What was your greatest "learning" this semester with regard to teaching children mathematics? Has your thinking shifted?
Upon reflection of this semester and Education 3940 as a course specifically, I have been granted with numerous great "learning" experiences, which I truly value and appreciate, with regards to teaching children mathematics. In preparation for my interview, I put a lot of thought into the final question, What was your greatest "learning" this semester with regard to teaching children mathematics? Has your thinking shifted?" When I first read this question, I was not sure how I could answer this question with one particular answer. I really have learned so much and, as previously stated, I have been granted with numerous great "learning" experiences throughout this course, all of which are beneficial and of value to me as a future teacher. The thought of choosing my one greatest "learning" was challenging as I can list and explain many. Then, it quickly dawned on me. As a result of this course and more than ever before, I recognize the importance of including open-ended mathematical questions and problems in my teachings to minimize the stereotype that math can only have one answer and reduce the general fear of mathematics for students. I also recognize the importance of letting go of my own fears and taking a positive approach to teaching mathematical concepts.
Taking a positive approach to teaching mathematics will shine through to students, providing students with a comfortable learning environment. This positive approach involves limiting feelings of being "wrong" in mathematics and broadening the view of mathematics to more than "textbook" problems with one determinable answer. Like I had experienced in our peer teaching episodes, students, too, must discover concepts of mathematics in authentic and hands-on ways. They must be exposed to mathematical problems which stir thoughts and require deep thinking and the testing of multiple strategies to to determine more than one possible answer. Math is much more than working out problems with one definitive answer, and students must recognize this.
I can say with honesty that my thinking has definitely shifted with regards to the teaching of mathematics, as a result of this course. Prior to this course, the thought of teaching a classroom of twenty five students, give or take, mathematics had always stirred feelings of fear, worry, and anxiousness. The thought had always brought upon butterflies and feelings of discomfort for me, more so than thoughts of teaching other core subject areas had. In my decision process of choosing education as my career and field of study, I often questioned myself, "Will I be able to teach children concepts of mathematics? Do I have what it takes to teach such concepts?" and "How will I best do this?" or even, at times, "What if I don't know the answer to a problem?"
My fears have been minimized substantially. Our class discussions, in-class activities and problem-solving examples, the presentation of the many mathematical resources available for teachers, and the open-ended type of problems in both our math fair and peer teaching episodes have all enlightened me and developed feelings of comfort rather than discomfort with regards to my future teachings of mathematics. This course has enlightened me and as the semester concludes, I feel a sense of relief with regards to my thoughts on teaching mathematical concepts. Like students and people of other professions, teachers, too, are humans. We all make mistakes and learn from them, it's part of life. So, will I be able to teach children concepts of mathematics? Yes. Do I have what it takes to teach mathematical concepts? Yes, you bet I do. How will I best do this? Through experience. What if I don't know the answer to a problem? I'll definitely figure it out!
Thank you, Mary, for the wonderful semester! I wish you the best of luck with your baby, and I hope to see you again throughout the remainder of my university years and career as a teacher! :)
