An Associate Professor Of Mathematics At Southwestern Oregon Community College

Teacher’s Role. Teachers understand that students learn to persevere in solving challenging mathematics problems by being allowed to struggle with an appropriate degree of difficulty. “Figuring things out” is part of life and students need ample opportunities to practice these skills.

We study math because it teaches way of thinking and method of solving problems that helps you to gain some knowledge about mathematical applications,formulas and mathematical techniques.

In my opinion, learning should be a way for students to relate with real life situations; to understand the dynamics of the world around them. For instance, if I am teaching proportions, students should first know that this concept is applied in everyday situations such as following a cooking recipe. By offering them the opportunity to follow a recipe and apply proportions, they can get a better understanding of this math concept and why it is important to learn. Due to this belief, my third professional goal is to provide lessons that are relevant to my students’ lives and real

Taught not as a static subject, but an interactive one. Our students should start with applicable math, using objects, angles and visual learning to reinforce the lessons. Children should be shown how math is in every part of our lives, and see real-world examples of how math affects their daily life to encourage excitement and curiosity. Math is the foundation of all of our science, teaching children how to see math in everyday life will lead to greater understanding of the world around them, and why math is important. It is currently taught as a very dry subject that has no connection to their real life outside the classroom, we need to change our approach so they see math as part of daily their

- To develop a positive attitude to numeracy and maths as an interesting and exciting subject in which all children gain success and enjoyment

This school year I am employed at the Jundt Art Museum where I work between 6 to 10 hours a week during the school day and weekends. In addition, I am a Campus Kids mentor. I spend time every week with a student in the 5th grade doing activities ranging from school visits, games, and tutoring. This semester I plan to become more involved with the club Mans Best Friend and volunteer at the local animal shelter.

The primary goal of the lesson sequence was to actively engage students through fostering problem solving skills and develop conceptual understanding about mathematics. Consequently a range of authentic learning experiences that aimed to actively engage learners through the use of real life contexts, concrete materials and peer collaboration was incorporated in the lessons. The purpose of designing authentic learning experiences was to enthral students in true mathematical problem solving. Fisher, (2005) supports this theory by stating ‘The true use of maths is seen in its application to real-life problems. The activities throughout the lesson plan were intended to support students in actively constructing knowledge by completely immersing students in relevant and authentic learning experiences to become an expert on the content.

I strive to improve my mathematical understanding of the world. Math is the foundation of so many areas of study and unbelievably expansive. Every year in high school, I have entered numerous math contests to test out my abilities and to expose myself to the complex world I have yet to uncover. The skills attained from math contests can be applied anywhere. One must be able to solve questions

My personal objectives for teaching is to connect the dots for the students when they learn new things and find ways to integrate what they knew and continuing to learn (Moran, Burson & Conrad,

Studying Maths has extremely engaged me as it gives me an insight to mathematical theories. Maths uses its own language of numbers, formulas and rules to communicate across ideas through mathematical models. Moreover, Maths has enabled me to understand the mathematics that reinforce many aspects of our lives. It has assisted me to apply a range of Maths skills to real world situations and have the ability to interpret and analyse information. These are the skills that I have developed which I hope to express in my undergraduate degree.

As a child playing school with the neighborhood children, I had always dreamed of becoming a teacher. Since the first day of kindergarten, watching the teacher teach us how to do basic things like counting, writing, and reading is what interested me in teaching. Throughout my elementary and secondary education I became even more interested in the teaching field. I thought that being a teacher would be the best thing in the world because a teacher has an immense amount of knowledge. Now I am in college where I am currently studying to be a secondary mathematics teacher. There are several reasons why I want to become a teacher, but the two most important reasons are to make a difference and to

In today’s society mathematics is a vital part of day-to-day life. No matter what a person is doing at home or at the workplace, he/she is constantly using different mathematics skills to simply function. Then what does this mean for mathematics education? When someone needs to utilize a skill every day then he/she needs a strong background in the skill. Therefore, today’s students need more than a just a working knowledge of mathematics or enough knowledge to pass a test. Today’s students need to understand how mathematics works and how to utilize mathematics skills in the best way possible.

I have always had a passion for mathematics. Outside of school, I did sudokus, measured my entire house, made graphs, and even created my own problems to explore mathematics. I would do all of my work, including tests, without a calculator just to challenge myself and do more math. As the concepts increased in difficulty, the subject became even more fun for me. The dedication and creativity required in advanced mathematics have only empowered my enthusiasm for mathematics. The problem-solving within mathematics and the love I had for the subject inspired me to become a teacher.

Mathematics, like every creation of man, have evolved without really knowing how far you can get with them: the scope of the computer, physics, chemistry, algebra, all are evidence of this. Every aspect of our culture is based in some way or another in Mathematics: language, music, dance, art, sculpture, architecture, biology, daily life. All these areas of measurements and calculations are accurate. Even in nature, everything follows a precise pattern and a precise order: a flower, a shell, a butterfly, day and night, the seasons. All this makes mathematics essential for human life and they can not be limited only to a matter within the school curriculum; here lies the importance of teaching math in a pleasure, enjoyable and understandable way. Mathematics is an aid to the development of the child and should be seen as an aid to life and not as an obstacle in their lifes.

I want to teach math in New York City because I will be able to communicate the significance of math in everyday life. The math that adults use to pay bills, manage their budgets, tax preparations, as well as other things is significant. Using real-life situations would capture a students’ attention since it is aligned with their interests. Depending on the grade level, students start to question the relevance of a subject to their future. I love the gratitude and appreciation students show when they succeed in math. As a person who grew up in NYC, I can provide guidance both in, and outside of the classroom. I am familiar with the many pitfalls that await students in this urban setting. I hope to inspire and become a role model to students. Excelling in math can lead to students exploring careers in science, technology, engineering and mathematics (STEM).