In future placements, and after graduation, I hope to use the information from this class to develop a starting point for teaching math. Through my experiences I will adapt what works, and what does not work, when conveying the big ideas of the Math Curriculum. By introducing mathematics as a course of possibilities that all students are capable of succeeding in, students will be able to shed any biases they may bring into the classroom that would have hindered their learning experiences.
In future placements, and after graduation, I hope to use the information from this class to develop a starting point for teaching math. Through my experiences I will adapt what works, and what does not work, when conveying the big ideas of the Math Curriculum. By introducing mathematics as a course of possibilities that all students are capable of succeeding in, students will be able to shed any biases they may bring into the classroom that would have hindered their learning experiences.
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