Week 5-- Math is for Everyone

Math is for Everyone

I found this weeks lesson particularly interesting because I learned that all students could succeed in math.  The fact that the brains are constantly forming new connections based on our experiences is rather interesting.  Prior to this lesson on brain plasticity, I was taught that a student’s potential to understand a given subject is a result from their genetic disposition (nature), but could be somewhat improved by nurture (i.e. teachers, environment, support, etc.).  The video helped me realise that it is possible to help a student improve substantially in mathematics through practice, and support. 

I think that this class helped me understand just how much power a teacher has on a student’s ability and confidence to succeed.  Teachers are seen as leaders, and so have a huge influence on their students.  I also think that educators have an influence on students because they are generally as possessing expertise, skills and knowledge.   For this reason, teachers need to be mindful about how they communicate with students.  For example, if a teacher were to say: “Maybe math just isn’t your thing” the student may start to believe that they cannot do math, and therefore stop trying, or be less confident with their answers.

During our lesson, we were given a paper with a list of positive norms to encourage in math class.  The first thing listed was: “Everyone can learn math to the highest levels”.  I believe that this norm should be taught at a young age (right when students begin learning math) and reinforced throughout their school careers in order to help diminish the negative stigma math has.  I believe that many people who think they aren’t ‘math people’ have this mindset because they have had negative experiences with this subject, and have given up on math. 

The second positive norm listed on the handout was: “Mistakes are valuable”.  I think this norm is really important to reinforce with students because it will encourage students to participate more.  When I was in highschool, I was always scared to answer questions in math class because of the fear that my answer might be wrong.   I think that if teachers encouraged mistakes, students would realize that making mistakes does not mean they are bad at math, and therefore be more willing to learn from their mistakes rather than give up.  I think that when students have a negative connotation about making mistakes, this adds to their math anxiety.  (i.e. I think that students and people in general are not scared of math, but rather are actually scared of making mistakes).  Once students start viewing mistakes as a learning opportunity rather than a reflection of their math abilities, then students will be able to focus on learning and improving their math understanding.

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