As a teacher, my role in the learning of mathematics is very essential. I will guide the students in learning by teaching the material in an interesting way so that all my students can understand it. For example, I would provide them with a real life situation that they can relate to, so they will see how much math can be used in everyday life. I strongly believe in constructivist learning and teaching as mentioned in an article from Arithmetic Teacher, "Constructivist learning and teacher" bu Clements and Battista, where "students are encouraged to use their own methods for solving problems" (p.35). I will advise their learning by being a mentor and motivator. Many times I am going to have to pick even the brightest kids up and push them to work harder when their frustration with mathematics becomes evident. For those students who need more or less time, I will have to control the rate of the information given. I will need patience with those students who need more time and explanation, and I will need to keep those who learn faster intrigued with more challenging problems.
The role of technology in a mathematics classroom is very important. Students need to be able to use various up-to-date technology in order to be able to "make it" in our technologically competitive world. "Education that is technologically rich produces high school graduates with the tools, competencies and level of sophistication necessary to be successfully employed in an ever changing global economy" (State of Connecticut, 2004). Some technology that students should be familiar with include graphing calculators, Microsoft Excel, Geometers Sketchpad, and Maple. These are all tools which will assist students in mathematics, hopefully making math easier to understand and more interesting to learn.
The role of the students is also important, if not the most important of mathematics education because "students actively construct their own knowledge of mathematics" (Mikusa & Lewellen, p.158). A student must be ready and willing to learn in order for the teacher to be able to do their role. A teacher can try as hard as they want, but if the student is not willing to learn, it may be an impossible task. The students should be excited to learn, although that will not always be the case. Hopefully, through motivation, possibly through rewards or incentives, I can encourage them to become more excited about math. Cooperation and participation are needed from the students as well. Students play an active part of their own learning of mathematics. For example, helpful students who are willing to work together and offer instruction to their peers will gain a lot more than those who work by themselves and don't get involved with their classmates. The students' role in the classroom plays a huge role in their mathematics education.
Although my philosophy of mathematics education is full of goals and high expectations, I know that it is not going to be as easy to accomplish as I wish. I will always keep in mind that according to the National Council of Teachers of Mathematics (2000), "learning occurs best in school environments that recognize and value the wide variety of learning styles and the collective strengths that individual students bring to the classroom" (p.5). Effective mathematics education takes a lot of hard work, curiosity, enthusiasm, and participation from both the teacher and the students.
References
Clements, D.H., & Battista, M.T. (1990). Constructivist learning and teaching. Arithmetic Teacher,
38(1), 34-35.
Connecticut State Board of Education, (1990). A guide to K-12 program development in mathematics.
Hartford, CT. (Retrived September 12, 2003 from http://www.state.ct.us/sde/dtl/curriculum_
publ_guide1/htm).
Mikusa, M.G., & Lewellen, H. (1999). Now here is that authority on mathematics reform, Dr.
Constructivist! The Mathematics Teacher, 92(2), 158-163.
National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA. (Retrived September 12, 2003 from http://www.nctm.org).
State of Connecticut, (2004). Bureau Curriculum and Instructional Educational Technology. (Retrived
July 8, 2006 from http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/
edlitedefault.html).
