My Math Tutor
Inorder to allow students to make connections and construct knowledge and understanding of new ideas, concepts and procedures, I believe an effective environment for the teaching and learning of Mathematics must encourage students to ...
* connect mathematics, its ideas and its applications ...
rather than treating mathematics as a body of isolated
and fragmented skills, rules, symbols and procedures.
An idea fully understood in mathematics is more easily
extended when learning new ideas.
* use logic and mathematical evidence as verification ...
rather than relying on the teacher or answer key as the
sole authority for "right answers." In the real world of
problem-solving outside the classroom, there are no
teachers with answers and no answer books. Doing
mathematics includes deciding if an answer is correct
and why. It also includes being able to justify your reasoning
to others.
* use mathematical reasoning... rather than mere
memorizing of procedures. Relational understanding not
only improves problem-solving ability but also has a
positive effect on a student's self-confidence. When ideas are
well understood and make sense, there is a definite feeling of
"I can do this! I understand!"
* conjecture, invent and problem solve ... rather than
mechanically finding answers. Mathematics is the science
of pattern and order. This definition challenges the popular
social view of mathematics as a discipline of computation
and rules without reasons, in a classroom focused on
"listening, copying, memorizing and drilling." In the same
way that Science is a process of figuring things out and
making sense of things, Mathematics is a science of things
that have a pattern of regularity and logical order. Finding
and exploring this regularity or order and then making
sense of it is what doing mathematics is all about!
~ adapted from The Professional Stardards for Teaching Mathematics
* connect mathematics, its ideas and its applications ...
rather than treating mathematics as a body of isolated
and fragmented skills, rules, symbols and procedures.
An idea fully understood in mathematics is more easily
extended when learning new ideas.
* use logic and mathematical evidence as verification ...
rather than relying on the teacher or answer key as the
sole authority for "right answers." In the real world of
problem-solving outside the classroom, there are no
teachers with answers and no answer books. Doing
mathematics includes deciding if an answer is correct
and why. It also includes being able to justify your reasoning
to others.
* use mathematical reasoning... rather than mere
memorizing of procedures. Relational understanding not
only improves problem-solving ability but also has a
positive effect on a student's self-confidence. When ideas are
well understood and make sense, there is a definite feeling of
"I can do this! I understand!"
* conjecture, invent and problem solve ... rather than
mechanically finding answers. Mathematics is the science
of pattern and order. This definition challenges the popular
social view of mathematics as a discipline of computation
and rules without reasons, in a classroom focused on
"listening, copying, memorizing and drilling." In the same
way that Science is a process of figuring things out and
making sense of things, Mathematics is a science of things
that have a pattern of regularity and logical order. Finding
and exploring this regularity or order and then making
sense of it is what doing mathematics is all about!
~ adapted from The Professional Stardards for Teaching Mathematics
.
"Learners bring unique prior knowledge, experience, and beliefs to a learning situation. Every learner has experiences that influence his or her understanding of the world. Those unique experiences are the foundation for learning; they provide opportunities for personal connections with new content..."
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In my role as a professional educator providing supplemental educational services in a one-on-one learning environment,
I am able to create challenging and engaging learning opportunities for my students that complement and enhance the classroom learning experience
Students have more time and greater opportunities to explore, discover, explain, justify, represent, formulate and discuss ideas
It is possible to "fill in the gaps" within the context of the current math course that the student is enrolled in
Students are more comfortable taking risks, offering explanations and asking questions in a supportive atmosphere consisting of both trust and high expectation
