My Math Teaching Philosophy
“Happy is the person who comes to understand something and then gets to explain it.” – Marshall Cohen
The above quote relates to my teaching goals because a large part of math has to do with the process of taking a problem or situation and breaking it down in order to understand, analyze, and struggle with it as well as solve and explain it. I love math – even when I am struggling with it. Therefore, when I become a math teacher, I would like to show students that although mathematics can be challenging at times, they will acquire important skills that span across the disciplines, it is directly relevant to everyday life, and it is also a lot of fun!
My philosophy on teaching mathematics includes a goal of mine – to have students be able to use the various skills that mathematicians use. I want students to gain problem-solving skills by creating and locating resources that allow them to identify a problem, form a plan of action, and accurately solve it using multiple strategies. I will show students how to use reasoning to determine if their strategy makes sense. In addition to learning the skills, students will apply them in different situations, including using collaboration to accomplish this. It is very important that students are exposed to diverse points of view and learn how to work with each other for a common goal. Consequently, my ideal math classes consist of direct and cooperative models of instruction.
Math skills span across the disciplines, and as a teacher I want to make sure that students use these skills in as many other subjects as possible. For example, a lesson on fractions can be introduced by a read-aloud of a book such as Piece = Part = Portion by Scott Gifford (one I used in student teaching with my 4th graders). After discussing the book with students, a direct instruction lesson on identifying common fractions such as those discussed in the book (which accesses the students’ prior knowledge) can be performed. In social studies, students then find out which fraction of states in the U.S. are in the southeast, southwest, northeast, and northwest. This kind of lesson planning, which shows how math is connected to other subjects, is what I want to accomplish.
Finally, mathematics can also be a lot of fun! By being a math teacher that is able to employ traditional as well as non-traditional methods for presenting information, students can have meaningful math experiences. This is because I support differentiated instruction – I believe that students learn differently, and there is no one “cookie-cutter” way of approaching teaching in math or any other subject. I would make math fun by encouraging the use of Smart Board technology, interactive and cooperative games, and involving students in their learning by getting feedback from them and taking lesson suggestions.
As a math teacher, I will help students understand the importance of mathematics with meaningful lessons that enhance their abilities. Every student is capable of learning, but it will be up to me to decide how to reach them. Therefore, I will use different teaching styles, technology, traditional, and nontraditional methods to convey information. Finally, I will involve students in their learning and be a reflective practitioner so I can keep improving.
“Happy is the person who comes to understand something and then gets to explain it.” – Marshall Cohen
The above quote relates to my teaching goals because a large part of math has to do with the process of taking a problem or situation and breaking it down in order to understand, analyze, and struggle with it as well as solve and explain it. I love math – even when I am struggling with it. Therefore, when I become a math teacher, I would like to show students that although mathematics can be challenging at times, they will acquire important skills that span across the disciplines, it is directly relevant to everyday life, and it is also a lot of fun!
My philosophy on teaching mathematics includes a goal of mine – to have students be able to use the various skills that mathematicians use. I want students to gain problem-solving skills by creating and locating resources that allow them to identify a problem, form a plan of action, and accurately solve it using multiple strategies. I will show students how to use reasoning to determine if their strategy makes sense. In addition to learning the skills, students will apply them in different situations, including using collaboration to accomplish this. It is very important that students are exposed to diverse points of view and learn how to work with each other for a common goal. Consequently, my ideal math classes consist of direct and cooperative models of instruction.
Math skills span across the disciplines, and as a teacher I want to make sure that students use these skills in as many other subjects as possible. For example, a lesson on fractions can be introduced by a read-aloud of a book such as Piece = Part = Portion by Scott Gifford (one I used in student teaching with my 4th graders). After discussing the book with students, a direct instruction lesson on identifying common fractions such as those discussed in the book (which accesses the students’ prior knowledge) can be performed. In social studies, students then find out which fraction of states in the U.S. are in the southeast, southwest, northeast, and northwest. This kind of lesson planning, which shows how math is connected to other subjects, is what I want to accomplish.
Finally, mathematics can also be a lot of fun! By being a math teacher that is able to employ traditional as well as non-traditional methods for presenting information, students can have meaningful math experiences. This is because I support differentiated instruction – I believe that students learn differently, and there is no one “cookie-cutter” way of approaching teaching in math or any other subject. I would make math fun by encouraging the use of Smart Board technology, interactive and cooperative games, and involving students in their learning by getting feedback from them and taking lesson suggestions.
As a math teacher, I will help students understand the importance of mathematics with meaningful lessons that enhance their abilities. Every student is capable of learning, but it will be up to me to decide how to reach them. Therefore, I will use different teaching styles, technology, traditional, and nontraditional methods to convey information. Finally, I will involve students in their learning and be a reflective practitioner so I can keep improving.