Kevin & Julie Frederick
Mathematics/Technology and English teaching couple
... my simple and fundamental premise [is] that all students can learn mathematics.
PHILOSOPHY
of teaching mathematics
How many people say, “I was never very good at math”?
Now, how many people say, “I was never very good at reading”?
The fact is, many people routinely dismiss inadequate math skills as somehow congenital. As a math teacher, this bothers me. It implies that some people are predestined to do well at math, while others will have to be content with, well, not doing well.
Fortunately, in my experience teaching students from around the world, I’ve noticed something reassuring: Not all cultures are so permissive of the “I’m no good at math” idea. And, in those cultures that have an expectation of mathematical competency, students tend to do better, by and large.
Most teachers will tell you that students are only going to go as far as your expectations, and pedagogical research supports this, too. The idea that mathematics learning is linked to culture and expectations is encouraging for two reasons: One, it validates my simple and fundamental premise that all students can learn math. Two, it suggests that if I can reframe the expectations of my students (and their parents), then we’ve made a crucial first step in setting the stage for all students to succeed.
Keeping in mind the guiding belief that all students can succeed, good practices in and out of the classroom fall into place. I respect diversity in cultures and learning styles. I set expectations high and communicate them clearly. I work to create a fair, respectful, and comfortable environment where students are confident enough to take risks. I give frequent, continuous feedback and set tasks that are within students’ reach. I continue my own learning to advance my skills and craft as a professional teacher. I listen attentively to parents, for they know their children much better than I do.
Expecting that every student can succeed is not always easy. It means that there’s no quick excuse when a student is not doing well. But for a professional teacher with integrity, it’s the only philosophy to have.