Mathematics in the Teacher
Education program has shaped and informed my teaching practice and philosophy in
a number of ways. I began this course with a somewhat strong background in Mathematics,
stemming from my family that pushed me towards advanced Mathematics involving
memorization of formulas to then apply to problems. I learned a great deal from
this course, including and not limited to: encouraging exploration,
problem-solving through group work, integrating technology, as well as resources
to make math meaningful and engaging for students. The following reflection
will address these key contributors to my learning and development as a future
Mathematics educator.
Although I
have a strong background in Mathematics knowledge, I entered this course intimidated
by the thought of teaching the subject through a student-centred approach; I
now leave this course with a new-found confidence in teaching the Ontario Mathematics
Curriculum effectively and on a cross-curricular level. This course has taught
me that students learn best when they are given the creative freedom to explore
problems and brainstorm strategies, without being exposed to a formula at the
forefront. Also, through Smalls (2013), I learned a number of strategies, such
as hands-on learning through the use of manipulatives, to help students avoid possible
misconceptions related to various Mathematics topics. Furthermore, the SAMR (Substitution,
Augmentation, Modification, Redefinition) and BUDS (Buddy Solve, Understanding
Numbers, Deconstructing the Problem, and Strategy Identifier) models allowed
for a deeper understanding of best practices for integrating technology and
providing the best opportunities for learning in the classroom. Moreover, our progression
through the unit and lesson planning assignments of this course has also better
prepared me to cater my teaching practice to diverse learning needs, abilities,
and interests, as well as effective spiraling of student knowledge.
With
regards to activities we participated in, I found each lesson to be packed with
engaging and fun methods for teaching Mathematics, adaptable for any subject. For
example, after conducting research during class about the ways Makerspace,
specifically Ozobots, can positively impact student engagement, I found myself
drawn towards integrating them in my microteaching lesson. I taught my students
about regular and irregular shapes using the Ozobots as incentive to construct
their own regular shapes, addressing Ontario Curriculum expectations. This
course provided me with the confidence to step out of my comfort zone and take
risks. Another example I am enthusiastic about integrating in the classroom is
the Math Olympics. I found this strategy impactful at all stages of learning, a
creative form of assessment that promotes team-building and critical thinking. Furthermore,
the Escape Room and Scavenger Hunt activities got us out of our seats and promoted
connections to real-world problems. Through these activities, we were exposed
to a variety of applications and pieces of technology useful as further methods
of differentiation; I specifically enjoyed working with QR codes and learning
about applications such as Explain Everything, tools I hope to use in practicum
and my future teaching career.
Although my teaching
philosophy is a work in progress, I am an advocate for Dewey’s theory that
students learn best by doing. This course has taught me that students learn
best when they understand the importance of the material they are learning, as
well as participate in problem-solving and discussion with their peers. I hope
to inspire lifelong learning and transference of skills through discovery both
inside and outside of the classroom. I plan to provide students with
opportunities to explore and support them to the best of my abilities. I also
believe that human connection and relationships are just as important in the classroom
as they are outside of the classroom. I want my students to know that I believe
in them and care about their wellbeing. I believe that students deserve to
learn in a space where they feel safe, respected, and are inspired to grow as
lifelong learners.
