Math Autobiography

For the majority of my life, I referred to myself as a “lucky one” because throughout my grade school years I always enjoyed math and considered myself pretty good at it. I enjoyed working with numbers, multiplication was easy, I liked making patterns, and working with angles was enjoyable. I would much rather have an upcoming math test rather than a science or social studies test. I believed this was because once you got the jist and understood a sequence or pattern in math, most problems were doable. Other subjects involved much more memorization, which I have always struggled with. I do not recall any teacher in particular who obviously disliked math, however even now I have come across many people who have shuttered in response to finding out my focus area is that of mathematics.

Math in high school proved to be more difficult than that of prim/elem, however it was still do able. But math in high school appeared to loose its color, its excitement, it’s dimension of objects. Instead everything “fun” about math was replaced with a scientific calculator that we were allowed to use some of the time. High school was not my most memorable math experience.

Although I took the following math courses in university:

Finite mathematics I, finite mathematics ii,linear algebra i, linera algebra ii, discrete mathematics, Euclidian geometry, set theory and mathematics in PE grades. I can honestly say I do not use ANY of these course-based materials in my day to day life. For me, I feel the basic mathematics I learned in my prim/elem days are the most useful- quick multiplication, figuring out which is the better buy and comparing prices at the grocery store, small tasks like that which I take for granted, others struggle with, and so I am thankful for that

Even though I completed these courses, I was TERRIFIED at the hard reality I was faced with upon entering university. There were many different “math” courses, and being good at one type, does not mean success will prevail in the other. My worst memory of math was not too long ago… throughout my university career I stumbled upon a math course that was nearly the death of me.. Euclidian geometry was unlike any course I’d seen before and so I was sadden and upset at the fact that I struggled with this course- but my math courses were supposed to be the easiest of my load. I felt the frustration and anger others felt throughout their whole lives in not being able to comprehend this subject. I felt defeated and disappointed in myself and never wanted to feel that feeling again. ( This is not to say I never had any difficulty with math ever in grade schoo, however this was definitely the hardest course and I could barely tell if instructions were English)

Now it is evident that manipulatives and tactiles are obvious useful strategies and objects when doing math. Working in prim/elem grades I see much more math even in the classrooms- birthday graphs, favorite leisure activity tally’s as well as estimating included in morning routines. I do not remember seeing any of this when I was younger- I honestly don’t remember seeing much math evident in the classroom- the walls were covered with calendars, and other writing projects, very little having to do with mathematics.

When I teach today, I still hear students say “ohh no… not math miss!!!!!” I try and make the extra effort to try and make a lesson more appealing- whether using examples students can relate to, or getting them to use manipulatives in a beneficial way ( not just for the sake of having blocks to play with during math). I think it’s so important to try and show students practical uses for math and ways that we use math everyday in our lives. Far too often teachers (past and present) use math as a threat (“if you don’t like this art project we could always do some more math??”) I think everyone needs to realize the importance of math, and how we as teachers can have such an impact on our students idea and attitude towards the subject.