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Topic: Re: Better Mathematics Teachers
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Anne Wheelock

Posts: 41
Registered: 12/3/04
Re: Better Mathematics Teachers
Posted: Jul 24, 1995 11:27 AM
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I wonder if the notion of modeling enjoyment, appreciating, and the working
of math problems in front of students parallels the notion of teachers'
modeling their own writing for students, a strategy language arts teachers
are finding successful in producing better student work. Can anyone explain
more specifically about instances of modeling love and appreciation of math
for students and the effects on students. I am especially interested in how
this might work in the middle grades.

>>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.
>Norm Krumpe

Anne Wheelock
Boston, Massachusetts, USA

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