Saturday, December 7, 2013

Saturday Sayings: The Practice of Mathematics



I've nothing against my past math teachers, but it's safe to say that for me, math was something created by dead mathematicians.  I had to memorize their thoughts and apply them to page 134.  I got A's in math, but that doesn't mean that I understood what I was doing.  It doesn't mean that I was doing the practice of mathematics either.  

I recently spent a day at a math workshop.  One of the instructors talked briefly about the shift that is taking place or must take place in math instruction.  She likened math to Language Arts.  Language Arts is not punctuation, grammar, word choice, etc.  Language Arts is putting those things into practice by putting pen to the paper and writing for real purposes.  Math is not skills, facts, algorithms, and procedures.  Math is putting those things into the practice of mathematics by problem solving, modeling, and communicating.  

It's safe to say that for too long, math has been about skills, facts, algorithms, and procedures.  We haven't shown our students that they're actually supposed to use those things as tools to mathematize their own world.  They're supposed to practice mathematics, just like they would practice writing, to see that they're creating math and making sense of it, not leaving the job to some dead mathematicians from long ago.  I haven't fully figured out how to make this happen yet.  Quotes like this one leave me with all sorts of questions.  I know I'm heading in the right direction though.  I can identify bits and pieces of it in my room and say, "That's what they're talking about."  I'm on a mission to discover how to make sure my mathematicians are always doing the practice of mathematics.  Wish me luck!



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12 comments:

  1. That is how I learned math too. Not very inspiring. I like the comparison to teaching language arts- putting math into practice and for real purposes. Great thoughts!
    Lori
    Conversations in Literacy

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    1. Lori, it's a good comparison and one I'm trying to wrap my head around.

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  2. I have been thinking long and hard about how I teach math. It doesn't feel like me. I don't feel proud of teaching math. I've been thinking lately of collecting math picture books so that I can incorporate what I love into my 'dead language' portion of the day. Thanks for your constant reminder to reflect on my teaching practice.

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    1. Kimberley, I'm collecting math picture books too. It seems like a great way to find authentic math tasks - right out of books.

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  3. I could write a mile long comment in this! And I'm someone who loved doing algebra - but I still don't know why you flip fractions to divide them.
    I've been working hard this year to give my students the chance to figure out the math they are doing - but sometimes / often times it feels like the curriculum map doesn't want to allow that time.
    Thanks for your ideas and thoughts! I've incorporated several of your math ideas. Sara

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    1. Sara, I did not love algebra. I loved geometry, but it still doesn't mean I understood what I was doing. :) I'm sure the curriculum map can create stress.

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  4. Great thoughts! I know this is an area where I need to do some thinking...and find ways for my students to connect to math more. Thanks for always making me think, Tammy!

    Crystal

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    1. Crystal, I hear you. I'm in the midst of thinking about these things too.

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  5. Tammy, you once again have got me thinking. How can I make the skills I have to teach fit into the world of a first grader and make it meaningful, give them a reason for needing to know the information. Thanks!
    Kelly
    I'm Not Your Grandpa, I'm Your Teacher

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  6. Great post, as usual! You always get me thinking:)

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    1. Barb, thank you. Now you know what I've been thinking about too.

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