April Topic #1
A Teacher’s Commitment to Mathematics and Learning for All Students.
A teacher’s dedication to reaching all students is essential. In an article from the NBCT, accomplished teachers must do the following things when teaching mathematics:
First, they acknowledge and value the individuality and worth of each student.
They believe every student can learn and use mathematics and are dedicated to their success.
Third, they commit to the fair and equitable treatment of all students.
In other words, teachers should be dedicated to student success and committed to fair and equitable treatment of all students. This means understanding your students’ diversity regarding race, gender, academic levels, and socioeconomic status and making necessary modifications to meet all student needs.
While teaching in a diverse, fifth-grade urban environment for many years, students came from diverse socioeconomic, academic, and cultural backgrounds. Approximately 35% of my students had special needs such as attention deficits/behavior disorders, learning disabilities, and severe reading/language deficiencies. In addition, many students read at or below a third-grade level. I also recognized the diverse beliefs and attitudes my students bring toward mathematics. As a result, I proactively confront diversity issues to promote educational equity and maintain high expectations for all my students.
For example, I group my students heterogeneously by tables, with approximately three to four students, so individuals benefit most from classroom experiences by collaborating with others. Some students have poorly developed language skills that limit their ability to write/articulate ideas. Achievement levels in reading and mathematics range from slightly above grade level to students who rank up to 4 years below in proficiency. Many students entering had limited prior experiences with using inquiry approaches in mathematics. They also felt a dislike of mathematics because they did not understand it. I kept my students’ needs in focus as I chose a mathematical program that would support all and be responsive to my students
prior knowledge, intellectual strengths, and personal interests.
While teaching a unit involving common quadrilaterals in terms of their geometric properties, students used a variety of ways to investigate. The chosen lessons provided multiple paths to meet the diverse learning styles/needs, such as using visual/kinesthetic or real-world experiences. Using different types of manipulatives, pictorial representations, and computer technology, in addition to facilitating different learning styles such as writing, drawing, or talking, helps students progress toward reaching instructional goals. For example, students with language deficiencies and learning disabilities are often more comfortable expressing themselves and learning through kinesthetic/visual means such as folding paper, drawing, talking, inventing body language, and using real-world experiences as relating line patterns to streets surrounding the school. These experiences allow students to express learning in various ways. Students also work in multiple settings, such as whole classes, small groups, pairs, or individually, to reach goals. Providing varied instructional paths allow students to use /adapt different approaches to meet individual needs. Moreover, because many of my student’s former experiences were structured with the teacher doing all the talking as students remained passive, choosing an inquiry approach helps students of diverse backgrounds/abilities learn geometric principles in ways that encourage them to reason, make conjectures based on their investigations and formulate conclusions. As students manipulate/investigate shapes, they develop specific mathematical properties rather than memorizing sets of rules/definitions that are too abstract for most of them. These learning experiences encourage students to think, ask questions, solve problems, and discuss strategies/solutions with one another. I encourage students to collaborate and justify their thinking. Since many students entered my class with a dislike for mathematics mainly because they did not understand it, my approach allows them to experiment with multiple;e paths to solve problems, such as with computer software, objects, or body language to make and test conjectures. It also supports their efforts to construct mathematical arguments by learning from and building upon each other’s strengths. Inquiry approaches encourage students to become more involved in mathematics, and they also take more responsibility for their learning. Students are encouraged to be assertive rather than passive learners as I am viewed as an “answer provoker” rather than an “answer giver.” In this role, I listen to students’ ideas and provide an atmosphere of respect for everyone’s views. I also expect total student participation. These lessons encourage students to listen, respond to, and question the teacher and one another. As a result, both featured learning experiences offer rewarding ways to meet instructional goals. Lessons allow my student to see themselves and the teacher as mathematical thinkers, to experiment with multiple paths to solve problems, and to construct mathematical arguments. Thus, these experiences give students confidence/flexibility in using their mathematical skills.