Summary and Synthesis

Throughout this semester we have worked a great deal on taking a constructive approach to teaching. We have learned that students will have a deeper understanding of what they are learning in math if we take the time to teach students why or how a formula is used instead of simply telling them to memorize it and use it. Students should be given multiple strategies to solve a problem and realistic problems for which they can relate to. All throughout my primary, middle and high school educational career I had never been told why a formula is used. Teachers would simply tell me to memorize a specific number of formulas and use them to find the correct answer. Students should be given multiple routes or strategies that they can use to solve a problem. Additionally, teachers should include problems that also have multiple solutions instead of a simple right or wrong answer. It is important that teachers do not put down students when they make a mistake. Students need to learn that everyone makes mistakes and making mistakes is how students strengthen their mathematical thinking. From this class, I have taken away a number of instructional strategies for which I can use in my future classroom. For instance, when teaching fractions to students, I would use manipulatives, such as money, to help teach students about fractions, decimals, and percents, because money is something they can relate to. Students will also discover why knowing about fractions, percents, and decimals is important. I hope that by the end of this semester I will feel more confident about teaching math and have less anxiety with my math skills.