That's a great question! One that requires thought and thought and more thought. As we discussed in class, our view of mathematics will be constantly evolving. Every experience we have that involves mathematics (or any subject for that matter) will effect our perspective. Each course, each school, each class, each principle, and each student will have an effect on the way we think- and thank goodness! Without encountering different view points and opinions, our minds would never grow.
So, specifically about math: a mere few weeks have passed since the beginning of this course and already I can see a shift in my thinking patterns. At first, when I thought about math, I thought about the math classes of my past which involved teacher introductions, teacher demonstrations, class practice and independent practise- which was being instructed to do worksheets with countless monotonous problems. Looking back, I remember that whichever students enjoyed math were the students that came up with the right answer. So, these patterns contributed to my perspective on mathematics- Math is a series of processes and formulated strategies that are known to work, students follow the lead of the teacher until they can do as the teacher has taught and reach the answer.
After reading the Van De Walle text and attending classes, I have changed some of these perspectives. Although it is difficult to shift my way of thinking, I realize that math is not all about getting the right answers.I have learned that it is important to encourage my students to try what they think will work and then evaluate, criticize and explain their answer in order to determine if the answer makes sense. I have also come to realize that there is more to teaching math than instructing strategies that work and giving practice work to students. Instead of teaching them how to do it, I can teach my students how to experiment with math and how to find out what they need to do. Most of all, I have come to realize that math is about making sense. Problems must be solved in a way that is logical and that can be explained, without this, the science of math is flawed.
Might mathematics be a humanity?
Well, I just called math a science (due to what I've learned from the Van de Walle text)... so can it be both?
I think that humans play a large role in mathematics and the way is it understood and taught. But is it a humanity like philosophy, art or literature? I can't decide! Philosophy, art and literature seem to be subjects revolving around human creation (of thought, or artwork and of writing) but is math created by humans or does it exist and is discovered by humans? Hmm, Ill have to put more thought into that one..definitely a question that will get your mind churning.
He's got the right idea.
Thursday, January 27, 2011
Sunday, January 16, 2011
Creativ... oh really? Art class is over already?
A student is drawing a picture
Teacher: "What are you drawing?"
Student: "I'm drawing a picture of God"
Teacher: "But how are you doing that? No one knows what God looks like."
Student: "They will in a minute."
That is my favourite anecdote from the Ken Robinson talk on creativity. I think this was a perfect story to tell in order to convey that children are with born creative minds and that it is our job to foster every single one of those imaginations.
Creativity is sparked in children through opportunities of self-expression. I believe that when students are given ample time and encouragement to express their ideas, thoughts and feelings, their creativity levels will soar. When looking at school by way of dividing subject areas, I would say that Art, Gym and Music would be the most obvious subjects that support creative expression (while other subjects do offer possibilities for creativity, these are the first to come to mind).
I think that all too often students do not have the time they need in these subjects in order to express themselves. For example, in my experience I remember my teachers using art class as a reward or bribe; "Boys and girls, if you can't be good listeners today we won't have time for art class". In addition, as the title of this post suggests, these classes are often cut short due to time constraints and curriculum demands. By cutting down on creative outlets for students, we are relaying a message to our students that creativity is not worthwhile and is there "just for fun". Ken Robinson wants us to realize the exact opposite. Creativity is a huge part of education and plays a large role in our daily lives. Imagine how boring our lives would be without any creativity; there would be no art, no music, no dance, no literature, no architecture, no fashion... we would be yawning all day long!
Mathematics is not one of those obvious subjects I mentioned above that scream "creativity" but I do believe it is possible to introduce imaginative thinking into the math class. Mathematics involves solving problems by experimenting, rearranging, constructing, inventing and questioning- all of these verbs involve using the creative aspect of the brain on order to come up with a response. While teaching mathematics teachers can utilize their knowledge of students' creativity and emphasize that mathematics is about thinking in different, creative ways.
I agree with Ken Robinson, I think we need to change our message to students and teach them how build on their creativity and use it as a life skill. In our world there are too many problems that need solutions- and who else but creative thinkers are going to solve them? I believe that in every subject area there is space to build on creative thinking and imagination, so as a future teacher (*holds up right hand*) I vow to devote the creative encouragement and opportunities my students need and deserve!
Teacher: "What are you drawing?"
Student: "I'm drawing a picture of God"
Teacher: "But how are you doing that? No one knows what God looks like."
Student: "They will in a minute."
That is my favourite anecdote from the Ken Robinson talk on creativity. I think this was a perfect story to tell in order to convey that children are with born creative minds and that it is our job to foster every single one of those imaginations.
Creativity is sparked in children through opportunities of self-expression. I believe that when students are given ample time and encouragement to express their ideas, thoughts and feelings, their creativity levels will soar. When looking at school by way of dividing subject areas, I would say that Art, Gym and Music would be the most obvious subjects that support creative expression (while other subjects do offer possibilities for creativity, these are the first to come to mind).
I think that all too often students do not have the time they need in these subjects in order to express themselves. For example, in my experience I remember my teachers using art class as a reward or bribe; "Boys and girls, if you can't be good listeners today we won't have time for art class". In addition, as the title of this post suggests, these classes are often cut short due to time constraints and curriculum demands. By cutting down on creative outlets for students, we are relaying a message to our students that creativity is not worthwhile and is there "just for fun". Ken Robinson wants us to realize the exact opposite. Creativity is a huge part of education and plays a large role in our daily lives. Imagine how boring our lives would be without any creativity; there would be no art, no music, no dance, no literature, no architecture, no fashion... we would be yawning all day long!
Mathematics is not one of those obvious subjects I mentioned above that scream "creativity" but I do believe it is possible to introduce imaginative thinking into the math class. Mathematics involves solving problems by experimenting, rearranging, constructing, inventing and questioning- all of these verbs involve using the creative aspect of the brain on order to come up with a response. While teaching mathematics teachers can utilize their knowledge of students' creativity and emphasize that mathematics is about thinking in different, creative ways.
I agree with Ken Robinson, I think we need to change our message to students and teach them how build on their creativity and use it as a life skill. In our world there are too many problems that need solutions- and who else but creative thinkers are going to solve them? I believe that in every subject area there is space to build on creative thinking and imagination, so as a future teacher (*holds up right hand*) I vow to devote the creative encouragement and opportunities my students need and deserve!
Monday, January 10, 2011
Math Memories- My Math Autobiograpy
Reflecting on my experiences from primary/elementary school is usually a challenge for me. It is difficult to look back on my experiences as a young child and view them through a totally different perspective. As a student going through grades K-6, I was not totally aware of the purpose of learning certain things- for example, I knew we studied math because we had to, because it was something everyone did. Looking back on my experiences now (as a teacher-to-be) will help me realize the views, emotions and ideas about math education in the lives of primary/elementary students.
• Mathematics was everywhere, in each of my classrooms going through K-6. There were always posters that depicted math problems, solutions and math topics. The walls in the classroom would be plastered with math paraphernalia. Also, there were always carts and supplies that were used for math, such as those yellow cubes used for doing equations, that were visible in the room. Everywhere you look in a primary/elementary classroom, you see math physically portrayed, ready to be absorbed.
• My best memory surrounding math would have to be when I was chosen to take part in an enrichment course outside of class. Myself and a few other students would leave the classroom with another teacher to learn about and do "more advanced" math problems. I loved this because I felt that in order to be chosen, I had to be really smart. It definitely affected my confidence in math, urging me to learn more.
My worst memory involves learning about Problem Solving. I remember starting an entire unit on solving word problems in grade 4 or 5 and hating every minute of it. I had a lot of trouble understanding these problems and therefore was often not successful in completing them.
As an adult, reflecting on these memories reiterates how important being successful in math is to young children. The memories that are the "best" are usually when a child is successful and the worst memories involve "failure". I would say this still holds true today- when I understand math, I love it but when I struggle- I dislike it.
• I feel like I was "good" at math. For the most part I grasped the concepts and moved forward at the speed of the classroom. I would say that my marks on my tests and my ability to complete a problem suggested by my teacher in a short amount of time made me feel confident in math class.
• The role of the teacher in math class was to: explain a topic, provide examples, give out practice problems and circulate around the class in order to help students. This was the basic structure of the math classes I remember. I think many teachers saw math as a challenge to teach due to the amount of material covered in each grade and the problems that often developed from students frustrations.
• Math assessment in primary/elementary were mainly in the form of tests. After a math topic had been taught, practised and studied, a math test would follow to gauge final understanding. Throughout the topic, we would have worksheets and oral math problems to complete.
• I remember having issues with math as soon as I went into Junior High. I remember in grade seven , I got the lowest mark I ever received - a 23% on a math test. All throughout Junior High I struggled with math; I had tutors and extra help from teachers but the material was not "clicking". Eventually, something must have "clicked" because after grade nine I started to excel in math and it was that way all through to grade twelve. I blame that period of total frustration and confusion on the cursed hormones...
• In university I took Math 1090 and Math 1000. I enjoyed calculus and understood it fairly well but I stopped after those courses in order to complete other required prerequisites for the Education Faculty. I did not choose to complete any math electives because I chose to focus on French as my concentration area.
I feel that my education experience in math has been fairly positive and encouraging. I know that math is everywhere and is in everything we do. It would be impossible to get through a day without using some part of my math knowledge. I know that even though I may not be capable of understanding the world's most complicated mathematical problems, I am confident and comfortable with teaching my future students the mysteries of math.
• Mathematics was everywhere, in each of my classrooms going through K-6. There were always posters that depicted math problems, solutions and math topics. The walls in the classroom would be plastered with math paraphernalia. Also, there were always carts and supplies that were used for math, such as those yellow cubes used for doing equations, that were visible in the room. Everywhere you look in a primary/elementary classroom, you see math physically portrayed, ready to be absorbed.
• My best memory surrounding math would have to be when I was chosen to take part in an enrichment course outside of class. Myself and a few other students would leave the classroom with another teacher to learn about and do "more advanced" math problems. I loved this because I felt that in order to be chosen, I had to be really smart. It definitely affected my confidence in math, urging me to learn more.
My worst memory involves learning about Problem Solving. I remember starting an entire unit on solving word problems in grade 4 or 5 and hating every minute of it. I had a lot of trouble understanding these problems and therefore was often not successful in completing them.
As an adult, reflecting on these memories reiterates how important being successful in math is to young children. The memories that are the "best" are usually when a child is successful and the worst memories involve "failure". I would say this still holds true today- when I understand math, I love it but when I struggle- I dislike it.
• I feel like I was "good" at math. For the most part I grasped the concepts and moved forward at the speed of the classroom. I would say that my marks on my tests and my ability to complete a problem suggested by my teacher in a short amount of time made me feel confident in math class.
• The role of the teacher in math class was to: explain a topic, provide examples, give out practice problems and circulate around the class in order to help students. This was the basic structure of the math classes I remember. I think many teachers saw math as a challenge to teach due to the amount of material covered in each grade and the problems that often developed from students frustrations.
• Math assessment in primary/elementary were mainly in the form of tests. After a math topic had been taught, practised and studied, a math test would follow to gauge final understanding. Throughout the topic, we would have worksheets and oral math problems to complete.
• I remember having issues with math as soon as I went into Junior High. I remember in grade seven , I got the lowest mark I ever received - a 23% on a math test. All throughout Junior High I struggled with math; I had tutors and extra help from teachers but the material was not "clicking". Eventually, something must have "clicked" because after grade nine I started to excel in math and it was that way all through to grade twelve. I blame that period of total frustration and confusion on the cursed hormones...
• In university I took Math 1090 and Math 1000. I enjoyed calculus and understood it fairly well but I stopped after those courses in order to complete other required prerequisites for the Education Faculty. I did not choose to complete any math electives because I chose to focus on French as my concentration area.
I feel that my education experience in math has been fairly positive and encouraging. I know that math is everywhere and is in everything we do. It would be impossible to get through a day without using some part of my math knowledge. I know that even though I may not be capable of understanding the world's most complicated mathematical problems, I am confident and comfortable with teaching my future students the mysteries of math.
Sunday, January 9, 2011
Welcome to my Blog
Hello! I warmly welcome you to My Math Blog!
My name is Susan Whitten, I am a 21 year old Education student at Memorial University. I am taking Education 3940- Mathematics in Primary and Elementary Grades with Dr. Mary Stordy.
I am from St. John's and have lived here my whole life. I chose to pursue education due to my interest in and affection for children and the way they learn. I hope that through this course I will learn and expand on teaching methods, processes and strategies.
This blog will contain responses to class discussion, math education topics and my experience as both a student and pre-service teacher.
My name is Susan Whitten, I am a 21 year old Education student at Memorial University. I am taking Education 3940- Mathematics in Primary and Elementary Grades with Dr. Mary Stordy.
I am from St. John's and have lived here my whole life. I chose to pursue education due to my interest in and affection for children and the way they learn. I hope that through this course I will learn and expand on teaching methods, processes and strategies.
This blog will contain responses to class discussion, math education topics and my experience as both a student and pre-service teacher.
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