My Philosophy of Teaching Mathematics
Teaching mathematics is my outlet to share the importance of solving problems, overcoming challenges, and finding the significance of the experience within. Mathematics can be challenging and it can be beautiful. Being a mathematics teacher, it is important that I encourage students to see and feel the beauty or satisfaction in completing a difficult task. This can be done so by using inductive reasoning to solve geometric proofs, where the end can be seen through a critical path. I will divide a complex lesson into its elements, and use hands-on activities to encourage my students to take small steps to obtain our greater goals so that the way we approach mathematics can teach other skills that students of all strengths can use both in and outside the classroom someday.
From the most basic to complex, teaching adolescent mathematics will give students the knowledge and preparation for other classes and skills used in everyday life. As an educator, I can incorporate opportunities for my students to go beyond the lessons using methods of critical thinking. By teaching in this direction, I can ensure that each of my students are to imagine new ideas, expand their knowledge, and grow as individuals while problem solving. It is my intention to give my students all necessities to have the capacity to think abstractly on the ideas introduced in my classroom. Mathematics is far beyond the simplicity of addition and subtraction; so how can we expand the learning of addition and subtraction with numbers; or how it is used in everyday life? These are ideas that I will incorporate in my lessons to show students the significance of mathematics beyond the classroom through real life applications. If we have an unknown value, how will I teach my students to approach the unknown? There are several factors that go into building students as people, and I plan to make my classroom an environment for growth, divergent thinking, and intellectual discovery; as well as a place to build a foundation for mathematical understanding and reasoning for students of all abilities.
Above all, I find it most critical to observe the types of learners that are present in my classroom and use student-centered, differentiated instruction because all students have a variety of strengths and weaknesses. By accommodating each student, whether it be their educational backgrounds, needs, cultural backgrounds, or interests, I can incorporate their interests into my lessons, and differentiate those lessons based on what I know about them as people and learners. As I incorporate student interests into our problem based learning, I can encourage students to stay involved and engaged in each lesson. With diversity in my teaching style, students are attentive and have the ability to broaden their cognitive thinking skills. It is my philosophy that each student finds their own cognitive process to retain information, uncovers an imagination of the mathematics acquired, and is able to demonstrate their individual educational processes experienced along the way.
From the most basic to complex, teaching adolescent mathematics will give students the knowledge and preparation for other classes and skills used in everyday life. As an educator, I can incorporate opportunities for my students to go beyond the lessons using methods of critical thinking. By teaching in this direction, I can ensure that each of my students are to imagine new ideas, expand their knowledge, and grow as individuals while problem solving. It is my intention to give my students all necessities to have the capacity to think abstractly on the ideas introduced in my classroom. Mathematics is far beyond the simplicity of addition and subtraction; so how can we expand the learning of addition and subtraction with numbers; or how it is used in everyday life? These are ideas that I will incorporate in my lessons to show students the significance of mathematics beyond the classroom through real life applications. If we have an unknown value, how will I teach my students to approach the unknown? There are several factors that go into building students as people, and I plan to make my classroom an environment for growth, divergent thinking, and intellectual discovery; as well as a place to build a foundation for mathematical understanding and reasoning for students of all abilities.
Above all, I find it most critical to observe the types of learners that are present in my classroom and use student-centered, differentiated instruction because all students have a variety of strengths and weaknesses. By accommodating each student, whether it be their educational backgrounds, needs, cultural backgrounds, or interests, I can incorporate their interests into my lessons, and differentiate those lessons based on what I know about them as people and learners. As I incorporate student interests into our problem based learning, I can encourage students to stay involved and engaged in each lesson. With diversity in my teaching style, students are attentive and have the ability to broaden their cognitive thinking skills. It is my philosophy that each student finds their own cognitive process to retain information, uncovers an imagination of the mathematics acquired, and is able to demonstrate their individual educational processes experienced along the way.