Students of mathematics often wonder about the essence and purpose of this subject. As a future educator passionate about mathematics, I have concluded that this question has no finite answer. Rather, one must delve into the subject to uncover its beauty. Mathematics traverses multiple occupational fields, from economics and actuarial science to biology and history. The problem-solving and reasoning skills acquired through the study of mathematics infuse themselves into everyday life and are some of the most valuable lessons learned during the educational process.
Successful mathematics educators are well-versed in the subject matter and flexible in their approaches. The goal of education is to get students to learn. Teachers lacking a thorough understanding of the material therefore have limited knowledge to relay. As educators, we provide younger generations with the stepping stones of knowledge and skills needed to succeed in the real world. We are developing creative, critical thinkers who strive to overcome challenges. This responsibility demands that we recognize students not as mass-produced robots, but as individuals with varied skills, values, cultural beliefs, and learning styles. Furthermore, we must adapt to the ever-increasing use of technology. In the age of digital learners, use of white boards and chalk boards in the classroom may no longer be sufficient to keep all students engaged and motivated in the educational process. Implementation of the following crucial educational strategies will enable me to meet the needs of today’s learners.
Differentiated instruction, constructivist approaches, literacy strategies, and digital tools will be incorporated into my mathematics classroom to help all students reach their highest potential. Diversity in the classroom is not just a challenge but is an opportunity for teachers to expand and incorporate innovative activities into their lessons. Application of differentiated instruction will help accomplish this goal. A combination of direct instruction, cooperative learning, and technological activities will give as many students as possible the chance to show their strengths and improve upon their weaknesses. Through cooperative learning, students will learn through their peers and develop teamwork and critical thinking skills; research has shown that students learn through social interactions. Joining a student who has a deep conceptual understanding of the material with one who struggles benefits both individuals. The former tests his knowledge by providing explanations, while the latter engages in the questioning process. More specifically, differentiated instruction involving cooperative learning can be applied to mathematics word problems. Students can be strategically separated into groups and asked to develop a solution procedure. This division of students will lead to a valuable discussion of multiple approaches for solving the problem that must be recorded for later consideration. All students can discuss their individual approaches, ask questions, and critique their peers’ methods. Providing students with answers does not contribute to their learning. Learning happens when we guide students to become skilled, organized thinkers and gain procedural and conceptual understanding of the material through hands-on activities.
As discussed above, educators should use differentiated instruction to guide, rather than lecture to, students. Allowing students to take an active role in learning is called the constructivist approach, which is particularly relevant in mathematics. This subject is far-reaching, and its problems can be solved via a variety of methods. As educators, we would be stifling our students’ creative thoughts and ideas if we instructed them all to solve a problem in the same manner. Instead, we should allow students to make connections between new and old concepts and apply general conceptual understanding to new content. For instance, we can foster student thinking by beginning a unit on quadratic inequalities with discussions on the previously learned processes for solving linear inequalities and quadratic equations. Furthermore, incorporation of technology in the classroom will not only cater to the diversity of student needs but will increase student motivation and engagement in the learning process. For instance, instead of graphing differential equations, students can explore them on new computer software such as Mathematical and Maple. These programs allow students to manipulate graphs and immediately see the effects of changing variables.
Finally, educators must also integrate literacy into the mathematics classroom. Many teachers stifle learning by falling victim to the misconception that literacy education is a concern of the English department. However, the language of mathematics is crucial to success in the subject; how can we expect students to understand inequalities if they are unfamiliar with the inequality symbols? How can a future actuary determine a potential client’s risk without understanding statistics concepts like the normal distribution? Because educators look at a student’s present and future, literacy strategies such as knowledge rating charts that help students examine their understanding of vocabulary must become fundamental components of teaching mathematics.
Studying mathematics will prepare students for their futures by fostering critical thinking, organizational and reasoning skills, and social comfort.
Successful mathematics educators are well-versed in the subject matter and flexible in their approaches. The goal of education is to get students to learn. Teachers lacking a thorough understanding of the material therefore have limited knowledge to relay. As educators, we provide younger generations with the stepping stones of knowledge and skills needed to succeed in the real world. We are developing creative, critical thinkers who strive to overcome challenges. This responsibility demands that we recognize students not as mass-produced robots, but as individuals with varied skills, values, cultural beliefs, and learning styles. Furthermore, we must adapt to the ever-increasing use of technology. In the age of digital learners, use of white boards and chalk boards in the classroom may no longer be sufficient to keep all students engaged and motivated in the educational process. Implementation of the following crucial educational strategies will enable me to meet the needs of today’s learners.
Differentiated instruction, constructivist approaches, literacy strategies, and digital tools will be incorporated into my mathematics classroom to help all students reach their highest potential. Diversity in the classroom is not just a challenge but is an opportunity for teachers to expand and incorporate innovative activities into their lessons. Application of differentiated instruction will help accomplish this goal. A combination of direct instruction, cooperative learning, and technological activities will give as many students as possible the chance to show their strengths and improve upon their weaknesses. Through cooperative learning, students will learn through their peers and develop teamwork and critical thinking skills; research has shown that students learn through social interactions. Joining a student who has a deep conceptual understanding of the material with one who struggles benefits both individuals. The former tests his knowledge by providing explanations, while the latter engages in the questioning process. More specifically, differentiated instruction involving cooperative learning can be applied to mathematics word problems. Students can be strategically separated into groups and asked to develop a solution procedure. This division of students will lead to a valuable discussion of multiple approaches for solving the problem that must be recorded for later consideration. All students can discuss their individual approaches, ask questions, and critique their peers’ methods. Providing students with answers does not contribute to their learning. Learning happens when we guide students to become skilled, organized thinkers and gain procedural and conceptual understanding of the material through hands-on activities.
As discussed above, educators should use differentiated instruction to guide, rather than lecture to, students. Allowing students to take an active role in learning is called the constructivist approach, which is particularly relevant in mathematics. This subject is far-reaching, and its problems can be solved via a variety of methods. As educators, we would be stifling our students’ creative thoughts and ideas if we instructed them all to solve a problem in the same manner. Instead, we should allow students to make connections between new and old concepts and apply general conceptual understanding to new content. For instance, we can foster student thinking by beginning a unit on quadratic inequalities with discussions on the previously learned processes for solving linear inequalities and quadratic equations. Furthermore, incorporation of technology in the classroom will not only cater to the diversity of student needs but will increase student motivation and engagement in the learning process. For instance, instead of graphing differential equations, students can explore them on new computer software such as Mathematical and Maple. These programs allow students to manipulate graphs and immediately see the effects of changing variables.
Finally, educators must also integrate literacy into the mathematics classroom. Many teachers stifle learning by falling victim to the misconception that literacy education is a concern of the English department. However, the language of mathematics is crucial to success in the subject; how can we expect students to understand inequalities if they are unfamiliar with the inequality symbols? How can a future actuary determine a potential client’s risk without understanding statistics concepts like the normal distribution? Because educators look at a student’s present and future, literacy strategies such as knowledge rating charts that help students examine their understanding of vocabulary must become fundamental components of teaching mathematics.
Studying mathematics will prepare students for their futures by fostering critical thinking, organizational and reasoning skills, and social comfort.