Math Education

Hello fellow bloggers and future educators,

Today I am here to discuss the subject that probably gets bullied the most in school: Math. Ah, Math, Math, Math. Where do I begin with you? I know there have been times where I myself, have said a hurtful thing or two while relentlessly wrecking my brain trying to solve a problem. I've shoved Math in the corner, I've ignored it, I've torn a math worksheet to shreds, and I've even called it names. Wow, I think that covers all forms of bullying. But it was merely out of frustration! Can you forgive me, dear Math? I hope so - because we've still got a whole semester ahead together. And soon, a lifetime of teaching you. We'd better get along. SO, let's jump in, shall we?

Many students in the Teacher Education program, including myself, felt a bit uneasy upon entering this math course. We assumed the transition from high school math (since many of us have not picked up a math textbook since then) to teaching math would be extremely difficult. Poor little Math always seems to get the bad rap. What is it about the subject that most people find so intimidating? Is it the jumbled numerals, strung together to create an illegible tapestry of words for certain learners?  Is it the various strategies one may use to solve the SAME problem in order to arrive at the ONLY possible answer? Could it be deemed as very strict and one-dimensional? Sometimes, I think so. And humans like options. Trust me, they want options. So addressing a math question with limited room to forecast an answer leaves no opportunity for the 'option' mindset many humans crave. Since math is not an abstract concept, but a concrete one, we are graded solely on whether we have provided the correct answer or not. Our thoughts and reflections on the subject are mainly dismissed, whereas in a subject like English, they are embraced and encouraged. I always viewed math as either understanding it, or not understanding it at all. There was no in between and this realization would often feel suffocating.

Math Digital Image. (2012, February 24) "Afraid of Math". Retrieved from: https://www.flickr.com/photos/jimmiehomeschoolmom/6926624385/

Fortunately for us, there have been various breakthroughs surrounding mathematical perspectives and teaching techniques. Students may now see the treasure chests full of strategies as an opportunity to revel in whichever one works best for them. In class this week, we learned about different mathematical processes and strategies that work to empower children. These processes include: Problem Solving, Reasoning and Proving, Reflecting, Selecting Tools and Computational Strategies, Connecting, Representing, and Communicating. We then collaborated in groups, adhering to the "Jigsaw" strategy - which allows students to create their own learning; unconsciously becoming experts as they explain to other group members their findings on the given topic. In the first group arrangement, every one is assigned the same piece of information to research. Once the groups are rearranged the second time, each expert "pieces together" a clear understanding of the given topic. This strategy becomes empowering because students are able to share what they know - solidifying their comprehension, and feeling confident in doing so. According to Neil Davidson in Cooperative Learning in Mathematics, “small-group cooperative learning provides an alternative to both traditional whole-class expository instruction and individual instruction systems”. It is less intimidating for the student because they are not required to become an expert at every topic all at once, but can focus on their designated role. Speaking in smaller groups also helps the less interpersonal students in vocalizing their knowledge.

This is definitely a technique I hope to implement as a mathematical educator. An efficient mathematics teacher will encourage students to ask questions if a misunderstanding arises, by creating an invitational environment where students feel comfortable to ask. In essence, this will demonstrate a good mathematics student – one who is driven by curiousity and the determination to understand challenging concepts. The teacher will meet the learning needs of each individual, even if that means setting higher or lower expectations for some. Being willing and able to approach math problems in a different manner also adds to the repertoire of excellence in teaching mathematics.  I realize the importance of not limiting my resources in producing thoughtful and engaging math content for my students. I look forward to observing the various techniques and resources used in teaching mathematics during my fall placement!

Until next time,

Have a beau-tea-ful day every one!

Miss Capano