Great teachers also influence attitudes toward mathematics. One seventh-grade teacher was responsible for both mathematics and science. She frequently integrated mathematics skills into science activities such as preparing graphs showing the develop-ment of a chicken from an egg. She taught rules only after students had explored several examples of a problem. The entire class had an inquiring-mind philosophy that would be called "guided discovery learning" today.
Teachers and teacher candidates should explore their own experiences with and feelings about mathematics if they are to be effective mathematics teachers for students with learning problems. The following range of statements can assist teachers and teacher candidates in identifying their current views about teaching mathematics.
I avoid teaching math at all costs. I don't do well in math and I'd hate to teach my students the wrong way.
I really dislike math but if you give me a good textbook with lots of practice problems, I can muddle through.
I wish I knew more about teaching math. If I knew more effective ways of teaching it I wouldn't feel so intimidated.
I trained (am training) as a special education teacher, not a math teacher. In fact, we didn't have a single course on how to teach math in my training program.
Math is just another subject in school. I do (plan to do) the lessons and assign the work. I will spend extra time drilling what I know will be on the end-of-year tests.
I'm okay in math and try to learn more by going to workshops and reading journals. I want to learn more.
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I'm a whiz at math but I'm not sure how to get the concepts across to students.
I enjoy (look forward to) teaching math and understand the concepts fairly well. I use (plan to use) a lot of hands-on and problem-solving activities in my classes. I still want to learn more.
Further enhance your math curriculum with more Professional Development Resources for Teaching Measurement, Grades K-5.
