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 email@example.com Boston, Massachusetts, USA