Week 1 Written Assignment Building a Positive Math Community

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EDU-315

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Feb 20, 2024

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1 Week 1 Written Assignment: Building a Positive Math Community Madison Klosowski Wilmington University EDU315: Learner Development and Numeracy Professor Jennifer Overstreet January 9, 2024

2 Week 1 Written Assignment: Building a Positive Math Community Mathematics is a subject that is often feared or disliked by many students, and the attitudes and beliefs surrounding it can play a significant role in how it is taught and learned in the classroom. If a teacher believes that only certain students can excel in math, this can create a hostile environment that can discourage students from learning and performing well. This is why it's crucial to prioritize building a supportive mathematics learning community in the classroom. Teachers can adopt practices encouraging peer learning and collaboration to foster this environment. This includes creating a positive classroom culture, establishing relationships with students, setting high expectations, and promoting opportunities for student voice and choice. By doing so, students can feel more confident in their learning ability and become more engaged in the learning process. As an educator, creating a safe and welcoming learning environment is critical to students' academic success. I would prioritize this in my future classroom by setting high expectations for all students while providing the necessary support to help them meet those expectations. To achieve this, I will consciously get to know each student individually, recognizing their unique learning style, strengths, and challenges. I encourage positive attitudes toward mathematics by making it relatable and applicable to their daily lives and creating an inclusive classroom culture where everyone's ideas and opinions are valued (Singhal and Gulati, 2020). Ice breakers, a quick survey, or student inventories can easily accomplish this. My classroom would be where students feel comfortable sharing their thoughts and ideas about mathematics. I would provide opportunities for students to choose and voice their learning preferences, giving them a sense of ownership and control over their education. It is vital to build

3 on children’s experience and knowledge, including their family, linguistic, cultural, and community backgrounds, approaches to learning, and informal knowledge (NAEYC, 2010). By doing so, students would be motivated and inspired to actively participate in their learning and become more invested in their education. I will encourage collaboration and peer learning in the classroom by incorporating group projects, peer tutoring, and class discussions (Chandler, 2013). One of my professors shared an example with me during my methods course that I found particularly valuable - the 'first to five' method. After a whole group instruction, students can work on problems in a way that suits them best. This is also a way to monitor student understanding of the content. A fist means a student is lost and needs to learn about the lesson. A hand with two fingers means they somewhat understand and would like to work with other students in the same situation. A hand with five fingers up indicates that the student knows the content and is entirely comfortable completing it independently to test their abilities. This method involves movement throughout the room, where there are three stations that students can move between without interrupting the class. This technique can be applied to any subject, but it enables students to learn problem-solving skills and techniques from their peers when used in mathematics. Often, students face confusion in different aspects of a mathematical problem, and working together in pairs or groups can help them combine their strengths and resolve their doubts effectively. These activities would help students develop their critical thinking and problem-solving skills and promote community and support among classmates. In summary, my goal as an educator is to create a learning environment where all students feel valued, respected, and supported. By focusing on individualized instruction,

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4 positive attitudes toward mathematics, and collaborative learning, I can help my students achieve their full potential.

5 References Building a classroom community, part 3 . Building a Classroom Community, part 3 | The Math Learning Center. (n.d.). https://www.mathlearningcenter.org/blog/building-classroom- community-part-3-0 Early childhood mathematics: Promoting good beginnings - naeyc. (n.d.). https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/ position-statements/psmath.pdf Gulati, M. S. and S. (2021, March 25). Five essential strategies to embrace culturally responsive teaching . Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/five-essential- strategies-to-embrace-culturally-responsive-teaching/

Week 1 Written Assignment Building a Positive Math Community

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