Each individual is unique and therefore needs a caring and supportive
environment in which he or she can grow in. As a future educator in mathematics,
my goal is to assist children, as students in mathematics, in meeting their
greatest abilities by providing such an environment. In order to create such an
atmosphere for individuals in mathematics, an educator must guide one, allow one
to share his or her thoughts, interests and experiences to support his or her
educational experience, and understand that no student learns the same.
Guiding students in mathematics is an essential goal for instructors to
provide. Teachers must supply students with access to information, through
guided practice, allow individuals to search for knowledge, and explore various
ideas/formulas. Discovering mathematical ideas and skills on one’s own is
necessary in order for him or her to realize the relationship mathematics holds
with the outside world. Some ideas that create this relationship for students
are addition, subtraction, multiplication, division, money, measurement, length,
perimeter, area, and volume. Furthermore, providing students with the
opportunity to work hands-on and use assorted materials can reinforce a lesson
(on any of these topics or even others), creating an opportunity for one to
further his or her knowledge in math.
Along with the idea that students should know how to discover techniques/
formulas on their own, they should also be given the chance to study ideas
relevant to their lives. Educators who develop instruction based upon the
student’s interests, assist students in being motivated and able to make
connections with their past experiences. More specifically, educators can
incorporate a lesson in mathematics not only by doing mathematics, but
communicating about it and how it relates to one’s daily routine. Through such
instruction, students will want to study more about a given topic, mastering
various mathematical skills.
Understanding that no students learns the same is essential for promoting a
feeling of community within the classroom. Therefore, as an mathematics
educator, one must use multiple representations of mathematical ideas. Using
such variation will most likely result in students being able to understand one
representation easier than another. In addition, one who is aware of and able
to use various math methods may become a better problem solver, giving him or
her more of a opportunity to solve a problem correctly. Moreover, using multiple
representations is sure to make use of various sources of technology. Whether one
uses a protractor, the Smart Board, or a graph-creating website, students must
understand what they are doing mathematically. That is, one must understand a
concept with or without technology. Along with the idea that students learn
mathematics in various ways, they also express their understandings differently.
Therefore, using various forms of assessment are essential. Using writing
assignments, worksheets for homework, group projects, asking students to write
and solve self-created problems, as well as tests, seem to be some beneficial forms of
assessment.
I have obtained my philosophy of teaching math as a result of my own
educational experience. Throughout my educational career, I have noticed that I
have not always been able to understand a given concept/formula the first way in
which it was taught to me. As a result, I not only needed to review a
concept/formula on my own to gain an understanding, but oftentimes, I needed a
teacher to express it to me in a varied way. Frequently, this varied way was
related to a real-life concept, making it easier for me to obtain a full
understanding--procedural and conceptual. Consequently, providing an
opportunity for everyone to learn mathematics and achieving a level of
knowledge, opens one up to various opportunities. Since it is possible for
everyone to learn mathematics, I, as an educator, will recognize differences
among individuals, seek ways to accommodate different learning styles, and,
overall, teach in way which is possible for all to learn.
Mathematics plays a large role in today’s society; mathematical competence
is essential for all individuals. Becoming a teacher not only provides an
opportunity for me to continue learning, but to create mathematical competent
students. I hope that my compassion for teaching mathematics will be shared with
my students through my excitement and dedication to help each child achieve a
valuable learning experience according to their individual necessities. I hope,
as an educator, that I will encourage my students to strive for success in him
or herself, as mathematicians, as I will do as an educator.
environment in which he or she can grow in. As a future educator in mathematics,
my goal is to assist children, as students in mathematics, in meeting their
greatest abilities by providing such an environment. In order to create such an
atmosphere for individuals in mathematics, an educator must guide one, allow one
to share his or her thoughts, interests and experiences to support his or her
educational experience, and understand that no student learns the same.
Guiding students in mathematics is an essential goal for instructors to
provide. Teachers must supply students with access to information, through
guided practice, allow individuals to search for knowledge, and explore various
ideas/formulas. Discovering mathematical ideas and skills on one’s own is
necessary in order for him or her to realize the relationship mathematics holds
with the outside world. Some ideas that create this relationship for students
are addition, subtraction, multiplication, division, money, measurement, length,
perimeter, area, and volume. Furthermore, providing students with the
opportunity to work hands-on and use assorted materials can reinforce a lesson
(on any of these topics or even others), creating an opportunity for one to
further his or her knowledge in math.
Along with the idea that students should know how to discover techniques/
formulas on their own, they should also be given the chance to study ideas
relevant to their lives. Educators who develop instruction based upon the
student’s interests, assist students in being motivated and able to make
connections with their past experiences. More specifically, educators can
incorporate a lesson in mathematics not only by doing mathematics, but
communicating about it and how it relates to one’s daily routine. Through such
instruction, students will want to study more about a given topic, mastering
various mathematical skills.
Understanding that no students learns the same is essential for promoting a
feeling of community within the classroom. Therefore, as an mathematics
educator, one must use multiple representations of mathematical ideas. Using
such variation will most likely result in students being able to understand one
representation easier than another. In addition, one who is aware of and able
to use various math methods may become a better problem solver, giving him or
her more of a opportunity to solve a problem correctly. Moreover, using multiple
representations is sure to make use of various sources of technology. Whether one
uses a protractor, the Smart Board, or a graph-creating website, students must
understand what they are doing mathematically. That is, one must understand a
concept with or without technology. Along with the idea that students learn
mathematics in various ways, they also express their understandings differently.
Therefore, using various forms of assessment are essential. Using writing
assignments, worksheets for homework, group projects, asking students to write
and solve self-created problems, as well as tests, seem to be some beneficial forms of
assessment.
I have obtained my philosophy of teaching math as a result of my own
educational experience. Throughout my educational career, I have noticed that I
have not always been able to understand a given concept/formula the first way in
which it was taught to me. As a result, I not only needed to review a
concept/formula on my own to gain an understanding, but oftentimes, I needed a
teacher to express it to me in a varied way. Frequently, this varied way was
related to a real-life concept, making it easier for me to obtain a full
understanding--procedural and conceptual. Consequently, providing an
opportunity for everyone to learn mathematics and achieving a level of
knowledge, opens one up to various opportunities. Since it is possible for
everyone to learn mathematics, I, as an educator, will recognize differences
among individuals, seek ways to accommodate different learning styles, and,
overall, teach in way which is possible for all to learn.
Mathematics plays a large role in today’s society; mathematical competence
is essential for all individuals. Becoming a teacher not only provides an
opportunity for me to continue learning, but to create mathematical competent
students. I hope that my compassion for teaching mathematics will be shared with
my students through my excitement and dedication to help each child achieve a
valuable learning experience according to their individual necessities. I hope,
as an educator, that I will encourage my students to strive for success in him
or herself, as mathematicians, as I will do as an educator.
