Douglas Tze

1331 W. Baseline Rd. Tempe, AZ 85202 | (602).481.9788 | dtze1@asu.edu

I am interested in mathematics only as a creative art. G. H. Hardy

The quote above echoes my sentiment and my approach to mathematics and to its
teaching. More often than not, mathematics is hoisted on a pedestal of difficulty, reserved
for similar special evils as physics and politics. The mystery behind math belies itself a veil
of duality: your answer is right, or it is wrong; you are a master, or you are a neophyte; there
is me, the teacher, and you, the student. The concepts behind math are abstract, intangible,
out of reach, despite pervading in every field in existence.
Ask anybody about what they think of the mathematics. More than likely, all you will hear
are groans, complaints, and litanies of excuses. I believe this comes from a fundamental
disconnect in the material. Children are taught to use imaginary, theoretical situations to
apply to their lives, situations that they cannot even empathize with yet. This failure to
connect breeds disinterest, which in turn leads to apathy. My philosophy is to make students
realize how much math is truly engrained in their lives. We achieve this by letting the
children discover math on their own. We prompt students to find the answers themselves, to
think of how they might reach a conclusion. By first discussing math, students can realize its
importance and, on their own, decide its use in their lives.
Teach students about surface area by holding a charity gift drive and having students wrap
the presents. Have students discover the properties of probability by running a game-design
workshop. Or show students the math behind creating their own remote controlled cars.
Rather than give students the information and hope that they can find the applications
themselves, it is important to teach them how to discover the applications. The limit does
not exist in mathematics; the only limit is at the end of ones imagination.
Math is as diverse as its participants. There are many concepts and applications,
observations and approaches, obstacles and answers. Looking at math as a black and white
spectrum alienates many kids and allows only a few with a natural affinity for the abstract to
thrive. Teaching math by concepts and projects overcomes these differences within the kids;
it allows students to free up their minds and to work in a process that best suits them. Any
type of math lesson that fails due to the diversity of students is myopic; the language of
math is universal, and its applications are unrestricted.
It is my sincere, albeit trite, desire to open doors for students. There is nothing worse than a
student capping his or her own potential because of a belief of inherent math skills,
whether its derived from gender bias, insecurity, lack of real-world context, or any other
unfathomable pretext. There is no excuse strong enough for a student to be unable to
benefit from a foundation of functioning societal life. There are only doubts that we as
teachers must clear for the students. That is my reason, my goal, and my answer.

Sincerely,

Douglas Tze

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