Marvelous, Marvelous Math
“How fast does a New York taxi go?
What size is grandpa's attic?
How old is the oldest dinosaur?
The answer's in Mathematics!
How many seconds in an hour?
How many in a day?
What size are the planets in the sky?
How far to the Milky Way?
How fast does lightning travel?
How slow do feathers fall?
How many miles to Istanbul?
Mathematics knows it all!
This poem by Kai Dotlich entitled Marvelous Mathematics, illustrates that math is everywhere. Math is all around us. Therefore, learning math is essential to having a full enriching life. As a future educator, I know that it is my responsibility to prepare students for life by teaching them mathematics. In addition, not only do I want my students to learn math, but I also want them to love math. In order for my students to love math, I feel that four factors must be in place. First, I, the teacher, must show that I love math. Second, discovery learning must take place. Third, I must relate math to real-life situations, and I must create a non-threatening, comfortable, math learning environment where mathematicians may flourish.
Albert Einstein has said, “Example isn’t another way to teach, it is the only way to teach.” After reading this statement by one of the most intellectual human beings to ever live, I realized that my students will notice my example and my attitude in regards to math. Therefore, even though math is not my favorite subject I still must be enthusiastic and excited about it. I will always smile and use cheerful tones when speaking about math. I will never roll my eyes, or dolefully speak poorly about it. Also, I will create enjoyable lesson plans and get the students involved in the learning process so that I enjoy teaching and the students enjoy learning. For example, when teaching a geometry lesson about angle sizes, taking the students on an angle scavenger hunt around the school would be enjoyable. By having an optimistic attitude and providing a positive example, my students will follow my lead and become one step further to loving math. </FONT>
The next step then is allowing my students to discover math rather than just telling them how to solve mathematical problems. For example, I was asked in a college math class to construct objects using only a compass and straightedge. I had to discover different ways so that my figure was correct. I will use this method with my own students one day when covering the area of Geometry. In addition, I will encourage my students to work together in groups, talk to each other, and together figure out the answers by trial and error. I will help them discover math by giving them math manipulatives and concrete objects to help aid them in discovering the answer. I also will ask probing questions so that they can use critical thinking skills to solve answers to problems. There are limitless ways to solve problems, and through discovery learning and guidance, my students can find this out for themselves. </FONT>
The third and most important factor in my opinion is showing students that math relates to real-life. Most students ask the question, especially in math, why do we have to learn this? Students need to know that there is a reason for learning, otherwise, they will tune out and not care about it. Since this is the case, I will make sure that at the end of every lesson we have a class discussion about the relevance of the topic learned that day. As a class, we will discuss at least three ways we can use the particular topic in our every day lives. Not only will I make them aware of applications after the lesson, but I will also try to create lessons and activities that are relevant in their lives. I will connect math to real- life as often as I can so that my students know the material being taught is beneficial. For example, I will use the hands of a clock to explain angle measurements. </FONT>
The following three factors cannot take place unless the fourth is implemented. I will create a non-threatening, comfortable, math learning environment where ultimate learning can take place. I will do this by explaining to my students that it is okay to make mistakes. I will also encourage them to do their best at all times. Not only will I say these things to them, but I will also have positive, bright, uplifting posters hung around the room conveying similar messages. Furthermore, since I am not perfect, I know I will make mistakes. Therefore, when mistakes are noticed by my students, I will not get mad at them for pointing them out, instead I will use this opportunity to explain the concept once again that all people make mistakes, and I will praise the child for noticing it. I also will emphasize respect to my students and ask that they uphold my wishes. I will also let my students move around during math lessons, meaning; I will have different math stations that they can go to frequently. This allows them to actively learn so that they will be less likely to lose interest. Just as Maslow says, children cannot learn unless they feel safe and wanted therefore my classroom will be inviting and non-threatening for all. </FONT>
Although I will not be teaching math every hour of everyday, it is still a major part of elementary curriculum. I must be positive, allow discovery learning, relate math to real-life situations, and create a comfortable learning environment where students are not afraid to try. I want my students to embrace mathematics and learn to love it just as much as the other subjects. Consider this quote by Simeon Poisson, “Life is good for only two things, discovering mathematics, and teaching mathematics.” This is the philosophy I want to emulate every time I teach mathematics.
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