Mathematics for me as a child was downright frightening! I can distinctly remember that sickening feeling in the pit of my stomach when the teacher began to call upon students for answers. Nine chances out of ten, I didn't have the correct answer and if I just so happened to have it, then it came from a nearby friend. I also remember when doing seatwork, how the teacher would circulate the rows of desks, peering over the student's shoulder to check their work. When the teacher stopped by my desk, I always pretended to be deep in thought but...I didn't really have a clue! I remember how when tests and quizzes were passed back, questions that I had wrong (and there were many!) were never explained to me. I was never shown where I had gone wrong in my attempt to calculate the right answer and so I felt as though I wasn't intelligent enough to understand math.
Calling upon a child in front of their peers for an answer to a problem often embarrasses and instills fear in a child. Peering over a student's shoulder without recognizing that he/she needs guidance does not build confidence within. Not helping a child understand where he/she went wrong in a problem does not enable further understanding. Simply telling a child if they are right or wrong when it comes to a mathematics problem is to enable the child dependent on the teacher for justification of solutions. For me personally, I relied on memorizing formulas to complete a math problem. Now, students are expected to justify a solution which allows for a deeper understanding of the mathematics at hand. I believe the shifting view of mathematics is steering both the teacher and the student alike, away from negative practices and moving towards effective problem-solving skills. Even though my own experiences with mathematics were mostly negative, I believe that I can use my personal experiences to create positive learning experiences for my future students. I feel as though my own fear of math is subsiding when I realize I can create a safe and comfortable atmosphere in which children grow and thrive in learning together.
I believe the key concept is found in the word "together" when it comes to the shifting view of mathematics. I believe as with every other discipline, active learning and participation with one another should be encouraged and enforced. I believe that when students can be made to feel safe in exploring different ways to do math, the overall rate of success will be great. What I like the most about the shifting view of mathematics is the encouragement of using multiple strategies to solve a problem. When I was in school, if I did not use the teacher's method of solving a problem, then the problem was marked incorrect. Encouraging students to apply a number of strategies to a problem enables active learning and construction of one's own knowledge. Applying a number of strategies to a problem also enables a deeper understanding of how and why a solution is deemed correct. Students therefore, strengthen their reasoning and communication skills, allowing for a more comprehensive understanding of mathematics.
I can now begin to view mathematics as a humanity. Mathematics for me was always completed in isolation. With the shifting change, mathematics can be explored in a positive group setting. Mathematics for me was always a question of is this right or wrong? With the shifting change, mathematics can make sense in the justification of the math itself. Mathematics for me was a subject always put on the back burner and willingly ignored. With the new shifting view of mathematics, I can explore new problems and situations with confidence and know that mathematics is a positive aspect of my life and not a negative one.
With the new shifting change of mathematics, I know that I can put aside my fears, even tackle the problems in the text with little hesitation and use my newfound attitude and knowledge to create a positive learning experience for my future students.
Mathematics is a humanity; it is a relationship between people and involves the exploration and discovery of patterns and solutions. Math can bring together a group of active learners who ultimately construct their own knowledge and meaning.
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