Philosophy of Teaching Mathematics
Teaching mathematics requires preparation, knowledge, and an understanding of student needs. To plan for mathematics instruction, teachers of mathematics must get to know their students; find out what are their strengths and what are their weaknesses. They must develop lessons that build on their students’ prior knowledge and strengths, and that encompass each of the elements of mathematical understanding including conceptual understanding, procedural fluency, problem solving skills and mathematical reasoning. Teachers of mathematics must go beyond teaching their students to plug information into a formula. They must do more than show their students how to follow a set of steps to find a solution to a problem. Teachers of mathematics must make sure that their students have a conceptual understanding of why they are following a specific procedure and a conceptual understanding of why that procedure allows them to find a solution to their problem. They foster knowledge that students can apply to their present learning and their real-life experiences.
Teaching mathematics also requires flexibility, and the ability to use a variety of teaching styles. Teachers of mathematics must use multiple instructional strategies such as direct instruction, inquiry instruction and cooperative learning. They must utilize multiple resources including math manipulatives, technology, and literature. Math manipulatives allow students to see mathematics in a concrete way. They are a great resource for differentiating math instruction in the classroom. Technology is a very valuable tool for teaching mathematics. Teachers of mathematics can incorporate technology in several ways. They can use Plickers to assess students, or they can introduce their students to online math resources such as Prodigy Game. Teachers of mathematics can incorporate literature into each of their mathematics lessons. They can use picture books such “The Greedy Triangle” by Marilyn Burns to teach students about geometry, or “Grandfather Tang’s Story” by Ann Tompert to teach students about tangrams. Teachers of mathematics recognize that their classroom is made up of a diverse group of learners, and use a variety of instructional strategies and teaching styles to meet the needs of each of their students.
Teaching mathematics requires preparation, knowledge, and an understanding of student needs. To plan for mathematics instruction, teachers of mathematics must get to know their students; find out what are their strengths and what are their weaknesses. They must develop lessons that build on their students’ prior knowledge and strengths, and that encompass each of the elements of mathematical understanding including conceptual understanding, procedural fluency, problem solving skills and mathematical reasoning. Teachers of mathematics must go beyond teaching their students to plug information into a formula. They must do more than show their students how to follow a set of steps to find a solution to a problem. Teachers of mathematics must make sure that their students have a conceptual understanding of why they are following a specific procedure and a conceptual understanding of why that procedure allows them to find a solution to their problem. They foster knowledge that students can apply to their present learning and their real-life experiences.
Teaching mathematics also requires flexibility, and the ability to use a variety of teaching styles. Teachers of mathematics must use multiple instructional strategies such as direct instruction, inquiry instruction and cooperative learning. They must utilize multiple resources including math manipulatives, technology, and literature. Math manipulatives allow students to see mathematics in a concrete way. They are a great resource for differentiating math instruction in the classroom. Technology is a very valuable tool for teaching mathematics. Teachers of mathematics can incorporate technology in several ways. They can use Plickers to assess students, or they can introduce their students to online math resources such as Prodigy Game. Teachers of mathematics can incorporate literature into each of their mathematics lessons. They can use picture books such “The Greedy Triangle” by Marilyn Burns to teach students about geometry, or “Grandfather Tang’s Story” by Ann Tompert to teach students about tangrams. Teachers of mathematics recognize that their classroom is made up of a diverse group of learners, and use a variety of instructional strategies and teaching styles to meet the needs of each of their students.