>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. > >That's my $.02. > >-- > >Cheers! > >Karen Dee
Now here is a post that really says a lot about qualifications for teachers. Years ago I took a math course at a local university. It was said the school had three great math professors. The first could give the most elegant and shortest proof of any theorem; the second could prove any theorem at least three different ways; the last could teach math in a way that anyone could understand it. At that time I thought of these attributes as either/or, but over the years I began to think they all had a place and a time.
The first two (IMHO) have to do with acquisition of knwledge and, I believe, experience; however, the last has much to do with technique (and psycholgy or empathy). BUT, amusingly, it has been my experience all pale before enthusiam. Students seem to be fascinated (at least at the junior high and high school) by who you are as a person. If you are enthusastic about math, it is hard for them to stay neutral. Time and time again returning students have remarked on my personal characteristics (yes, they also sometimes thank me for what they have learned :)). I sometimes feel that modeling my understanding and love of mathematics is more important than the specific knowledge imparted.
To this end I invite local professional mathematicans to my class to 'share' with students, I require some written research into the lives and works of famous female and male mathematicans, and show a few videos featuring current expectional mathematics personalities.
Yes, I understand that there possibily is a portion of the population that will always hate math, think it of little use, and be bored by me. However, I have yet to teach such students (I have met people who I bore :)). If I can be positive, usually they are (one reason I like junior high). And I have taught 'hard-core' high school remedial thru 'gifted and talented'.
Perhaps a Masters in 'Sense of Humor', 'Patience', and 'Enthusiam' should be required for all mathematics educators.