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Since elementary school, mathematics has always been the easiest subject for me to practice and develop upon. I realize this might sound cliche, however, for me, math class is a comfortable yet competitive environment, focusing on a subject that is wieldy yet requiring effort, in a place where my classmates can all relate yet challenge each other. Creativity, on the other hand, is a shortcoming in the reel of acts in the movie of my life. Consequently, usual talents such as art, language composition and literature, and music I am only sufficient at and it is difficult for me to build these skills. Therefore, every moment where I have felt substandard about something, I have poured myself into my mathematical talent and I have accordingly become
Once I started getting better in math I started getting better in other subjects. I think my hard work was shown because when I went to River Bend I was placed in classes with people I considered smart. The classes were a bit challenging but I did well. The second year I was at River Bend I moved up even farther in my academics and then I was the “smart” person. People would come to me if they had questions, and I liked being the one to help them.
From an early age I have always had a strong interest in art, and have been involved with it in some form all through my life. In year nine I realized that it was something that I might like to pursue as a career, I started taking it more seriously. The Chase's art department encouraged me very well and helped me develop my art skills.
I hate math; there is no way around this fact. From the onset of my re-entry into the world of academia and learning, it has weighed heavily upon my mind and I had buried this trepidation deep in my subconscious. I began my college career just before I turned 40 with grand aspirations of becoming an architect. At age 45 plus, the projected age I would earn my bachelor’s degree in architecture, time would be my enemy; it is generally a field populated by much younger, spry individuals. Upon further exploration though, it turns out that with my current educational plans, I would be closer to 50 by the time I earned that degree. On top of that, there is entirely too much pesky math! I would have to contend with Algebra, Calculus, and Physics; algebraic algorithms, matrix multiplication, and fundamental frequency be damned! Simply put, my mind does not live in that world. Do not get me wrong, I love to create; the idea of building something, formulated within my mind and realized into a tangible object really affords me a great deal of satisfaction. But I also know myself and remember vividly how much I struggled in the arena of math, so my college career path arrived at fork in the road; thankfully, I have not remained stranded on this diverging path long, as earlier this semester I was privileged enough to partake in a writing experience that solidified my decision to abandon my quest for an architecture degree and instead, pursue one in fictional writing.
My writing topic is about: Have any people or books influenced my writing? Did anyone read to me when I was a child? Did I have any teachers who provided encouragement? In my life I have had people tell me I've done great on a paper and gotten a good grade, and some other times I have not. I Ever since I was little, writing has not been my passion, I believe that to be a writer you have to be organized and that isn't me. Yes, I have a lot of thoughts but its impossible to get my thoughts on paper.
In second grade we were just starting to learn subtraction of numbers with multiple digits. I had to teach myself multiplication in order to catch up to the other students. It helped that I had already started teaching myself multiplication through any resource that I could obtain. I excelled at all subjects. In fact, not only did I catch up to them, I soon surpassed their abilities in multiplication. Mathematics wasn’t the only subject that I was advanced in. The first subject that I was classified as gifted in was reading. This is when I learned that I had a powerful ability to learn on my own. Not only could I learn on my own, but I could learn very rapidly and almost effortlessly. Though I could learn on my own easily, it was still challenging catching up to the level that the third graders were at. I enjoyed the challenge though. I still enjoy any challenge I can accept
Yeah, I was like really not good at it. And in college, I took a Calculus class that sort of changed everything that I thought about math. I found out that the more math classes I took, I became more interested in math and I became less interested in physics. Somebody told me that there was such a thing as Graduate School. I like doing Math. Maybe I should keep doing Math.Somebody told me that you can just keep on doing Math [laughter]. So that's what I'm doing--
Math has a lot of misconceptions that can really affect how a student performs in the subject throughout their educational career. As a teacher, I plan on building on student’s strengths and allowing them to grow in confidence in the subject of math. According to Hwang, Morano, and Riccomini (n.d.) “With careful design, independent math practice can build students’ confidence and proficiency and help them move from novice learners to expert learners.” As a teacher I plan on building upon my students strengths, and assessing their learning in order to organize my content. Using hands-on materials, and differentiating instruction so that each student can build upon their knowledge will do this and will allow students to succeed. As a future
Growing up math was always my strong subject, even though I never really applied myself, I was just going off what my teachers over the years have been telling me. I have never really went into depth with the things I was learning. Which is my downfall, and where my area of improvement is. In elementary school math was a breeze for me, since it was basically common sense to learn the material. However, when I got to middle school math had proven to be a challenge for me. Seventh grade math didn't really concern me, it was when I started eighth grade math, and got introduced to Algebra. It didn't help out at all that my teacher was notorious for failing many students before me and being a “bad” math teacher. I despised that class everyday for
In middle school I struggled in math. I was put into the slower classes and mocked for it. In eighth grade I had a different teacher for math. I walked into her classroom confused and nervous. I was surprised to see that she taught in a way that didn’t degrade me. I went from fearing to ask questions to asking them every time I was the slightest confused. I started getting all A’s. Something had finally clicked in my brain. I was learning faster and easier. My freshman year I was in Math Foundations. I was still in the slower classes, but I didn’t mind because I was not too confident I was smart enough to change courses. I had all A’s on my assignments and quizzes. I talked to my parents, my math teacher and my guidance counselor
Grabbing a pencil and a sketchbook, I began to wonder who I really am and what I as a unique person could bring to the table. This is one of the most fundamental and yet one of the tricky questions to answer. To decipher the intricate details about myself, I let the pencil render my thoughts, feelings, joyful, and stressful experiences into a silhouette of figures and illustrations, flashing my life before me. Upon reflection, I realize that although my unique culture and immigration experience have certainly shaped the person who I am and can certainly aid in the diversity of Mayo Clinic School of medicine; however, my passion for drawing would contribute the most.
The thing of math is that you can find it intertwined into other subjects such as music and art. It has been stated that cross curricular teaching is a great opportunity to increase students' motivation for learning and their level of engagement. For most students mathematics is one of the hardest subjects in school to master. Teaching is sculpting one's thought and action through giving instructions and/or performing practices that lead to new conduct and capacity. Sometimes students just need a little inspiration to see the bigger picture in math. One way for teachers to do this is imbedding math with music and art.
Most children grow up believing that they know it all. I, however, was just the opposite. I wanted to know it all, and that has followed me to this day. That exact thirst for knowledge is what has gotten me into some of the biggest troubles of my life and some of the biggest achievements. At five years old I decided to embark on my journey firsthand. I wanted to know what it was like to be an explorer and no one was getting in my way. At 3 AM one Friday night, I left my home and chased my dreams. Unfortunately, my young adventurous self was found out 4 miles from home and I was returned home to a sobbing mother. From then and still to this day, I push through every obstacle to improve myself and am just as engaged now than ever.
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
I have a very fulfilling feeling about what I have been able to accomplish in my life so far. I want the absolute best for myself and those close to me. I often go above and beyond to help those around me succeed and be the best version of themselves that they can possibly be.
...re encompassing way, it becomes very clear that everything that we do or encounter in life can be in some way associated with math. Whether it be writing a paper, debating a controversial topic, playing Temple Run, buying Christmas presents, checking final grades on PeopleSoft, packing to go home, or cutting paper snowflakes to decorate the house, many of our daily activities encompass math. What has surprised me the most is that I do not feel that I have been seeking out these relationships between math and other areas of my life, rather the connections just seem more visible to me now that I have a greater appreciation and understanding for the subject. Math is necessary. Math is powerful. Math is important. Math is influential. Math is surprising. Math is found in unexpected places. Math is found in my worldview. Math is everywhere. Math is Beautiful.