Philosophy on Teaching Mathematics

 

To teach mathematics effectively and foster conceptual understand and knowledge within students, teachers create a learning environment that encompasses several crucial elements.

 

• Lessons are inquiry-based, and planned with the Common Core State Standards (CCSS) in mind. Open-ended questions push students to discover patterns, relationships, and mathematical big ideas.

• Teachers and students are ongoing in their effort to create a culture of thinking in mathematical workshop.

• A balanced mathematics program incorporates a range of instructional approaches and includes a combination of manipulatives, models, diagrams, and technologies.

• Teachers utilize high-level tasks to differentiate instruction that accommodates all styles of learning. These tasks challenge students at their individual levels.

• Teachers elicit students' unique funds of knowledge to provide instruction that is reflective of students' experiences. All students' experiences are valued in an inclusive learning environment.

• Teachers formatively assess students daily. Teachers determine what students know and what they do not know yet to provide instruction that is responsive to students' needs. Teachers build on what students know to extend their thinking and further their mathematical development.

• Teachers evaluate the effectiveness of their instruction through daily checks for understanding. Formative assessments guide instruction.

• Tasks are designed with multiple intelligences in mind. Teachers command that all students are smart in math to ensure high engagement and active participation.

• Tasks are authentic and meaningful. Students apply their mathematical knowledge and understanding to solve tasks that are rooted in a real world context.

• Teachers expect students to think differently. Teachers challenge students to explore several routes to solve a problem. Teachers capitalize on alternative approaches and processes to convey a deeper understanding of mathematical big ideas.

• Students are probed to explain mathematical reasoning and thinking through discussions. Turn and talk ensures that all students participate in mathematical discussions.

• Students practice using manipulatives daily. Teachers encourage students to show their thinking and mathematical processes using manipulatives, which, therein, promotes conceptual understanding.

• In partnerships and small groups, students collaborate to build a deeper understanding of mathematical principles. Teachers and students work together to establish small group work norms. Norms ensure high levels of participation by all students.

• Mathematical dialogue, reasoning, and reflection is shared and celebrated daily.

• Technology is incorporated in lessons when appropriate. Technology is used as a tool to further student thinking and learning. Students use technology to become proactive problem-solvers.