Mathography Assignment
I knew I wanted to teach elementary grade level when I was working as an Assistant for NEISD. I had enjoyed working there and being part of that school community with the children it made me happy. It made me proud to have taught the kids things and seeing them improve throughout the year their knowledge growing it gave me a great feeling. Once I knew that I wanted to become a teacher I had been attending San Antonio College to finish my prerequisites so that I could transfer to UTSA. When I had finally arrived to UTSA in the beginning of this year it was quite an experience being able to finally teach lessons in the classroom. I have been enjoying the classes I have taken so far at UTSA it is quite the learning
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My students we be able to do math confidently and enjoy the subject. Every student is going to be strong in different areas of math and that’s okay. I need to express to students that we are all different and think different in other subjects. I believe students struggle with math because they feel discouraged math has this reputation for being disliked. I as the teacher need to represent math is fun to do by showing my students that I like the subject as well. If my students see that I am not too fond of math or a certain method of math they will feed off of that. My habits of disliking math can be rubbed off on them and that is the last thing I want. If math is taught actively and with no judgement it can be approached better to students. I would let my students know that it is okay to not know how to do something or struggle with a task. We are still in learning every day that even me as a teacher I continue to learn and struggle with tasks. I will make time and come up with different methods to try to help my struggling students. I have to be able to continue to adjust my lessons to better benefit the students. If you were able to walk into my classroom you would see children actively engaging in math in groups or as a whole class. Having discussions about what we learned and answering questions. I do not want to have the typical quite classroom with math worksheets. When my students move on to the next grade level I want them to remember a great math experience they had. The students were able to learn a great amount of math in different methods not just one. They came to enjoy doing math in class and grew to love math. Giving them the realization that math can be fun and they can still can continue to appreciate the
Since I have only helped out in a few classrooms and never much one on one time with students, this is a new experience for me. Therefore I feel that it requires a transition or a transformation as Danforth calls it. In his book Danforth wrote, “When asked to explain how their attitudes, thoughts, and feelings changed, the teachers described going through a personal experience of emotional discomfort and cognitive dissonance, what one teacher described vaguely but powerfully as a ‘nagging feeling I’m not doing enough’ ” (p. 11). This relates to my time in the classroom not because I was uncomfortable, but more the part about not doing enough. For example, with Joel he struggles to read his alphabet and I worry that I am not doing enough to help him. Now I know that practice helps to remember things, but I constantly worry that I am not doing everything in my power to help him. While I believe all of this I know that this is something that all teachers feel constantly. When a student is struggling you, as the teacher, want to do everything in your power to help them, but feel you are not when they continue to struggle. Furthermore, connecting back to Danforth, I need to go through the transformation of not what I cannot do for a student to instead what I can do for them. I feel that while
The article “Tying It All Together” by Jennifer M. Suh examines several practices that help students to develop mathematical proficiency. It began with a mathematics teacher explaining that her students began the year struggling to understand basic mathematics concepts, but after implementing the following practices into the classroom throughout the year, the students began to enjoy mathematics and have a better understanding of math concepts.
I remember how mathematics was incredibly difficult for me and because of this I can relate to the struggles students have with math. For a teacher to be successful they need to create relevance for the students. I understand how to relate the various topics of mathematics to topics of the world, which for most students is difficult to do, For example, I remember at the CREC School I was observing at, there was a student of Bosnian decent who was having trouble understanding how to read a map of the United States. So I showed her a map of Bosnia with the same map key, and we discerned what everything meant (where the capital was, where the ocean was, major port cities were, etc…). She caught on quickly as she already had an understanding of Bosnia and it quickly transferred over to the map of the thirteen colonies. This skill is easily transferrable to mathematics by using relevant, real-world examples of concepts learned by
Introduction Teachers have become gateway keepers to providing education to students. Over the span of several years, teachers have been criticized for being unprepared, unable to adapt to different learning styles, and are increasing the number of students who aren’t learning. With this achievement gap increasing, it brings up the idea of what the education system is doing wrong and what improvements it needs to make. The education system needs to be redesigned to strengthen its curriculum, it’s connection to both practice and theory, and the idea of a powerful educator. The first aspect of this memo contains an interview with Diana Regalado De Santiago, a math teacher in the Socorro Independent School District for the past six years.
Math is not a scary thing. It can be fun and highly useful. In researching adult learners who return to college, I found a quote by Einstein saying (2015), “Do not worry about your difficulties in mathematics. I can assure you that mine are still greater.” In Einstein’s humility, it was heartening to know we all have our weaknesses. It was even more hopeful knowing his historical mathematical strengths. According to Erskine (2015), “While the overwhelming majority of Americans, 93 percent, agree that strong math skills are essential to being successful in life, nearly a third say they would rather clean the bathroom than solve a math problem.” We all know how socially acceptable and funny it is to be bad at math. Although Erskine stated it too, she is right. However, I feel the tide is turning. It is becoming increasingly acceptable to improve oneself. I am looking forward to using the EdReady program for my Algebra, Calculus and Trigonometry skills. In bringing this essay to a close, there is always a practical and approachable way to have better math comprehension. Math does not have to be scary. This is my math life
Mathematics education has undergone many changes over the last several years. Some of these changes include the key concepts all students must master and how they are taught. According to Jacob Vigdor, the concerns about students’ math achievements have always been apparent. A few reasons that are negatively impacting the productivity of students’ math achievements are historical events that influenced mathematics, how math is being taught, and differentiation of curriculum.
The system favors those who like whole numbers, seem to have everything figured out; they add up evenly and are easy to measure. Leaving behind the people who like pi, cannot be expressed by a fraction; these creative minds are the Albert Einsteins of the modern world. Traditional mathematics often inhibits non-linear, thinkers from excelling in the math, which can then leave them confused, bored, or anxious. The way math standards are facilitated in most classrooms often deters students from pursuing a career in STEM fields; however, by encouraging collaborative classroom
The classroom is often times covered with word walls, writing centers, poetry charts, reading corners, students' writings, and posters. Why not do the same for mathematics?! A numeracy-rich classroom promotes mathematical learning. Students need to see how mathematics relates to them in their everyday lives and not just in textbooks. One way to relate mathematics to their everyday lives is with student calendars or agendas.
Introduction I have always loved science, especially mathematics. When I wrote my Division II contract I had a simple list of mathematical courses and wanted to explore math specialties. After two years of getting mathematical training, I got a clearer concept of its implications in the wider world. I experienced barriers of being an International student and a Woman of Color (WOC) but I don’t want to give up on this field. I want to make mathematics more accessible and appealing to non-mathematicians.
It’s funny how quickly time flies by it seems like just yesterday I was complaining about writing the first part of this assignment. Looking back at it now, the reasons why I want to become a teacher remain the same. I want to inspire, shape, encourage, and mentor my students. I want to make the kind of impact on each and every single one of them that they will carry on for the rest of their lives. Whether it be simply believing in them, and telling them that I know they are capable of accomplishing anything they want to, or helping them through a tough time. My desire to become a teacher has increased tremendously the past 16 weeks, and I am so eager and excited to finish my education to begin my teaching career.
Every so often, each student would have to get out a piece of paper and number it one through thirty. Then, Mr. Basset would read out loud math questions, beginning with very basic ones and ending with some equations I swear I still couldn’t do to this day. After, we would practice mathlete games. This is the only math memory that I find tolerable and even somewhat enjoyable to this day.
My enthusiasm and the strongly committed teachers I have encountered in my life have attributed to my success in math and science. Prior to going onto ninth grade, my Math classes dating back from middle school were never mentally straining. Math appealed to me because in eighth grade, my math teacher, Dr. Christopher, would encourage her class by recognizing our achievements with small rewards such as candies and ice cream passes during lunch. Her actions sparked my interest in math. I have a natural regard for math and science. By breaking down math problems step by step, I can better understand them. ...
Sherley, B., Clark, M. & Higgins, J. (2008) School readiness: what do teachers expect of children in mathematics on school entry?, in Goos, M., Brown, R. & Makar, K. (eds.) Mathematics education research: navigating: proceedings of the 31st annual conference of the Mathematics Education Research Group of Australia, Brisbane, Qld: MERGA INC., pp.461-465.
As a student in any grade level in school, math is an essential part of education that is utilized quite frequently. It could be connected to managing time or counting dollars and cents. The kinds of people who find math to be fascinating and challeging can be classified as someone who possesses mathematical-logical intelligence.
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.