My Philosophy of Teaching Math
Mathematics is the underlying subject for all aspects taught in school and life. One may not even realize how much you can learn from studying mathematics. Exploring this subject presents you with challenges, but if you keep trying, you will have the opportunity to achieve success and overcome your obstacles.
In being a math major, I am constantly ridiculed and asked the question, "Why are you a math major, are you crazy?”. My response has changed throughout the years due to my different and extensive experiences with the subject. In the beginning my response was that math is the only thing I considered myself good at. When I look back, I realize that it was the only thing that I truly enjoyed studying. There are so many different components that make up the broad idea of what mathematics truly is and I never acknowledged this until I started my studies. Whether it be with numbers and operations, algebra, geometry, trigonometry, or probability and statistics, you deal with the essential fact that you must be able to manipulate numbers. Furthermore, you must be able to analytically think about how to apply your prior knowledge to developing a method in order to aid you in solving the present problem.
Teaching mathematics can be a struggle to both the teacher and the learner. It is very important to be mindful of this concept when teaching this subject. Applying your mathematics instruction to everyday life can stick in a child’s mind and help them better understand the problems they are presented with. It is important to realize that mathematics instruction does not only consist of pencil and paper-based work. Mathematics instruction should be about the development of problem solving skills, the acquiring of analytical thinking skills, and most importantly, the application of math to everyday life.
Differentiated instruction is the most important strategy to use when implementing mathematics. Being able to see and understand that all learners are on different levels is key. What is even more key is being able to show that understanding within your style of teaching. Within mathematics this may be a difficult task due to the criteria you must teach. In my future classroom, I am going to have diversified math lessons and activities for the students to complete. Some students may be visual learners, some auditory learners, or some tactile learners. I will make sure that I accommodate all of these needs and all the different levels of learning.
I’ve learned a lot about how one person can make an impression on you after working with a student with dysgraphia for the past year and a half. Her opinion of mathematics has changed over the time we have been working together. Now, she has been inspired to succeed in mathematics. In fact, one day she would like to become a math teacher. Through this specific experience and through my student teaching placements, I have developed personal goals for my future education career. However, my ultimate goal as a teacher of mathematics is to leave a long-lasting impression on my students, and to inspire them to believe that they can achieve anything that they desire.
In being a math major, I am constantly ridiculed and asked the question, "Why are you a math major, are you crazy?”. My response has changed throughout the years due to my different and extensive experiences with the subject. In the beginning my response was that math is the only thing I considered myself good at. When I look back, I realize that it was the only thing that I truly enjoyed studying. There are so many different components that make up the broad idea of what mathematics truly is and I never acknowledged this until I started my studies. Whether it be with numbers and operations, algebra, geometry, trigonometry, or probability and statistics, you deal with the essential fact that you must be able to manipulate numbers. Furthermore, you must be able to analytically think about how to apply your prior knowledge to developing a method in order to aid you in solving the present problem.
Teaching mathematics can be a struggle to both the teacher and the learner. It is very important to be mindful of this concept when teaching this subject. Applying your mathematics instruction to everyday life can stick in a child’s mind and help them better understand the problems they are presented with. It is important to realize that mathematics instruction does not only consist of pencil and paper-based work. Mathematics instruction should be about the development of problem solving skills, the acquiring of analytical thinking skills, and most importantly, the application of math to everyday life.
Differentiated instruction is the most important strategy to use when implementing mathematics. Being able to see and understand that all learners are on different levels is key. What is even more key is being able to show that understanding within your style of teaching. Within mathematics this may be a difficult task due to the criteria you must teach. In my future classroom, I am going to have diversified math lessons and activities for the students to complete. Some students may be visual learners, some auditory learners, or some tactile learners. I will make sure that I accommodate all of these needs and all the different levels of learning.
I’ve learned a lot about how one person can make an impression on you after working with a student with dysgraphia for the past year and a half. Her opinion of mathematics has changed over the time we have been working together. Now, she has been inspired to succeed in mathematics. In fact, one day she would like to become a math teacher. Through this specific experience and through my student teaching placements, I have developed personal goals for my future education career. However, my ultimate goal as a teacher of mathematics is to leave a long-lasting impression on my students, and to inspire them to believe that they can achieve anything that they desire.