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• W342973854 abstract "IT WAS THE START OF THE ACADEMIC YEAR at our Faculty of Education and I was standing on the stage of our auditorium, facing 440 new elementary school teacher candidates: “How many of you love mathematics,” I asked. I counted about 15 tentative hands. Then, a sea of hands filled the auditorium as I said, “How many of you hate mathematics?” A fear and a hate of mathematics is not uncommon, and is actually quite acceptable in our society. It’s cool to say, “Math sucks,” or “I’m not a math type.” Sometimes I feel like making such statements myself, even though I love math, just to fit in. Maybe, just maybe, the majority, speaking from personal experience, is right. We live in a democracy after all, where we value the opinions of the majority, and in a consumer society, where businesses appreciate that the customer is always right. Maybe school math (smath, as Bill Higginson of Queen’s University calls it – see his interview at www.edu.uwo.ca/dmp/Higginson) lacks humanity and imagination, and is just not worthy of our attention. So what do we do about this? I think the answer lies in an innocent comment made by one of my students. To help our elementary school teacher candidates improve their image of math, we offered a math-for-teachers course, so they could re-experience doing mathematics in new ways, as a form of math therapy you might say. One of the teacher candidates commented on her experience by saying, “I learned that math can be discussed with your family and friends just like you would a favourite book or new movie.” If you ask children about a movie they like, they will eagerly share with you the exciting moments, the plot twists, and how they felt about the experience. Ask the same child “What did you do in math today?” and the typical responses will be: “Nothing,” “I don’t know,” or “Fractions.” What if we disrupt the typical meaning of performance assessment (which is based more on a business model than a performing arts model) and define it as this: if a student is able to discuss school math with family and friends just like one would a new movie, then that student has experienced meaningful math learning and teaching. It seems a crazy idea, I admit, because at first glance it appears that we’re equating math education with entertainment. However, as McKee1 notes, we do not engage with the “story arts” simply to be entertained. “We do not wish to escape life but to find life, to use our minds in fresh, experimental ways, to flex our emotions, to enjoy, to learn, to add depth to our days.”" @default.
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• W342973854 date "2009-01-01" @default.
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• W342973854 title "I Heard This Great Math Story the Other Day" @default.
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