Philosophy of Teaching Mathematics
Mathematics is not just a subject you learn in school. Mathematics is embedded in our everyday lives. Yes, we use mathematics when we’re shopping or counting change, but it is much more than that. Being a mathematics major, I have found that throughout our day we use mathematical thinking. Mathematical thinking involves you looking at things in a different way. We break things down, always looking for patterns and logical answers to posed questions. For this reason, I believe being a mathematics major and having a love for math improves my ability to teach it.
Throughout my fieldwork and student teaching experiences, I have developed a sense of what is needed to teach mathematics to students. It is not just presenting them with steps and formulas. In order for a student to excel in mathematics, they have to learn how to think in this mathematical way. I plan on having my students practice the Read, Draw, Write method of solving problems. One of the many difficulties that I have observed students having in math is problem solving. One area of math I will focus is problem solving while using the Read, Draw, Write method. Implementing the Read, Draw, Write method will aid students in solving this problem. This method has students looking at the problems in a different way. It has the students breaking up the problem while using different ways in showing how they got their answer. It has the students using mathematical thinking.
Each student has different needs and learns in different ways. To make sure each student’s needs are met, I plan on differentiating my instruction. I have taught using the NYS EngageNY Mathematics modules. One way I differentiated the instruction of the modules was by splitting the class up into specific groups based on their math skills (determined by previous testing). For the math block, I spent 10-15 minutes with each group teaching them the lesson. While I was with that group, the other groups would be working on a specific skill that they needed more help with. Differentiating instruction is essential in a student’s education because every student learns differently.
A way that students can become more comfortable learning math is to make sure they are able to relate what they are learning to their real-life situations. To do this, I will introduce hands on activities that get the students engaged in what is being taught, but still relating to their real-life experiences. For example, when teaching addition and subtraction, I plan on having manipulatives, such as legos, in my classroom. I will ask students to connect 10 legos and place them behind their backs. I will then ask them to take apart a certain number of legos and to record how many legos are left. This create a foundation for fluency skills while using manipulatives they know of in their life.
My main goal is for students to feel more comfortable while learning math. I will use my knowledge of problem solving and mathematical thinking to aid my students in doing the same.