TetzMathPortfolio
“Games have grown up, and playing them is no longer reserved for children. In fact, the ability to play may be the single most important skill to develop for the 21st century.” (Thomas & Brown, 2011)
Teaching Philosophy
Tshirt from A+ Images Inc
A group of my friends bought this T-shirt as a joke for my birthday a few years ago; however, to me it was a reminder that what I do is important. When I meet someone, the subject of occupation always comes up quickly in the conversation and when I say I am a teacher, the response is usually really positive and encouraging. When I tell them that I teach Math, the mood of the conversation changes. I usually am met with either the response that, “they hated math” or that “they are just not a math person”. “One of the curious aspects of our society is that it is socially acceptable to take pride in not being good in mathematics” (NCTM, 1991, para. 16). However, not being able to read is not socially acceptable nor is it declared openly. This dichotomy between the social acceptability of deficits in literacy and numeracy could be one of the contributing factors to the prevalence of this negative self-talk in mathematics. My Goal in being a teacher of mathematics is to help students to find a positive connection to mathematics, so that they are not held back by these negative beliefs. I try to accomplish this goal through three basic core values: Learning to FAIL faster, Game Based Learning, and believing that we are all Math people.
Learning to FAIL Faster
To get your mind ready for the discussion of learning to FAIL faster, please watch the Extra Credit Video on the subject
This video is about failing faster in video games to create something better. The episode is about being okay with failing; because that is how you pave the road to greatness…you fail as many times as you possibly can. Each time you fail, you learn something new that will make what you are doing better than it was before. Fail often enough and the result will be amazing. Now with using the Teacher Effectiveness Framework (Friesen, 2009), to have teachers look at themselves as Designers of Learners it is important that we embrace this idea of failing faster.
This is the philosophy that I try to instill in my students; that only by failing at math, and learning from those mistakes can one really become good at math. We talk a lot about growth mindset, based on the work of Carol Dweck (Dweck, 2006). Growth Mindset relies on the fundamental belief that making an effort will improve your capacity to be successful in a task. That only through effort can we truly be great. I try to set up an environment where I teach my students to fail frequently and to buy into the idea that FAIL means First Attempt In Learning, thus meaning a place to start not a place to stop.
Game Based Learning
I have replaced most worksheets and the textbook with activity and game based learning. Using games as a method of teaching not just for practice, allows me to return the joy and excitement about how math works to students in grade 7. Not everything in my class is taught through gaming because sometimes games are not the right tool for a concept. I can honestly say that if there is a game to help students learn a concept and have fun at the same time I try it out and see how it works. I use games for most of my practice work because students will do their work plus the work of others to ensure that no one is cheating. You could never say that about textbook work.
Games Based Learning, also frees me up to be able to do Just-in-time teaching, where I can provide information either just as the student gets to a situation that requires it or when a student asks for the knowledge. Game Based Learning also allows me time to work with students who need more support to access the grade level curriculum due to learning difficulties, their level of English proficiency, or math anxiety. This extra time to work one-on-one or in a small group in a targeted manner, means that more students can successfully engage with the mathematics curriculum.
Game Based Learning also allows me to expose students to various situations where the skill can be used. For example, they can see integers as distance on a street, bank balances, the function of an elevator and its counterweight, and temperature. It is my hope that one of these situations is the mental image that will help them understand the concept and by providing multiple representations, every student will find one that works for them. Thus, students find the joy and excitement about mathematics that will propel them to further learning.
We Are All Math People
I believe that all students are capable of doing Math. Contrary to the belief of many expressed when they state they are not math people, every person is born with the ability to do simple mathematical computations. The work of Lakoff and Núñez (2000) demonstrated that humans, as well as various other animals, have the ability to subitize, i.e., correctly identify the number of items in groups less than 4. This ability, as well as the ability to recognize correct and incorrect solutions to small number addition and subtraction problems, can be found in infants as young as four and a half months old.
Students may not access the curriculum in the same way, but mathematical success is possible if both parties, the student and the teacher, make an effort to make it a reality. Yes, there will be some students who are not able to access grade level mathematics, even with extensive support and effort, and for those students a different path must be created. However, I believe that too often “missing skills” or “not engaged” are mistaken for “can’t do”. I have seen students do some amazing things when given the support they need to be successful. These supports could be a number of things including but not limited to:
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having the material taught in a different way
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being able to show learning in a different way
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linking different methods of accomplishing the same task
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using hands-on activities
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using manipulatives
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using games
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pre-teaching the missing skills before teaching the new ones
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having the teacher believe that the student is capable
Photo of the poster on the wall of my classroom for one of my favourite shows
“The pool of young people who are interested in pursuing professions in mathematics or the sciences is far too small for the needs of society” (NCTM, 1991, para 13). Less than fifty percent of all students graduating from high school in Canada have the requisite courses to pursue jobs (Let's Talk Science and Amgen Canada Inc., 2013) in fields classified as STEM (Science, Technology, Engineering, and Mathematics). Former Prime Minister Stephen Harper was quoted saying that “we know that peoples’ choices, in terms of the education system, tend to lead us to what appears to be a chronic shortage of certain skills. They are skilled trades, scientists and engineers” (Whittington, 2012). With approximately seventy percent of the top jobs requiring STEM understanding in some capacity (Let's Talk Science and Amgen Canada Inc., 2013), it becomes imperative to keep students engaged in mathematics while it is still compulsary so that they will have the necessary skills and interest in the field when they are free to choose not to take mathematics.
So while my superpower may not be as showy as leaping tall buildings in a single bound, or creating thunder, I believe that it is more important to the functioning of our society. Each day I work to ensure that our future generations believe that they are capable of being Math people, thus opening up possibilities for their future. I am proud to say, that I have the best superpower of all, I teach Math. So now I ask,
“What is your superpower?”
Dweck, C. (2006). Mindset: The New Psychology of Sucess. New York: Ballantine Books.
Friesen, S. (2009, May 2009). What Did You Do In School Today? Teaching Effectiveness: A Framework and Rubric. Toronto: Canadian Education Association.
Lakoff, G., & Núñez, R. (2000). Where Mathematics Comes From How the Embodied Mind Brings Mathematics into Being. New York: Basic Books.
Let's Talk Science and Amgen Canada Inc. (2013). Spotlight on Science Learning: The High Cost of Dropping Science and Math. Retrieved from Let's Talk Science: http://letstalkscience.ca/images/SpotlightOnScienceLearning-2013.pdf
NCTM. (1991). 1991 Professional Standards. Retrieved from Principles and Standards for School Mathematics: http://www.fayar.net/east/teacher.web/math/Standards/Previous/ProfStds/NextSteps.htm
Whittington, L. (2012, Nov 19). Lack of skilled labour threatens Canadian economy, Prime Minister Stephen Harper says. Retrieved from thestar.com: http://www.thestar.com/news/canada/2012/11/19/lack_of_skilled_labour_threatens_canadian_economy_prime_minister_stephen_harper_says.html