Zachary Hirschman

Keeping Content Current Mathematics

The best aspect of mathematics is the unchanging nature of its
truths. I have no need to plan for changes in content, since the
square of the hypotenuse in a right triangle will always equal the sum
of the squares of its sides. New developments and discoveries in
mathematics are well beyond my comprehension, and likely even further
beyond that of my students. Similarly, most of the topics and concepts
covered in high school mathematics courses have been well-known for as
many as two thousand years. Therefore, any curricular modification
plan in mathematics will avoid issues of keeping content current. Such
a plan would instead concern selection of topics and updating of
teaching methods.
The selection of mathematical topics is typically covered by
national or statewide standards. Currently, the Common Core Standards
provide an excellent baseline of topics, as well as recommendations
for their sequencing and integration. I am currently familiar with all
of these topics, but it is conceivable that in the future there will
be a math standard that incorporates an element of computer science or
digital logic. In such a case, it is my responsibility to acquaint
myself with the new standards, and address any gaps in my own
knowledge so that I am able to effectively teach to the new standards.
The more complicated aspect of updating lesson plans involves
keeping up with what are considered best practices. Often, new
recommendations for best practice are theoretically grounded; even
those which are backed by evidence may not be relevant to my style of
teaching or the students in my district. It is my responsibility as an
educator not only to stay abreast of what is considered best practice,
but also to evaluate these practices and their potential relevance to
my lesson plans. It may be the case that I am already adhering to new
best practices, or it may be the case that my lesson plans are in need
of changes. I aspire to be a self-aware educator who is both confident
in my own practices and flexible in adapting to new possibilities.
My personal plan for keeping my methods and topics current
involves a system of continuous self-reflection. My main vehicle for
this self-reflection will be a journal in which I record brief
thoughts on the successes or failures of lessons. I am concerned about
finding time during the day to record these thoughts, but I will only
need as many as fifteen seconds to record simple observations to be
synthesized later. For organizational purposes, I would keep this
journal electronically. It will be both a valuable personal artifact
as well as a valuable tool for professional development planning and
educator effectiveness evaluations.