What is mathematics? This is a great question, that has a different answer depending on who you are asking, and thus there isn’t one complete definition. If you look up the definition of mathematics, you will find that it gives you a definition similar to the one that follows. Mathematics is the study of the measurement, properties, and relationships of quantities and sets, using numbers and symbols. Although this can be viewed as an accepted definition, I am going to briefly discuss what math is to me. I think math is a part of life, and as mentioned in the article by Goos, I agree with the statement that refers to math as a tool that is important in our everyday and working lives. I think most students feel as though math isn’t important for their lives, and they are never going to use it after they are done school, and so I think it is important that we address this issue in order to show the students that they will rarely go a day without using it. For instance, when the students are calculating how much time they have to get to school, or when they are trying to determining whether they have enough money to buy something, they are doing math without even realizing it. When most people think about math they think of it as sitting in desks, and working with numbers, and even though this is an important part of math, I feel that there is so much more that math has to offer, and as educators we need to find a way to teach math successfully.
Now, when it comes to teaching these particular concepts, I feel as though my beliefs are going to strongly affect the way in which I teach. Also, when I think about what has affected these particular beliefs, I can say with certainty that most of my mathematic beliefs have been shaped by my past school experiences. I have had many experiences with math, as I am sure everyone has, and through these experiences, I have been shown behaviors, assignments, and techniques that I do like, and also that I don’t. As a result of this, I know that these experiences will affect the way in which I will teach in the future. I think that math should be fun as much as possible, and I feel that it doesn’t need to be as boring as some teachers make it out to be. Through learning mathematics, students are required to keep their mind working, and they are constantly learning new things. This is why I think inquiry is becoming more and more important, and although I never grew up with this method of instruction, I believe that this is a way to get students more engaged in what they are learning, and it will allow them to get a deeper understanding of what is being taught. I guess I would say that I am part of the “content and understanding” cluster of teachers that were mentioned in Beswicks article. I feel that getting through all of the content is important within a class, however; if it is taught in a way in which the students simply just memorize things, we are doing more harm than good. This is why I think it is important that we teach the required content, but more importantly we need to make sure we are teaching the students the concepts in a way in which they understand. When I was in school, I know that I got through a lot of tests or assignments by simply memorizing things, and not understanding the key concepts, however; throughout university I have come to realize that memorization doesn’t always work. As a result, I have changed the way in which I feel I should teach mathematics. I don’t want to be a teacher that simply gives the students formulas or processes, and requires that they remember them, rather I want to be a teacher that can explain to the students why these things are the way they are, in the hope that they will actually learn something from the class.
Also, I know that since my beliefs are going to affect the way I teach, I feel it is important that my students have an understanding of what my particular beliefs are. If I plan on teaching things in a particular way, I feel that it is important that the students are aware of it right from the beginning. On a similar note, I feel as though students need to have their own opinions, and their beliefs need to be heard as well. As a teacher I want what is best for my students, and if they have input, I will gladly hear it, however; I will make sure they understand that I make the final decisions. To sum this up, I would like to finish up with a quote from Goos article, which states that “teachers matter because we have the power to engage or alienate students in ways they will remember for the rest of their lives.” I want to be a teacher that is remembered for the good things I did with my math classes, and I don’t want people to remember me as a teacher that didn’t care, or wasn’t willing to make accommodations for my students.
All in all, I loved math growing up, and I hope that I will be able to show my love of math through my teaching. If I am able to make one student love math as much as I do, I will be extremely proud of my accomplishment.
