Philosophy of Teaching Mathematics
I believe that every child has the right to a quality education and the right to learn.Unfortunately, many times math is left out of that “quality education”. Math is essential, but not every student sees it that way. I believe that every child brings something different to the classroom, creating a diverse learning environment. As for me, I bring a passion for learning and teaching math to the classroom! Growing up, I probably could not tell you that I was going to be a Math Major; honestly I probably would have laughed a little if someone told me that. However, it was those select few math teachers throughout my schooling who inspired, encouraged, and instilled the importance of math in me; and that is exactly what I plan to do for my students as well.
Math is all around us; it is in our everyday lives! The neat thing about Mathematics is that it has a “tree effect”; everything stems from the roots. Our knowledge grows as we progress in Mathematics; prior knowledge is key in learning and doing math, hence the “tree effect”. This is why I am so intrigued by Math; you never stop learning, you never stop growing. Mathematical maturity is also part of that “tree effect” and is essential in both learning and teaching mathematics. However, this is never taught; teachers always assume every student has it, but clearly, that is not the case. Mathematical maturity, in the simplest of terms, is a developed sense of what mathematics is and how it works; in order to have this students must be able to ask questions, use logic, analyze, study, argue, create, record, evaluate, and most importantly have that passion for math. My goal as a teacher is to pass on that same passion for math that I have, on to my students; especially those who “dread” math.
First off, it is important to realize that "Math is not about numbers, equations, computations, or algorithms; it is about understanding” (William Paul Thurston). This is the tricky part; how does a teacher teach for understanding, and not just memorization of the numbers, equations, and/or computations? The answer is a little bit of everything; visual aids, verbal explanations, hands-on activities, modeling of the task, independent work, group work, but most importantly, the ability to ask questions and even work them out and solve them yourselves! Direct, inquiry, cooperative, and differentiated lessons catering to all visual, auditory, and kinesthetic learners is key to incorporate in the classroom. Every student learns in a different way, in order for your students to succeed, you must incorporate all learning styles in your instruction. Additionally, critical thinking and higher level questioning is equally as important; this is what will allow you to grow in mathematics. "In mathematics, the art of proposing a question must be held of higher value than solving it" (George Cantor). In other words, in order to fully understand a math problem, one needs to look at “every angle” of the situation; you do this in questioning and reasoning (also part of mathematical maturity). More specifically; look at the problem, question it, look at it from all angles, and use logic and background knowledge of your own to solve it (instead of a formula). Through this exploration of math and mathematical maturity, students will blossom in the subject and be capable of so much more than they ever thought they would be!
This is my goal; my students will be Mathematicians. Mathematicians analyze the problem, ask questions, think critically and logically, reason, adapt to situations by using different strategies, learn from their mistakes, solve problems, reflect on learning, make connections, never give up and will succeed! Quality education stems from the educator. As the educator in the classroom, this passion for learning and teaching Mathematics will provide all my students an equal opportunity to succeed in the classroom.
I believe that every child has the right to a quality education and the right to learn.Unfortunately, many times math is left out of that “quality education”. Math is essential, but not every student sees it that way. I believe that every child brings something different to the classroom, creating a diverse learning environment. As for me, I bring a passion for learning and teaching math to the classroom! Growing up, I probably could not tell you that I was going to be a Math Major; honestly I probably would have laughed a little if someone told me that. However, it was those select few math teachers throughout my schooling who inspired, encouraged, and instilled the importance of math in me; and that is exactly what I plan to do for my students as well.
Math is all around us; it is in our everyday lives! The neat thing about Mathematics is that it has a “tree effect”; everything stems from the roots. Our knowledge grows as we progress in Mathematics; prior knowledge is key in learning and doing math, hence the “tree effect”. This is why I am so intrigued by Math; you never stop learning, you never stop growing. Mathematical maturity is also part of that “tree effect” and is essential in both learning and teaching mathematics. However, this is never taught; teachers always assume every student has it, but clearly, that is not the case. Mathematical maturity, in the simplest of terms, is a developed sense of what mathematics is and how it works; in order to have this students must be able to ask questions, use logic, analyze, study, argue, create, record, evaluate, and most importantly have that passion for math. My goal as a teacher is to pass on that same passion for math that I have, on to my students; especially those who “dread” math.
First off, it is important to realize that "Math is not about numbers, equations, computations, or algorithms; it is about understanding” (William Paul Thurston). This is the tricky part; how does a teacher teach for understanding, and not just memorization of the numbers, equations, and/or computations? The answer is a little bit of everything; visual aids, verbal explanations, hands-on activities, modeling of the task, independent work, group work, but most importantly, the ability to ask questions and even work them out and solve them yourselves! Direct, inquiry, cooperative, and differentiated lessons catering to all visual, auditory, and kinesthetic learners is key to incorporate in the classroom. Every student learns in a different way, in order for your students to succeed, you must incorporate all learning styles in your instruction. Additionally, critical thinking and higher level questioning is equally as important; this is what will allow you to grow in mathematics. "In mathematics, the art of proposing a question must be held of higher value than solving it" (George Cantor). In other words, in order to fully understand a math problem, one needs to look at “every angle” of the situation; you do this in questioning and reasoning (also part of mathematical maturity). More specifically; look at the problem, question it, look at it from all angles, and use logic and background knowledge of your own to solve it (instead of a formula). Through this exploration of math and mathematical maturity, students will blossom in the subject and be capable of so much more than they ever thought they would be!
This is my goal; my students will be Mathematicians. Mathematicians analyze the problem, ask questions, think critically and logically, reason, adapt to situations by using different strategies, learn from their mistakes, solve problems, reflect on learning, make connections, never give up and will succeed! Quality education stems from the educator. As the educator in the classroom, this passion for learning and teaching Mathematics will provide all my students an equal opportunity to succeed in the classroom.