>I love mathematics. I love working out problems >that I find in the MAA journals, in Quantum, etc. >I find these stimulating exercises. What is >important, too, is that my students see that >I enjoy doing such. My modeling of my love >and appreciation of mathematics are essential >to generating such in my students. I suggest >all teachers, K- whatever, need to also model >their love and appreciation of mathematics. > >Karen Dee >
That's so true. With greater enthusiasm comes a more agressive pursuit which yields greater understanding which generates even greater enthusiasm. So it's the "chicken or the egg" situation: which comes first, enthusiasm for mathematics, or success in mathematics? I'm not really sure.
When I first started teaching, I was teaching 7th and 8th grade mathematics and literature. My interest in mathematics greatly exceeds my interest in literature. What I found is that my students typically enjoyed math class, but typically did not enjoy literature class. Had I been as enthusiastic about literature, perhaps more would have enjoyed that class as well.
When I've tried to come up with activities for math class, I would often look back at my childhood (and "grownup"-hood) for things that *I* thought were fun, in the hopes that my students would enjoy the activities as much as I had.