Bonus Bits

Okay guys, so here is the thing: at the beginning of this semester I kind of anticipated having to write a few more blogs and so I collected a few more math quotes (and one picture) and I really can't let them go to waste. So here they are. I hope you enjoy.

If you think dogs can't count, 

try putting three dog biscuits in your pocket 

and then giving Fido only two of them. 

- Phil Pastoret

It is a mathematical fact that fifty percent of all doctors 
graduate in the bottom half of their class. 
- Author Unknown

How many times can you subtract 7 from 83, 

and what is left afterwards?  

You can subtract it as many times as you want, 

and it leaves 76 every time.  

- Author Unknown

A man has one hundred dollars

and you leave him with two dollars.

That's subtraction.

- Mae West

We do not learn by inference and deduction 
and the application of mathematics to philosophy 
but by direct intercourse and sympathy. 
- Richard M. Nixon

Pure mathematics is, in its way, 

the poetry of logical ideas. 

- Albert Einstein

One step back and Two steps forward

As this semester comes to an end and we (finally) reach the end of the course, I feel that my thoughts on teaching mathematics hasn't shifted a whole lot. That's not necessarily a bad thing, I just feel that I have already been exposed to many of the ideas brought forth in this course, therefore most of the enlightenment comes from a second glance at mathematics and a different set of glasses (as Dorothy would say). 

One idea I had that was challenged through this course was the fact that the teacher is not some all-knowing being for students to run up to and ask "is this right?" The onus really is on the student to determine if their response to an answer is "right" or not... or even if there is a "right" answer to the question. At least, it should be on the student. 

Also, through this course, we had the opportunity to participate in a math fair. If you had a chance to see me do all those activities (not to mention "practising" aka playing my game at menchies the night before) you would know how absolutely ecstatic that made me. I love games: all the games. By having this math fair we made math fun. I will definitely consider doing activities like this in my future classrooms. You just wait for the day when my students are the weirdos in high school being all like "math is fun!" and having everyone else think they're crazy for thinking that. 

Another idea I took from this course is the importance of making real life connections; making math practical. I think this is crucial if we want to create successful citizens of the world. Seeing my number sense (well, lack thereof) makes me feel like I have a duty to prepare my students better than I was prepared and to teach them practicality with math. Similarly, it is also important to have critical discussions about math. Not only will this be beneficial to their futures, it will also strengthen their connection to the topics and therefore deepen their learning experience. 

At the end of the day I think it is important to remember that math is all about problem solving and teaching math is all about creating a balance. Although all these "new" ideas are truly wonderful, we can't just throw out the idea of formalized testing and using worksheets altogether. We need to create authentic learning experiences that nurture our students' strengths and abilities, plays off of our strengths and passions as teachers and creates the best possible future leaders of the world. 

With this course in my pocket and a whole bunch of resources by my side, I not only feel very prepared to teach math, but more importantly, I feel very excited to get out there and start teaching math. So thank you Ms. (Dr.) Mary Mathematics and good luck with your future baby Einstein; you have been so positive, passionate and enlightening, it has truly been a pleasure. 

Not everything that can be counted counts, 

and not everything that counts can be counted. 

- Albert Einstein