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• W1956456481 abstract "With a B.S. in math but no prior math education training, my first job as a math teacher was at an alternative charter school with a holistic mission. I was charged with teaching math to five groups of 17 7th, 8th, and 9th graders, embracing problem solving, communication, and collaboration. Few of these students had been taught math in this way previously, and I had not taught math this way (or any other way, for that matter). While I still believe such an approach is possible and worthwhile, I was not prepared to pull it off. I struggled tremendously and no doubt left numerous opponents to math reform in my wake. Fortunately, I attributed my ineffectiveness to my lack of experience and skill as a facilitator and curriculum writer, not to a flaw in the vision. Though I have no way of knowing, I have since wondered what percentage of new educators in similar situations would draw a different conclusion, something like, “Math is different from other subjects. It can’t be learned collaboratively. You just have to memorize.” This experience motivated me to understand why and how math teachers can become effective in settings that stress understanding over memorization. Why Did I Struggle? I believe I struggled in the effort to engage students in the work of actually doing math, as opposed to practicing other peoples’ math, not only because I was a new instructor, but also because I learned math quite differently from the way I was aspiring to teach it. My earliest school memories are of racing through addition and multiplication charts to win ice cream from my teacher. I remember doing pages of practice problems and receiving high percentage scores for getting most problems right. I do not remember ever applying math to real world problems with more than one correct answer, and I never remember working with other people on a problem. Interestingly enough, the only times I remember solving problems at the board in school were when I was racing to be the first finished with a correct answer in class competitions. Incidentally, I loved those days – no doubt because I usually won! If memories like mine approximate the math experiences of others among the current group of math educators in the CES network, is it any wonder we struggle to create math environments where students solve meaningful problems collaboratively with others? If I, or any math instructor, haven’t actually experienced learning important math concepts by solving and discussing problems in a collaborative environment, how do I even know it is possible? And if I don’t believe it’s possible for all students to learn math without an expert telling them what to do and encouraging (often coercing) them to practice and memorize, how much creative energy and perseverance can I bring to the challenges of engaging all students with a meaningful, creative mathematics education? With the benefit of a few years of experience, it now seems obvious that I struggled, and I believe many of us struggle, because I had almost no actual experience learning math concepts through problem solving in collaborative settings." @default.
• W1956456481 created "2016-06-24" @default.
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• W1956456481 date "2007-01-01" @default.
• W1956456481 modified "2023-09-26" @default.
• W1956456481 title "One Instructor's Quest for a Collaborative Professional Culture." @default.
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