Claire Brown

Personal Beliefs for a Mathematical Classroom

After spending a day in my classroom it is easy to identify my
personal beliefs about how math should be taught. The overarching
goal of my beliefs is to make math, a subject many deem unreachable
and abstract, tangible and attainable for all students in my classroom.
To maintain this theme in my class, the following beliefs must be
cherished and implemented each day.
My first belief is that students need to have an understanding of
when math is relevant to their lives. Each new topic brought up in my
classroom is started with real life situations in which students would
need to use the material we are learning. Students need to see a
purpose in which they would need to use math, otherwise they see it
as irrelevant. They then are unmotivated to learn and put forth effect.
Once they see the purpose they are more likely to work hard and
become less frustrated with the learning process. As the lesson
progresses, I continue to pose situations and word problems in which
the material would be used later in their lives. This helps them
maintain the relevancy throughout the lesson.
Secondly, I feel that students need to start learning concepts
with hands on manipulations of materials. Whether students are
working hands on with a number line, integer chips, dice, or other
manipulative, I get them able to physically do something to start

exploring our essential questions/key concepts. This way I can start

leading them to the standards proficiency rather than just learning a
formula and being unable to apply it to situations.
Next, I think it is really important for students to critically think
about problems, and then choose the appropriate method for which to
solve that problem. This means that the students must have multiply
means of getting to an answer. This could be standard algorithm,
using manipulatives, or solving simpler problems for a few examples.
My fourth belief in the classroom is that students should be able
to demonstrate their mathematical knowledge through mathematical
models and/or word justification of answers. Many students are able to
compute solutions to answers, but are unable to justify their thinking.
In post secondary education and beyond, one must be able to
articulate their logic and reasoning. Also, it demonstrates a true
understanding of mathematical knowledge if they are able to discuss
the means in which they took to get there.
Lastly, I feel a teacher should be more of a mentor and guide for
students learning rather than a direct instruction educator for their
math knowledge. When students put forth effort and develop
perseverance in math that will allow them to function much better in
the real world, where problems are presented and students have to
critically think to solve the problem. I support them throughout this

struggle of learning in the classroom, which allows them to be

persistent and in the end persevere to solve their problem.
By living through these beliefs in the classroom, I am able to
ensure academic success for my students within my classroom, in
future math classrooms, and in life beyond the classroom. Each of
these beliefs has been carefully developed through my years of
teaching and observing what works for students, and what promotes
student success.