Libby Engle

December 12, 2019

MATH 323
Professor Genzink

Myself as a Mathematician and Teacher of Mathematics

From the moment I registered in this course, I was eager to further expand my knowledge

of mathematics instruction and reaffirm my calling as a teacher with a heart for mathematics. On

the first day of class, I remember being one of the few students to have an overarching love of

math and enthusiasm towards the subject. My personal level of competence has also come very

naturally and with a sense of perseverance when particular topics present an added level of

difficulty. While yes, I sometimes and often become frustrated computing, once the “light bulb”

goes off, the rewarding sense of completion fuels my brain and allows me to actually have fun in

math. From early on in my math classes, I’ve appreciated the challenge presented in math

problems and sense of accomplishment when you finally derive the correct answer. I have always

been a confident mathematician throughout each math course completed and test finished. I

grasp the clear-cut equations to be followed, accompanied by proofs that further verify the

equation makes logical sense. I truly believe that mathematics is one of God’s most beautiful

creations that deserves to be explored. I recognize this isn’t a popular opinion and not an opinion

most students have, but I feel as if I am ready to change the stigma and reintroduce mathematics

into a constructive, achievable light for all students.

While I did enter this course with a fair amount of confidence in my mathematic teaching

abilities, I can now admit the immense amount of growth that has shaped and enlighted my

previous understandings. I always viewed math with “lecture and worksheet” type of

instruction—and even prepared a unit on adding and subtracting fractions for my 302/303 unit
plan with this mindset. However, looking back and applying the new ideas I have learned makes

me wish I could redo the entire unit to provide students with a deeper sense-making process and

rich tasks.

The first newly learned concept I hope to frequently implement is eliciting and

interpreting student thinking. While we completed Field Experience #1, I was surprised at how

well one-on-one time with a student gave me such a specific look at how a student computes a

math problem presented. I realized that eliciting and interpreting student thinking can take place

not only in a one-on-one conference, but also during whole group instruction, partner work, or

even homework assignments. I’ve learned that the teacher can be intentionally strategic about

the kinds of questions asked throughout work time that give students the opportunity to explain

what they are thinking. This practice of instruction can act as a formative assessment to inform

the teacher on student’s progress as well as how the teacher can cater their instructional

strategies towards the misconceptions or accurate understandings held by students.

Another new idea to me stemmed from the intentional implementation of rich tasks that

lead to a greater sense-making process for students. For example, I was blown away at the

activity presented by Professor Genzink that lead students to uncovering the circumference and

the definition of Pi. It could have been much easier, simpler, and less time consuming to just post

the formula on the board and allow students to practice problems applying the formula and pi.

Instead, the task presented allowed students to produce the formula themselves by exploring

different sized circles and measuring with a piece of yarn. While students conversed with other

groups reported their findings and strategies, the class came together to realize that the length

around the circle was roughly 3 pieces of string. Not only did this present the opportunity to
create a formula, but described Pi in a way that students were able to understand. I’ve realized

that there are ways that students can be at the center of the lesson and are able to explore with

different materials and prompts to come up with necessary information themselves. I now

understand that activities like these provide a much deeper sense-making process and will “stick”

with students much more than if the teacher were to have just stated the formula to the class.

Additionally, I learned the importance of incorporating literature into math lessons.

Previously, I never would have recognized the opportunity for cross-content connections

between mathematics and literature. In fact, including literature enhances mathematics

instruction in a variety of ways. First, I’ve learned that literature links are excellent ways to launch

a lesson, especially for the “before” stage. This way, students have context to refer back to and

a “real world” situation to connect math topics to—which is huge for students to have a

conceptual understanding of what they’re doing. The math problems become relevant and

recruits students interest from the beginning. Finally, and arguable most importantly, some

students may not have the same experiences as others that they’re able to synthesize with math

problems. Providing examples through literature supports all students and provides each student

with the same context and reference rely on.

Finally, I am very grateful for the safe atmosphere and community I saw demonstrated

each day in MATH 323 with Professor Genzink. Each day, class was opened up by student-led

devotion and prayer. Following, throughout each activity, almost every student was able to speak

their mind, share ideas, and clarify their confusions. Through this class, I have truly noticed the

importance of a safe community that students feel comfortable and safe to be a part of.

Normalizing mistakes, encouraging questions, and forming relationships with each student is just
as—if not more—important than any math lesson taught. Knowing your students, caring for your

students, and creating space and time for students to be vulnerable is greatest of all.

Van de Walle presents five characteristics or habits that I must have and continually

develop as a math teacher. However, I feel strongest with persistence. I believe I have the ability

to limit frustration and conquer math problems no matter the challenge they present. Most

importantly, I believe I am able to radiate this attitude to my students and encourage them to

truly believe they’re able to persevere and achieve the light bulb moment, too. I hope this is a

characteristic that becomes stronger and stronger, as well as benefits my students.

A characteristic I need to grow the most is my readiness for change. I am a huge planner—

I love to plan out my days, check off lists, and plan accordingly. I am slowly but surely learning

that as a teacher, readiness for change is critical and flexibility is key. There is no way I can plan

for every event that occurs in my classroom and I need to be ready to adjust and respond

accordingly. Additionally, I need to change my instruction based off of what will be most

beneficial for students. I need to be available and ready to cater towards all my students’ needs,

because that is what should be the priority.

Every Monday and Wednesday morning, coming into MATH 323 made my 8 a.m. start

much more manageable. I am thrilled to begin my time as a math teacher and this course greatly

affirmed the calling I have felt for (what feels like) my entire life. Each field experience gave me

a much greater ambition to have my own classroom and generate lessons for my own set of

students. Each reading guide I found myself thinking about how I will use each piece of advice in

my own career and follow along the guidelines provided by Van de Walle. I loved class discussions

and wish we could explore more and more insights into successfully conquering math instruction.
I feel as if this class was yet another light that lit up my path towards being an educator, and for

that I am very grateful!

As I prepare to student teach in an 8th grade math classroom, I do feel significantly more

confident to do so after involvement in this course. However, I recognize that I am a life-long

learner and will never have teaching completely figured out. One question I still have is how to

create a student-centered classroom while the content becomes more and more challenging. I

use my Calculus class as an example, as each day my professor lectures and homework consists

of practice problems. I know that since the content is so complex, there really isn’t a more

efficient way to do so. I hope that I am able to explore different pedagogical choices while still

creating a student-centered classroom that leads students to the knowledge necessary to know.

I am excited to continue exploring these wonderings and am feeling so blessed to have this God-

given passion for mathematics.