I believe teaching and learning mathematics go hand-­in-­hand. The teacher is constantly learning and the learners are, in turn, able to more fully understand and comprehend through teaching. It is certainly possible to be both a teacher and a learner at the same time. To this end, I have developed six fundamental beliefs that I hold to be true about the teaching and learning of mathematics.

 

I. Everyone has the ability to learn and succeed in mathematics.

If the desire and motivation to truly understand and comprehend the material exist within a learner, success will come.

 

II. Teaching and learning mathematics is a continual, constant process.

Even as a teacher, the learning never stops. Nor, I believe, does learning mathematics and discovering new things about it stop even once a student no longer actively pursues the subject.

 

III. Mathematical concepts build on each other.

Mathematical knowledge grows and expands over time. While learning and teaching mathematics, connections between new ideas and old items previously learned are constantly being made clear.

 

IV. Everyone learns in a different way and at a different pace.

A grasp on the subject of mathematics is more easily attained by some learners than by others. Teaching to individual abilities and unearthing which methods work best for each learner is important.

 

V. Collaboration as well as individual discovery are key.

Nearly all major mathematical ideas and concepts have come about through combinations of many mathematician’s works. Thus, gaining new insights and perspectives from multiple sources is important to developing a complete and deeper understanding of mathematics. Allowing learners to discover ideas, strategies, and solutions by learning from their failures helps to promote an autonomous atmosphere and in depth comprehension.

 

VI. Both teaching and learning mathematics should be fun.

Gaining new perspectives on mathematics and the world, collaborating with other learners and teachers, and discovering new ways of solving problems should be engaging and exciting. Giving learners input into their own learning and teaching is key to this belief.

 

These beliefs are ones I find extremely important to creating a positive and successful teaching and learning atmosphere. It is my goal to focus and structure an engaging and welcoming educational setting in the subject of mathematics for all learners.