As a teacher, my vision for my mathematics instruction is to
have open-ended tasks for my students. Through this class, I have learned that
it is important to get an understanding for how students are thinking when they
solve problems rather than simply noticing whether or not they come up with the
correct answer. I want to have a variety of manipulatives and things for
students to be able to use to solve problems. Allowing students to know they
can choose their own method of solving problems will not constrict their way of
thinking.
I want students to interact in tasks that require a high level of
thinking. I want my students to be able to think about numerous ways to solve
the same problem, rather than being concerned with getting the correct answer. I
don’t want students to simply learn how
to do mathematics, but understand why
they are doing mathematics. I want students to be able to connect what they are
learning to real life situations where math will benefit them. I also want my
classroom to incorporate math in as many ways as possible. I don’t want math to
only occur during one specific time of day, but throughout the day.
These are all good comments and intentions...my question for you would be also to think about why and how.
ReplyDeleteWhy? Why do you want your students to achieve these goals? Why do you want these things for your students? It's probably a lot easier to just give them worksheets, so having a reason to dedicate yourself to these goals in important, and probably should be made explicit (even if only for yourself).
Also, how? What will your classroom look like and what will your students be doing on a daily basis so that they accomplish these goals, like "high level thinking" and "understanding why they are doing mathematics"? That is key question since it bridges theory and practice, our intentions and our reality.