A Letter To Parents

Dear Parent(s) or Guardian,

I write this letter to introduce myself and begin a conversation regarding the teaching and learning of mathematics.

Because we live in a highly technological society, our nation has recognized the importance of mathematics in a high school education. Currently there is much debate about the teaching of mathematics in Massachusetts. One group is pushing a "back to basics" approach: a focus on arithmetic and numeric skills. The other group is driving a "student discovery" approach: a focus on application and problem solving skills. The argument is similar to the great learning to read debate: phonics vs. whole language. I have an opinion on this debate, but first let me tell you about myself.

I grew up in the woods of New Hampshire. My mother and some special teachers helped me see the light regarding my education. I graduated with high honors from Northeastern’s College of Engineering. Afterwards I worked for 16 years in Polaroid’s Electronic Imaging Division as a software engineer. I helped develop several commercially successful products, collected industry awards and earned a patent along the way.

In college I met my wife, Connie. We have been married ever since and have two lovable adult children. My daughter Jessica is a scientist, and my son Vinnie is a cook. From meager beginnings, I have enjoyed an unquestionable degree of success.

Several things happened over the years that indicated now is the time for a career change. I decided to pay back the opportunity public education provided me. I enrolled in the Harvard Graduate School of Education’s Mid-Career Math and Science Program. This Master in Education program prepares industry professionals from science, engineering and other related fields to become math and science teachers.

I tell you about myself because my life is what shapes my teaching philosophies. I would like to share with you some of the big ideas I currently hold. My guiding principles to the teaching and learning of mathematics are available on my web site. When you read them you may think these are pretty lofty principles. I dream large. We will do things in math class that your child has likely never done before in math class. These guiding principles drive the goals and objectives to all the lessons and methods I use.

Regarding the teaching of mathematics debate: "back to basics" vs. "student discovery", balance is the key. A “Back to Basics” approach relies on various methods of repetition to enhance memorization. There are some math facts that should be memorized (vocabulary, basic number facts, symbols) freeing the student to focus on higher order concepts. However, memorizing key concepts without context or understanding the underlying principles is not the best practice in the long run. Students who discover, discuss and develop mathematical concepts build a longer lasting, conceptually connected, understanding of mathematics necessary for problem solving in the life beyond school.

An important part of my job as teacher is to be an effective communicator. I will contact you with reports and information throughout the year. If, at anytime, you would like to talk to me, please feel free to contact me.

Peace,

Mr. Beck