Introduction
In elementary school, I remember mathematics being completely different than what I have observed in my classroom throughout my internship. Math was never fun for me, although I was good at it. We were taught to memorize facts, memorize rules with no explanations, and listen as the teacher stood up at the front of the class and taught for the whole math block. We had countless problems from our math textbook as homework. In my classroom, I believe math should be hands on, we should be facilitators of learning, and students should be able to reflect on learning.
Belief One
I believe that math should be hands on. I never remember using manipulatives in school, but in my observations and internship, I have seen how much of a difference hands-on learning has in lessons. It keeps students engaged and it also helps then explore the concepts. This belief goes along with Mathematical Practice 5 and helps deepen students’ understanding of concepts. I will have tools easily accessible for my students, not locked away in a cabinet. I feel like there is nothing worse than a teacher having tools for her students, but having them where students cannot use them. If my student needs fraction bars to complete a math problem, he will know exactly where they are, how to use them, and the procedures for putting them away. I understand that this approach must make sure that I have explicit classroom procedures for manipulatives, but I feel like it is worth it to my students’ math learning.
Belief Two
Math teachers should facilitate learning, not just lecture. We should help them come to their own conclusions. I feel like there is nothing worse than just standing up at the front of the class and just teaching. It is not engaging, it is boring, and I feel like students do not retain the information. This goes along with my first belief that it should be hands-on. In my math classroom, I envision myself doing a short whole group lesson, and then having my students break out and do math centers, work collaboratively, and share their reasoning with others. This belief aligns with almost all of the mathematical practices, but most importantly reasoning skills and being able to construct arguments. I see myself working with small groups to help struggling students and also walking around the room to move my students along in the right direction.
Belief Three
Students should be able to reflect on learning. This applies to every subject, but I feel like it is especially important for the subject of mathematics. This ties into my inquiry this semester and having my students reflect on their math learning to identify their strengths and weaknesses. I have started by having my students make test corrections and when they correct an answer, write out what they did wrong the first time and what misconceptions they may have had. If I can have my students able to identify their strengths and weaknesses, as well as tell me what misconceptions they have, I feel like I can better write my lessons to meet their needs.
Shifts and Expansions
Still working on…
Ongoing Wonderings
Still working on…
Conclusion
In conclusion, I think the math classroom environment should be hands-on, collaborative, and reflective. It should not be a silent classroom with students working in workbooks, but students engaged in learning and talking out their ideas with their peers. Math should be a fun exploration for students.
In elementary school, I remember mathematics being completely different than what I have observed in my classroom throughout my internship. Math was never fun for me, although I was good at it. We were taught to memorize facts, memorize rules with no explanations, and listen as the teacher stood up at the front of the class and taught for the whole math block. We had countless problems from our math textbook as homework. In my classroom, I believe math should be hands on, we should be facilitators of learning, and students should be able to reflect on learning.
Belief One
I believe that math should be hands on. I never remember using manipulatives in school, but in my observations and internship, I have seen how much of a difference hands-on learning has in lessons. It keeps students engaged and it also helps then explore the concepts. This belief goes along with Mathematical Practice 5 and helps deepen students’ understanding of concepts. I will have tools easily accessible for my students, not locked away in a cabinet. I feel like there is nothing worse than a teacher having tools for her students, but having them where students cannot use them. If my student needs fraction bars to complete a math problem, he will know exactly where they are, how to use them, and the procedures for putting them away. I understand that this approach must make sure that I have explicit classroom procedures for manipulatives, but I feel like it is worth it to my students’ math learning.
Belief Two
Math teachers should facilitate learning, not just lecture. We should help them come to their own conclusions. I feel like there is nothing worse than just standing up at the front of the class and just teaching. It is not engaging, it is boring, and I feel like students do not retain the information. This goes along with my first belief that it should be hands-on. In my math classroom, I envision myself doing a short whole group lesson, and then having my students break out and do math centers, work collaboratively, and share their reasoning with others. This belief aligns with almost all of the mathematical practices, but most importantly reasoning skills and being able to construct arguments. I see myself working with small groups to help struggling students and also walking around the room to move my students along in the right direction.
Belief Three
Students should be able to reflect on learning. This applies to every subject, but I feel like it is especially important for the subject of mathematics. This ties into my inquiry this semester and having my students reflect on their math learning to identify their strengths and weaknesses. I have started by having my students make test corrections and when they correct an answer, write out what they did wrong the first time and what misconceptions they may have had. If I can have my students able to identify their strengths and weaknesses, as well as tell me what misconceptions they have, I feel like I can better write my lessons to meet their needs.
Shifts and Expansions
Still working on…
Ongoing Wonderings
Still working on…
Conclusion
In conclusion, I think the math classroom environment should be hands-on, collaborative, and reflective. It should not be a silent classroom with students working in workbooks, but students engaged in learning and talking out their ideas with their peers. Math should be a fun exploration for students.