A Positive Mathematical Experience

Alan Schoenfeld, a math professor at Berkeley, videotaped many students solving math problems. He was particularly interested in one of his students, Renee, who was determined to find the solution to this one question. Schoenfeld was especially intrigued by Renee because she took her time, and although she was not successful the first couple of times she was persistent and determined. Though it was a simple question, she became frustrated, but continued to think out loud and experiment with different methods to solve the problem. Schoenfeld reviewed her tape and compared it to others, what he discovered was extremely interesting. Other students, when presented with a question that they could not answer within the average of two minutes would give up. Renee was not like the others, she spent a full twenty-two minutes until the moment she said, “Ahhhh. That means something now” (Gladwell, 245). What Renee took away from this experience that the others who gave up did not, is that she learned something new and has pride from taking the time and effort to understand the concept. Schoenfeld then reached his conclusion that math is,"...not so much ability as attitude. You master mathematics if you are willing to try" (Gladwell, 246). Schoenfeld’s video of Renee proves that students are willing to work much harder than others. Likewise the TIMSS is a

In the film, various students are shown to be quite vocal about what they believe they cannot accomplish, and this mainly revolves around Jaime Escalante’s math class. Many students claim that math is just not for them, that they do not understand it and are better off without it. The filmmaker specifically shows this through a scene in the beginning of the film when Escalante asks different students a simple question on a basic concept in math and given in return unsure answers. The filmmaker gives close up shots of the students looking down at their desks, seemingly unconfident in their own understanding of basic math. The students at first resist trying to take math seriously, but with time Escalante eventually succeeds at sparking their interest and showing them that they are capable of a lot more than they believe to be possible. Plenty of students today deal with low self-esteem and may even limit their own advancement and achievements simply because they do not believe in

Perseverance may be the most important quality for an individual to learn and use in their life;

Essential aspects that underpin the professional and dedicated educator include the revising of knowledge and experience, reflection, and an effort in understanding their students. Within mathematics, these skills are informed by the curriculum chosen, the students involved, and the pedagogy that is selected, that create the professional judgement cycle (as seen in Appendix One) (Department of Education and Training Western Australia [DETWA], 2013a). The more teachers understand about their students, the more they can adapt the learning environment to cater for these different learning approaches (Burns, 2010).

At the same time that I believe students with a growth mindset are motivated to learn, I also believe that it is hard to bounce back when something doesn’t go as planned. When this happens, it is easy to give up and let it pass by. Although, persevering is just as easy. This is my second strength. Dweck praises students who stay motivated after a setback. It is impressive when a student bounces back after a setback, because not everyone stays motivated when faced with that challenge. For example, when I found out that my teacher misplaced my homework packet I was devastated. Although it was only for a few minutes. Immediately after going home that night I completed a second homework packet to replace the lost one and turned it in the next day just in time. I was surprised with myself and so was my teacher. He praised me for being resilient in the face of a setback.

Perseverance is the only thing that will truly keep the world alive. If humans had given up instead of persevering America would not exist, tyranny would reign and slavery would still exist, and the world would not be intellectually advanced as it is now. Several characters throughout literary history, such as Odysseus from Homers’ Odyssey, and Louis Zamperini in Unbroken are the prime examples of perseverance, and they did it through personal strength and determination to not be broken. After all, it is better to persevere and live a hellish life than to relinquish that life in order to live more comfortably in the hands of those who seek to degrade the soul, and there are many ways to persevere – even as a student.

As a current community college student, the regularly low student-to-faculty ratio creates an academically intimate setting. I continue to benefit from this, and the “14:1 student-to-faculty ratio” stated in the “about” section of the College’s website, excites me. Learning mathematics, to me, hinges upon a relationship between instructor and student, where a delicate balance exists between student-to-faculty interaction and individual student struggles. Moreover, the “14:1

Matthew Misiura is a math teacher at Susquehanna Community High School. Mr. Misiura explains that he always pushes for “content mastery” in his math classes. However, Mr. Misiura’s teachings are more than an average algebra and precalculus class. Mr. Misiura pushes for students to learn about the real world. He pushes for students to always work to their full potential. In a year in his classroom, I not only learned precalculus and trigonometry, but I learned how to view situations from a different perspective. Some students, when given back a test in which they failed, would cry, act childish, or simply complain. Mr. Misiura was able to reinforce the belief that the only way to learn is to make mistakes. He often stated that, if you already

Having always excelled in math and math related content in class, this often left me feeling board and unchallenged, however after being reintroduced to a challenge and having to work for something, my love for math was reignited. Now there was someone who was going to ensure I would learn, sitting in class just waiting for the assignment

According to the book "Making Thinking Visible” students who are engaged in their work are motivated by four essential goals: success, curiosity, originality, and relationships. Teaching mathematics through critical and creative thinking allows us to

Another idea to improve mathematics performance in elementary level is to encourage the student to link the existing knowledge and the new knowledge effectively while working math problems/examples. A worked example is “a step-by-step demonstration of how to perform a problem” (Clark, Nguyen, & Sweller, 2006, p. 190). This will prepare the students for similar problems in the future as they bridge the connection between the problems and the examples. In many cases, students are encouraged to link the informal ideas with the formal mathematics ideas that are presented by the teacher to be able to solve problems. When students examine their own ideas, they are encouraged to build functional understanding through interaction in the classroom. When students share among themselves on differences and similarities in arithmetic procedures, they construct the relationship between themselves hence making it the foundation for achieving better grades in mathematics. Teachers can also encourage students to learn concepts and skills by solving problems (Mitchell et al 2000). Students do perform successfully after they acquire good conceptual understanding because they develop skills and procedures, which are necessary for their better performance. However, slow learning students should engage in more practice

34). I chose this theory, as I have witnessed children being empowered and striving for their best after the educator facilitated them to build a positive mindset. Children learn from making mistakes and challenges, these come together and help mathematical thinking and cognitive development (Boaler & Dweck 2016, p. 13). The educator which I had, could have taught children in a more positive way and encouraged children to do their best, but also make sure they know everyone makes mistakes and there will not be penalties for

My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.

Each day is a challenge for some of us. Some of you struggle to get up each morning and make it to school. But you find it within yourself to do because the hope of a better tomorrow compels you to do so. It is not easy to explain to teachers or other students that there was no one to wake you up and see that you were ready for school. The moment you leave your house and step on the bus, you are one step closer to realizing your dream, to fulfilling your purpose. That is what perseverance is. It is the finding the strength to do the impossible because you know that all things are possible. It is understanding that your tomorrow has great possibilities because of the steps you take today. I had a neighbor whose parents were divorced, but it seems like both parents divorced her. Her mother had custody, but she was seldom around. My friend raised herself. She gave a whole new meaning to the phrase "putting yourself through school", but she was in middle school. However, she had a dream of something better and it was evident that it required self-motivation and determination.

Because of my enthusiasm for mathematics, I became the tutor for the Math Lab at Gardner-Webb. With this job, I am available to students struggling in one-hundred-level mathematics courses every week. This has allowed me to share my excitement for math. I focus on the problem-solving, almost puzzle-like aspect of mathematics and show students how fun solving problems could be. I share my passion for the subject with students who had the very opposite view of mathematics as me and, by the end of each semester, students began to have fun with the problems with me! My passion gives them motivation to persevere through their homework. My time in the Math Lab has helped me discover my value of passion in the classroom. I want to share my excitement for math with my students just like what I have done in the Math Lab. I have found that, if learners care for and like the subject they are learning about,