Philosophy of math education
Mathematics has always been a subject that I’ve had particular interest in. I was lucky enough to continue my interest in math into college when I decided to become a Mathematics major with a certification in elementary education. I think the best part about math is that although it is concrete, it is also flexible. Flexible meaning there are different ways to approach problems and different ways to teach strategies to solve problems. Math is a great subject to implement differentiated instruction.
Through mathematics, I will be able to see the different ways my students learn, and be able to adjust my lessons accordingly. Some students may learn better through hand held manipulatives to learn a strategy, while some students may learn best through drawing pictures to solve a problem. For example, when teaching a lesson on regrouping I would show students how to regroup on paper, but I might use a ten frame or ten blocks to show students visually what it means when we discuss regrouping. This is the beauty of mathematics, it allows students to think differently, but come up with the same solution. Mathematics shows students that it is okay to approach a problem differently than another student, as long as the answers are the same. This allows students to feel a sense of freedom in choosing their own path to take to answer a question.
Through the use of differentiated instruction, I will help my students’ knowledge of math grow and flourish. After teaching a lesson to the students I would have them practice problems independently but review them as a class. If students got a certain number of problems right they would be able to move on to an independently working on a worksheet to continue their fluency and comprehension in the lesson. The students who did not get the certain amount of problems right would stay in a small group with me to rework through the lesson. This would allow extra time and more guided instruction in a smaller group for students that are having trouble comprehending. Through the use of smaller groups, I would be able to pinpoint struggles or areas of confusion easier than with the whole group of students. It also allows students to feel more comfortable in a smaller setting. I have a passion to help students enjoy math just as much as I do, and through breaking the class up into different groups I feel I can help students better. I want students to see math as one big puzzle, and with the help of my instruction and knowledge, the students will be able to solve any math puzzle put in front of them. I will help each student to understand math so that when they leave my classroom they feel comfortable with any problem put in front of them.
When my students leave my classroom, it is with hope, that they will not only feel confident with their math skills, but take those skills outside of the school setting. I want to be the type of teacher that constantly engages the students in the lesson and gets them involved. Instead of lecturing students and just writing on the board, I want to encourage my students to participate and solve the problems with me. Mathematics is a key part of our daily lives and it is important that students feel comfortable with using it. Mathematics is more than using measuring cups while baking, or reading a clock, it is critical thinking, strategic planning, problem solving, and much more. Students will be able to take the strategies learned in the class and take them with them to solve problems in the outside world. Such as learning how to find perimeter of a square might help them when fencing a future yard, or how to calculate the arc for the perfect free throw. I will do my best to help my students achieve their full potential in mathematics and if they grow to love the subject as much as I do, then that is an extra bonus.
Through mathematics, I will be able to see the different ways my students learn, and be able to adjust my lessons accordingly. Some students may learn better through hand held manipulatives to learn a strategy, while some students may learn best through drawing pictures to solve a problem. For example, when teaching a lesson on regrouping I would show students how to regroup on paper, but I might use a ten frame or ten blocks to show students visually what it means when we discuss regrouping. This is the beauty of mathematics, it allows students to think differently, but come up with the same solution. Mathematics shows students that it is okay to approach a problem differently than another student, as long as the answers are the same. This allows students to feel a sense of freedom in choosing their own path to take to answer a question.
Through the use of differentiated instruction, I will help my students’ knowledge of math grow and flourish. After teaching a lesson to the students I would have them practice problems independently but review them as a class. If students got a certain number of problems right they would be able to move on to an independently working on a worksheet to continue their fluency and comprehension in the lesson. The students who did not get the certain amount of problems right would stay in a small group with me to rework through the lesson. This would allow extra time and more guided instruction in a smaller group for students that are having trouble comprehending. Through the use of smaller groups, I would be able to pinpoint struggles or areas of confusion easier than with the whole group of students. It also allows students to feel more comfortable in a smaller setting. I have a passion to help students enjoy math just as much as I do, and through breaking the class up into different groups I feel I can help students better. I want students to see math as one big puzzle, and with the help of my instruction and knowledge, the students will be able to solve any math puzzle put in front of them. I will help each student to understand math so that when they leave my classroom they feel comfortable with any problem put in front of them.
When my students leave my classroom, it is with hope, that they will not only feel confident with their math skills, but take those skills outside of the school setting. I want to be the type of teacher that constantly engages the students in the lesson and gets them involved. Instead of lecturing students and just writing on the board, I want to encourage my students to participate and solve the problems with me. Mathematics is a key part of our daily lives and it is important that students feel comfortable with using it. Mathematics is more than using measuring cups while baking, or reading a clock, it is critical thinking, strategic planning, problem solving, and much more. Students will be able to take the strategies learned in the class and take them with them to solve problems in the outside world. Such as learning how to find perimeter of a square might help them when fencing a future yard, or how to calculate the arc for the perfect free throw. I will do my best to help my students achieve their full potential in mathematics and if they grow to love the subject as much as I do, then that is an extra bonus.