I
consider this article very informative for myself, especially in terms of
knowing the development of the mathematics curriculum over the last century.
Although I have spent so many years learning the subject of mathematics in
different educational institutions in India, I was never told by any teacher
that whether I was learning math in a progressive or conservative or NCTM ways.
After reading this article, I believe that I may have learned math in both
ways, NCTM ways. The way I learned math demanded fluency, understanding,
sense making and inquiry, assessment through the standard written exams with
the expectation of right answer, and no use of technology for problem solver.
The math teachers' approach I really found helpful in my entire math learning was
providing reasoning behind every step you write during solving any particular
math problem. During my learning experience especially before the
post-secondary education, I was taught to write not only every step of the
solution properly, but also the reason for going from step one to another step
if required. For example,
Y/Y(Y+1)
While simplifying the above algebraic expression, I
would only cancel Y with Y if it is given that Y is not equal zero. So I would
write as,
Y/Y(Y+1)
= 1/Y+1 as
y ≠ 0
Providing
reasoning almost in every step of the solution of math problem has helped me a
lot in developing my overall conceptual understanding in mathematics. Personally,
while tutoring in the lower mainland area, I have noticed many differences in
the ways I learned any particular math topic versus the way local students in
the lower mainland area are learning at this time. Having good mathematics
background and passion about polishing the previous knowledge with new one, I
learned many new interesting and different ways to solve any particular math
problem. Furthermore, as per my interaction with students and their
parents during my teaching experience, I noticed that their observation towards
mathematics is usually one sided. This means that either they love the subject
or they hate it. I agree with the author that people often assume the math
teachers’ personality as less social, too formal and a boring person. Moreover,
in India, there are so many public and private schools that have no specialized
math teachers. Unfortunately, in grade 8, I had to learn a math from a teacher
whose math knowledge was very limited. By the way, I am curious to know if that
is the case here in BC public schools.
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