I have taught math in an intervention setting in the Fall River, MA Public Schools, so I have experience working with and reaching students who are having difficulty with the subject. I firmly believe that there is no such thing as being or not being a “math person”—anyone can master even the most esoteric topics with a teacher who can adapt to how he or she learns and the particular difficulties he or she is having.
I don’t like teaching math as a set of steps or a bunch of tricks; that...
I have taught math in an intervention setting in the Fall River, MA Public Schools, so I have experience working with and reaching students who are having difficulty with the subject. I firmly believe that there is no such thing as being or not being a “math person”—anyone can master even the most esoteric topics with a teacher who can adapt to how he or she learns and the particular difficulties he or she is having.
I don’t like teaching math as a set of steps or a bunch of tricks; that may get a student through his or her next quiz, but it won’t build a foundation for the next lesson. I try to get my students to talk about the math they’re doing as much as actually doing it. They become not only better able to do the math, but also more confident in doing it and better able to anticipate more advanced concepts.
