Philosophy of Education
I believe all students have the potential to think critically and mathematically. However, each student manifests this ability at a different level and pace. Thus, it is the role of the teacher to facilitate learning by providing each student with the opportunity to grasp mathematical concepts. Too often teachers assume that only those who have demonstrated a high level of achievement in the classroom will be able to experience higher-order problem solving situations. Often, problems that require critical thinking are simplified to mere procedures and rules. Instead, I contend that it is precisely the struggle and challenge of these situations that can enhance all students’ understanding in some way. As an educator, it is my responsibility to provide the resources (information, experiences, problem solving strategies, etc.) to enable each student to improve his or her reasoning skills.
However, it is often difficult to reach students individually and even more difficult to change the deep-set attitudes towards mathematics, especially among those who struggle. I propose that creating a caring, problem-solving based community is the best way to combat negative attitudes towards mathematics and to help individuals make gains in their critical thinking ability. If I encourage students to be working together as mathematicians in a community, then they can learn from and communicate with each other. In this setup, every student has some insight to bring and each will struggle and learn from problems at their own level. My role in this environment is that of a guide, presenting tools and strategies for the class to discover and reason through mathematics. The more students see that there are different ways of thinking about the same situation, the more they will be able to access resources when they encounter a problem on their own. For instance, in a 7th grade classroom, we used two color counters to introduce integer operations. For the exit exercises, some students still needed the idea of chips while others had established generalizations. Through guided discovery, they took away a level of understanding that best suited them. The students who needed visuals still were not forced to resort to generalized procedures that they did not yet understand. They were able to correctly perform the calculations in a way that made sense to them.
I also must guide the establishment of a strong community by encouraging mathematical communication, critical commentary and sensitivity.
The article, “Critical Thinking? You Need Knowledge” by Diane Ravitch, discusses how in the past people have been deprived from the thinking process and abstract thinking skills. Students need to be given more retainable knowledge by their teachers to improve their critical thinking skills. (Ravitch).
Bittman defines the money part of it and how it is really low-cost to prepare home meals. Even individuals on food stamps can manage to pay for home cooked dinners. He gives the impression to concentrate on the low-priced aspect of the food but that is not the only reason why societies bargain fast food. A single parent for an example like my mother, who always work all day long, and by the time of night she found it is easier to pick up McDonalds or whatever she has a taste for. This is why fast food is eaten so much. Many parents commonly say that there is not a lot of time to cook a meal and also spend time with their children after a hard, exhausting day of labor. He does make a solid argument. A very large quantity of people eats more than enough fast food, so much as to where it becomes addictive. Relating fast food to a medication craving was a great way to visualize just how destructive fast food can be. Correspondingly, he positions that if the advertising of fast food restaurants were to decrease, as it did for smoking commercials, th...
Mark Bittman’s article “Is Junk Food Really Cheaper?” tells about how people are not really getting their money’s worth when it comes to consuming junk food. He does this by showing the differences between ordering a meal at McDonald’s and cooking a meal at home. The twenty-eight dollars that is spent to feed a family of four at McDonald’s can be put to use making a meal that could last for a couple of days and feed more than four (Bittman 660). Engineered to be addictive, hyper-processed food has a taste that makes people wanting more. Lastly, Bittman addresses the convenience of junk food provides nowadays. Therfore, the cost of junk food is not really cheaper in comparison to a home cooked meal.
Before it can be understood why the claims of these people are so outrageous, the two sides to the issue of the occurrence of the Holocaust must be explained. The majority of people believe that it did occur and use pictures, memoirs, letters, and other primary sources from the time to prove its existence. On the other hand, there is the smaller community of people who claim that there was no Holocaust. These are radical groups and self-described “revisionists. Those denying the event say that concentration camps were built after World War II was over as propaganda, and that the death toll numbers were simply made up. In their opi...
There are people that call themselves deniers. These individuals claim to see no evidence that the Holocaust took place. The deniers feel many of the details of the Holocaust have been altered to make it look like it existed. These people say that pictures have been altered and that the Holocaust was created to make a large
The second part of this memo contains a rhetorical analysis of a journal article written by Linda Darling-Hammond. Interview The following information was conducted in an interview with Diana Regalado De Santiago, who works at Montwood High School as a mathematics teacher. In the interview, Regalado De Santiago discusses how presenting material to her students in a manner where the student actually learns is a pivotal form of communication in the field (Personal Communication, September 8, 2016).
Mathematics has become a very large part of society today. From the moment children learn the basic principles of math to the day those children become working members of society, everyone has used mathematics at one point in their life. The crucial time for learning mathematics is during the childhood years when the concepts and principles of mathematics can be processed more easily. However, this time in life is also when the point in a person’s life where information has to be broken down to the very basics, as children don’t have an advanced capacity to understand as adults do. Mathematics, an essential subject, must be taught in such a way that children can understand and remember.
One of the major sociological perspectives is Functionalism. Functionalism is centered around the work of Herbert Spencer, Emile Durkheim, and Robert Merton. Functionalism is described as a system of connected parts that are designed to achieve
Becoming a teacher was not something I always knew I wanted. As I approached an age where I really started considering what I would like to do for a career I only knew that I did not want to work in an office behind a desk all day. I wanted a job that would be interactive, challenging and exciting. I also knew I wanted a job that would be important and would somehow contribute to the world in an important way. I thought being a teacher; particularly a teacher in the primary levels would fulfill those hopes and goals assuming I dedicate myself to becoming an effective teacher who has a positive influence on the lives of my students.
Using literacy strategies in the mathematics classroom leads to successful students. “The National Council of Teachers of Mathematics (NCTM, 1989) define mathematical literacy as an “individual's ability to explore, to conjecture, and to reason logically, as well as to use a variety of mathematical methods effectively to solve problems." Exploring, making conjectures, and being able to reason logically, all stem from the early roots of literacy. Authors Matthews and Rainer (2001) discusses how teachers have questioned the system of incorporating literacy with mathematics in the last couple of years. It started from the need to develop a specific framework, which combines both literacy and mathematics together. Research was conducted through
Mathematics can be concrete and use reason as a way of knowing. These are learned concepts with repetitive procedure. Critical thinking is a type of reasoning that uses logic that will never deviate. The early concepts of mathematics taught in schools are thought to be concrete with fixed steps and formulas for solving problems. One only has to think about the steps previously taught and accept them to be true. The concepts can only be accepted to be true by using the skills to process and generate information and belief. The use of the skills as an “exercise” with no meaning or understanding is not critical thinking however. It is always believed that the area of a right triangle is one half the base times the height. Reasoning can be used through the drawing of a grid to prove this formula to be true. Therefore, mathematics uses critical thinking as a way of known skills to guide behavior based on intellectual commit...
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.
A somewhat underused strategy for teaching mathematics is that of guided discovery. With this strategy, the student arrives at an understanding of a new mathematical concept on his or her own. An activity is given in which "students sequentially uncover layers of mathematical information one step at a time and learn new mathematics" (Gerver & Sgroi, 2003). This way, instead of simply being told the procedure for solving a problem, the student can develop the steps mainly on his own with only a little guidance from the teacher.
Many students view mathematics as a very difficult subject since it does not only focusses on numbers but also in letters. Mathematics does not only require the students to come up with an answer but it also requires them to show the solutions on how they arrived at the answer. While in elementary, students were already taught on how to solve problems in a step-by-step procedure starting with what is asked in the problem, what are the given, make a number sentence or formulate an equation and solve the problem. These procedures are called problem-solving which cannot only apply in mathematics but also in other areas such as in Science, businesses and most
Throughout out this semester, I’ve had the opportunity to gain a better understanding when it comes to teaching Mathematics in the classroom. During the course of this semester, EDEL 440 has showed my classmates and myself the appropriate ways mathematics can be taught in an elementary classroom and how the students in the classroom may retrieve the information. During my years of school, mathematics has been my favorite subject. Over the years, math has challenged me on so many different levels. Having the opportunity to see the appropriate ways math should be taught in an Elementary classroom has giving me a