Students learn mathematics in their own personal ways. Therefore, teaching math is somewhat a system
of trial and error; multiple approaches should be used to guarantee that all
students in the class have been exposed to an approach that corresponds with
their learning style. This means that a
variety of resources should be made available to students at all times: pencils,
paper, computers, manipulatives, calculators, space to act concepts physically,
places to discuss, places to sit in quiet, etc. Also, sufficient time should be
given to learning math – one cannot expect that a concept that seems simple to
the teacher will seem simple to the student.
And finally, an understanding of what students are interested in can
certainly help frame an otherwise dry mathematical concept. A combination of patience, trial and error in
approach, and an understanding of how to make math interesting and accessible help
students acquire mathematical concepts.
The job of a teacher is not necessarily to pass their
knowledge on to static students, but to create a dynamic environment where
students can use inquiry to discover new understandings. Teachers must be models of this process of
discovery. Teachers must also be
likeable, have relationships with their students, and be sensitive to their
needs. Teachers must be cognizant of the
fact that students are human beings, not simply learners of math. When this framework is used, a classroom of comfort,
compassion, and trust is formed and students feel comfortable try new things,
make mistakes, and learn.
Children are human.
Teach them with this in mind so they can continue living with confidence
both inside and outside their classroom.
