Philosophy of Teaching Mathematics
My students will see my enthusiasm the minute they step foot into my classroom. It is the responsibility of a math teacher to motivate learners by enticing them and making connections in the classroom with their own type of instructional styles. Approach, learning styles and significance of the common core curriculum are the primary objectives that build the climate in the settings that I will teach.
Mathematics engages those who when working through a problem solving activity or other enrichment filled topics. It is important to be this way with students because it enables the teacher to grasp the attention of their students and bring an enjoyable atmosphere to learning mathematics. Many people believe the style in which I teach is directly proportional to upbeat and energetics type of behaviors. Both the teacher and the student use nonverbal cues: when instructing (teacher) and observing (student). It helps facilitate communication with students in a comfortable manner, especially those growing learners, and also enables you see when students are either puzzled or retaining an idea.
Other then procedural understanding, conceptually students can use graphic organizers cooperatively with peers. These organizers help students search and collaborate as they list attributes of certain concepts to help validate each of them. Rational and irrational numbers are important concepts that can be introduced through the use of a graphic organizer, and students are able to refer to these as viable resources. When creating a lesson I use differentiated instruction to meet the needs of students with different learning styles. For example, technology will be use to illustrate different representations of a function. Through verbal, algebraic and graphic models of a function the visual, auditory and kinesthetic learning styles are achieved and will benefit those respective learners in the classroom.
The common core curriculum includes two features of positive math instruction: a focus on teaching problem solving strategies and incorporating mathematics enrichment topics. Vocabulary is highly emphasized in this curriculum because it helps students understand formal ideas when beginning a topic in a unit. These enrichment topics are the strands associated with different math courses, which all serve the same purpose in their standards to promote student growth regardless of ability. They will include authentic, real-world problems where methods of inquiry-based learning will help students develop the necessary critical thinking skills. Problem solving based questions can also be procedural in their objectives, however “a problem is not inherent in a task but depends on the individual” (Schoenfeld).
It is my goal to provide an enthusiastic teaching style with my students because with differentiated instruction and the problem based learning in the common core curriculum students will be able to make connections to mathematical concepts regardless of their abilities. It is my belief that this begins on day one and hopefully will enable my students to be motivated about learning in my classroom.
My students will see my enthusiasm the minute they step foot into my classroom. It is the responsibility of a math teacher to motivate learners by enticing them and making connections in the classroom with their own type of instructional styles. Approach, learning styles and significance of the common core curriculum are the primary objectives that build the climate in the settings that I will teach.
Mathematics engages those who when working through a problem solving activity or other enrichment filled topics. It is important to be this way with students because it enables the teacher to grasp the attention of their students and bring an enjoyable atmosphere to learning mathematics. Many people believe the style in which I teach is directly proportional to upbeat and energetics type of behaviors. Both the teacher and the student use nonverbal cues: when instructing (teacher) and observing (student). It helps facilitate communication with students in a comfortable manner, especially those growing learners, and also enables you see when students are either puzzled or retaining an idea.
Other then procedural understanding, conceptually students can use graphic organizers cooperatively with peers. These organizers help students search and collaborate as they list attributes of certain concepts to help validate each of them. Rational and irrational numbers are important concepts that can be introduced through the use of a graphic organizer, and students are able to refer to these as viable resources. When creating a lesson I use differentiated instruction to meet the needs of students with different learning styles. For example, technology will be use to illustrate different representations of a function. Through verbal, algebraic and graphic models of a function the visual, auditory and kinesthetic learning styles are achieved and will benefit those respective learners in the classroom.
The common core curriculum includes two features of positive math instruction: a focus on teaching problem solving strategies and incorporating mathematics enrichment topics. Vocabulary is highly emphasized in this curriculum because it helps students understand formal ideas when beginning a topic in a unit. These enrichment topics are the strands associated with different math courses, which all serve the same purpose in their standards to promote student growth regardless of ability. They will include authentic, real-world problems where methods of inquiry-based learning will help students develop the necessary critical thinking skills. Problem solving based questions can also be procedural in their objectives, however “a problem is not inherent in a task but depends on the individual” (Schoenfeld).
It is my goal to provide an enthusiastic teaching style with my students because with differentiated instruction and the problem based learning in the common core curriculum students will be able to make connections to mathematical concepts regardless of their abilities. It is my belief that this begins on day one and hopefully will enable my students to be motivated about learning in my classroom.