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Math Student's Civil Rights

Math Student's Civil Rights
 
I have the right to learn Math (Math is learnable like other subjects)
I have a right to make mistakes, erase then, and try again (Failure points to what I have not learned yet)
I have the right to ask for help (asking for help is a great decision)
I have the right to ask questions when I don't understand (understanding is the primary goal)
I have the right to ask questions until I understand (perseverance is priceless)
I have the right to receive help and not feel stupid for receiving it (asking for help is natural)
I have the right to not like some math concepts or disciplines (i.e. trigonometry, statistics, differential equations, etc.)
I have the right to define success as learning no matter how I feel about Math or supporters
I have the right to reduce negative self-talk & feelings
I have the right to be treated as a person capable of learning
I have the right to assess a helper's ability to help me understand.

Comments

In each of the following
 
I have a right to make mistakes, erase then, and try again (Failure points to what I have not learned yet)
I have the right to ask for help (asking for help is a great decision)
I have the right to ask questions when I don't understand (understanding is the primary goal)
I have the right to ask questions until I understand (perseverance is priceless)
I have the right to receive help and not feel stupid for it (asking for help is natural)
 
it seems to me that these goals will be difficult to achieve in online courses. I have recently helped tutor a person taking online Geometry and many of the questions were of inferior quality to what I would have expected. Too much multiple choice; one cannot skip a question and go on to others; too many poorly phrased questions (which I took to be a reflection of recent writing done in a hurry to exploit the for-profit opportunities introduced as a side effect of Common Core adoption).
 
I believe that the best teaching comes from qualified, enthusiastic in-person teachers.
An astute observation Kenneth! I could not agree with you more. For 3 years, I mentored Math and Science teacher licensing candidates for an NCATE accredited competency based program. Anything done face to face is complicated to execute online. It takes a very emotionally intelligent communicator to facilitate and effective online student interaction. 
 
I like what you said about questions, but we need another blog to give proper respect to the so important topic of questions. The ultimate art form is moving students from inferior to super questions with better vocabulary and definition management.
 
I respect your belief in the teachers who put the work in, but we live in a flat world now according to Friedman. Therefore, I propose that the best teaching situation may arise from where the student takes an active role in learning and the teacher does the same. If either one ask a bad question, either one will quickly adapt to the situation towards getting an answer to their specific question. This takes the pressure of the teacher to perform in a flat world.
 
In my opinion, this is not about common core adoption, as much as this may be about preparing students to face a world with access to multiple sources of information from different scholars, thinkers, and lay people. Digest that information. Determine what is useful, true, or accurate. Then find appropriate and/or innovative uses for problems presented.
These rights belong to all students.  I want my students to make mistakes.  I want them to know that mistakes are fine and my purpose is to show them how to improve.  No, I'm not a math teacher, but the philosophy is great.
Much talk about rights, yet no mention of obligations/responsibilities.
Excellent comment and idea! Obligations and responsibilities.....I will start working on those immediately!!!!! I had to start where students were comfortable. Now it is time to move on and ahead too. Thanks!
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