Mathematics?

Typically, when the subject math is brought up, I think about numbers and solving equations. After these superficial thoughts pass, I'm left thinking how math can mean problem solving and how that can be applied to many different situations in life.

After some research I have discovered that over the years the term mathematics has come to mean different things to different people and there is no universal definition. Most definitions classify mathematics as a science.

One of the more interesting findings that I found was from a mathematics professor at Fordham University. Dr. Lewis stated that "mathematics is not about answers, it's about process". This surprised me a little because I pretty much had the exact opposite thoughts about math. I thought that when it came to math that the answer was the most important thing.. that's what you were doing all of the work for! But, upon reflection, during my time in the school system, having the right workings but the wrong answer did get you some marks. I feel that by thinking the same way that Dr. Lewis does about math makes the process a lot more appealing.

While doing research on the definition of mathematics I found this silly, but interesting video on math, which questions if it was discovered or created, if there is a math 'truth', or if math even exists. If you haven't been confused yet today.. here's your chance!

Do Schools Kill Creativity?

Listening to Ken Robinson in class was such an enlightening experience. The way he spoke about creativity in the educational system was refreshing. I feel that it would be beneficial for teachers and schools to adopt Ken's attitude about creativity and how it should be embraced rather than pushed aside and labeled 'wrong'. I think that we should not suppress children's preferred outlets, but try our best to put children in situations where they do their best learning as much as we can.   

While listening to Ken it was interesting to realize how people react so strongly when education is brought up in a conversation. For all of the good memories that people have about their time in school, it is often the unpleasant memories that stand out. This was also evident in our class discussion. To be spoken down to or to be made to feel like it is your fault for not learning course material is very belittling and would definitely have an impact on your views on a certain teacher, subject, and your own abilities.

I also found it interesting how it was pointed out that we teach children in hopes that they will thrive in the future when we really have no idea what that future will look like...making education more like a guessing game than anything else.
                                           
Although I was aware of this since the beginning of my own educational experience, it was unsettling to hear it directly stated that mistakes are discouraged in schools. Since making mistakes shows original thought and is a way of producing new ideas, it is odd to hear it being argued against. It seems as if school systems had one desired outcome for students and that uniqueness has been crushed. As Ken said, students are being "educated out of creativity".
                                             

It was troubling to realize how medication is now often used to deal with hyperactivity that may be a overshadowing a talent that a child possesses. The famous Gillian Lynne would probably not have been able to explore all of her talents if she just so happened to see another doctor who was more likely to prescribe medication. It is saddening to know that some other children are not so lucky as to escape that route.

Not all people learn by the way of traditional mathematics, and teachers need to try to incorporate different learning techniques into the math classroom. Also, it is important for them not to expect every student to be a mathematician, but to encourage them to work to the best of their capabilities.  

My Mathematical Autobiography

When reflecting back on the mathematics education that I received from kindergarten to grade six, I realized that I only remember being taught in one specific way. I remember each of my teachers teaching new concepts to the class, followed by some modeling with class participation. We were then sent to work solving the assigned problems from our text books. I do not recall learning mathematics through play or in any other way than how I described. I do not have a specific best or worst memory in relation to mathematics in the primary/elementary grades, but have always had a positive experience with it. I did not have to work too hard to be successful learning the concepts that were introduced in class. I also had a strong support system at home to help me with any problems that may have come up. I was considered "good" at math because I received nineties and hundreds on most of my tests and completed most of my seat work and home work correctly.

I feel that if any of my math teachers had any negative feelings towards math that they disguised them well enough so that I did not catch on to their dislike of the subject. I think that this is an important aspect of teaching to encourage children to learn things that will be important to them. Teachers should not let their personal feelings on such subjects influence how children feel about it. The teachers that I had all assessed in a similar way. They would correct seat work, home work, and work sheets and give tests.

In high school math was still taught in the same manner, by teaching the new concepts by building on what we know, teacher modeling, and student practice. I did not achieve top marks at the beginning of high school but they got better in the later years due to better concentration and different teachers. In high school, I liked the idea of how math had a definite answer, but while doing tests it caused me to have a lot of anxiety because for the most part, I was either going to be right or wrong. Since starting university I have taken a course on finite mathematics and algebra and trigonometry, the latter being my favorite.

I feel that although I engage with mathematics in my life, it is in a subtle way. I do not think of it as doing math, I think of it as banking and shopping list estimates. Mathematics has found a way into my life in a useful, noninvasive way. Since having a mathematical background helps me with my daily life, I definitely feel like it is necessary for children to acquire math skills to better their futures!

Welcome!

Hi! This blog will be used to share my personal thoughts on different aspects of Ed 3940. I will reflect on the discussions that will take place in class and contribute any information that I think may be useful. Enjoy :)