Why Consider Teaching Mathematics

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Why Consider Teaching Mathematics?

• Presentation for the
• Future Teachers Program
• California State University Fullerton

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Why Teach Mathematics?

• BECOME A MATH TEACHER SO THAT YOU CAN . . .
• Educate Citizens Who Understand and Appreciate
  Math Mathematics learned today is the foundation
  for future decision-making. Students should
  develop an appreciation of mathematics as making
  an important contribution to human society and
  culture.
• Develop creative capabilities in
  mathematicsTodays math students need to know
  more than basic skills. The workplace of the
  future requires people who can use technology and
  apply mathematics creatively to solve practical
  problems. Mathematics Opportunities!
• Empower mathematical capabilities
• The empowered learner will not only be able to
  pose and solve mathematical questions, but also
  be able to apply mathematics to analyze a broad
  range of community and social issues.
• 
  From http//www.nctm.org/teachmath/conside
  r.htm and http//www.people.ex.ac.uk/PErnest/why.h
  tm

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Are Math Teachers Needed?

• Yes, You Are Needed!Education requires 1.8
  million elementary school and 225,000 secondary
  school math teachers. And as our nation becomes
  increasingly diverse, there is a need for math
  teachers who reflect the diversity of the student
  population. The need is worldwide, making math
  teaching a mobile career.
• 30 Percent of U.S. Teachers Lack Math
  KnowledgeToday, far too many teachers are
  teaching out of their fields or with little
  preparation in mathematics. A 1999 study
  conducted by the Council of Chief State School
  Officers revealed that nearly 30 percent of the
  300,000 middle school and high school math
  teachers in the United States neither majored nor
  minored in the subject they teach.
• Low-Income Schools Need More Qualified
  TeachersIn low-income schools, the numbers are
  even worse. Students have less than a 50 percent
  chance of having a math or science teacher who
  holds both a license and a degree (major or
  minor) in the subject.
• 
  From
  http//www.nctm.org/teachmath/demand.htm

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What Kinds of Math Teachers Are There?

• Elementary teachers, who have Multiple Subject
  Credential, teach all subjects, including math,
  to students in grades K-6.
• There are two different types of Single Subject
  credentials in mathematics
• Foundational Level Math (FLM) these
  credentialed secondary teachers teach students in
  grades 6-12, math courses through geometry, often
  in middle schools
• Math these credentialed secondary teachers
  teach all math courses in grades 6-12, including
  calculus

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As an Elementary Teacher, What Math Might You
Teach?

• Elementary school math includes five strands
• Number sense
• Algebra and functions
• Measurement and geometry
• Statistics, Data Analysis, and Probability
• Mathematical Reasoning

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As a Secondary Math Teacher, What Courses Might
You Teach?
Over 80 of mathematics classes in grades 7-12
are no higher than advanced algebra. Only 4 are
trigonometry or calculus.
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A Sneak Peak into Math Classrooms!
Click on the pictures to see the video clips.
Be patient. The video will take 2-3 full minutes
to load!
6th grade lesson on fractions involving the
CAHSEE problem 11/12 - (1/3 1/4) A. 1/3 B.
3/4 C. 5/6 D. 9/5
8th grade Algebra lesson on inequalities
involving the CAHSEE problem If x is an integer,
what is the solution to x - 3 lt 1? A. -3 B.
-3, -2, -1, 0, 1 C. 3 D. -1, 0, 1, 2, 3
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What Does it Mean to Teach Math?

• Math teachers must help students get beyond
  skills and work toward developing reasoning and
  understanding in order to cultivate a productive
  disposition.
• Math teachers must teach for Mathematical
  Proficiency!

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What is Mathematical Proficiency?

• Mathematical Proficiency is defined in terms of
  five interwoven strands.

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Conceptual Understanding

• - the comprehension of mathematical concepts,
  operations, and relations

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Strategic Competence

• - the ability to formulate, represent, and solve
  mathematical problems

DID YOU KNOW? Performing math problems regularly
may help alleviate some of the symptoms of
dementia. The idea is that just as regular
exercise is known to help slow the deterioration
of muscles, the same is true for the brain.
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Procedural Fluency

• the skills of carrying out procedures flexibly,
  accurately, efficiently, and appropriately

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Adaptive Reasoning

• - the capacity for logical thought, reflection,
  explanation, and justification

GUESS WHO? Greek philosopher Pythagoras is
pictured here with his daughter Damo (detail from
Raphael's fresco "The School of Athens, 1510).
Notice the Pythagorean "math homework" that she
is holding in her left hand.
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Productive Disposition

• - the habitual inclination to see mathematics as
  sensible, useful, and worthwhile, coupled with a
  belief in diligence and ones own efficacy

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Knowing Math vs. Teaching Math

• Think about the problem 2/3 4/5
• You might know how to get the answer.
• Teaching requires that you help students to make
  sense of how why the process works.
• What prior knowledge is needed?
• What possible confusion might students have?
• What are some visual representations and/or
  real-life examples that would help students to
  make sense of this?
• How would you structure a lesson (or lessons) to
  help students build understanding?

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Learning to Find 2/3 4/5

• What prerequisite knowledge do students need to
  solve this problem?
• That a fraction is a part of a whole.
• That the denominator is the number of parts in
  one whole
• How to create equivalent fractions
• (e.g., 2/3 4/4 8/12)
• Where might students be confused?
• Students might just add across the top and across
  the bottom ? 6/8
• They might do this if they do not understand
  fraction as part of a whole.
• How can we address this misunderstanding?

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Learning to find 2/3 4/5

• We might use a visual representation of these
  fractions
• 2/3
• 4/5
• What is a reasonable estimate?
• Then we could make the pieces the same size for
  easy addition
• 2/3 (5/5) 10/15
• 4/5 (3/3) 12/15
• (1012)/15 22/15 or 1 7/15

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What does it take to be a math teacher?

• Math Content Knowledge
• There are two ways to demonstrate
• subject matter competency
• Pass a set of college math courses approved by
  the state (Subject Matter Preparation Program or
  SMPP)
• Typically this is equivalent to a minor or major
  in mathematics
• Pass the CSET Mathematics Exams
• Exam I Algebra and Number Theory
• Exam II Geometry and Probability Statistics
• Exam III Calculus and History of Mathematics
• List of CSET Mathematics content and sample test
  items http//www.cset.nesinc.com/CS_testguide_Ma
  thopener.asp

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What are the requirements to be a math teacher?
(cont.)

• Methods of Teaching Mathematics
• Teaching skills are developed through a teacher
  preparation program that includes courses in
• Adolescent development
• Literacy
• Teaching English learners
• Diversity and Schooling
• Methods of teaching mathematics
• Student teaching in schools

CLICK ON THE PICTURE to see why Christopher Doyle
became a math teacher.
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Activity 1 Ask a Teacher

• Schedule an appointment with a mathematics
  teacher or student teacher at your school and ask
  them the following questions. Write the answers
  in your blue book.
• Why did you decide to become a teacher of
  mathematics?
• What has been the most rewarding experience for
  you in your career thus far?
• What would you recommend to a high school student
  considering mathematics teaching as a career?

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Activity 2 Reflect on Learning

• Review the definition of mathematical proficiency
  provided on slides 5-7.
• In your blue book, please discuss two strands of
  mathematics proficiency and how your math classes
  have (or might) prepared you in these areas.
• Identify two concerns or questions you have about
  teaching students so they become mathematically
  proficient. You may wish to discuss these with
  your Future Teacher Advisor.

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Activity 3 Find Out More

• Use the Web resources on the next slide to
  complete the following in your blue book
• Write a one-paragraph summary of what is
  necessary to become a mathematics teacher and why
  this is an important job.
• Go to Math for America (http//www.mathforamerica.
  org/)
• click on the Teaching Math tab at the top, and
  then the left-navigation Resources.
• Find two interesting resources and summarize them
  in your blue book.

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Sources of Additional Information

• National Council of Teachers of Mathematics
  (NCTM)
• http//www.nctm.org
• Math for America
• http//www.mathforamerica.org
• Plus (online math education web-zine)
• http//plus.maths.org/
• CSUF Single Subject Credential ProgramMathematics
  
• http//math.fullerton.edu/framesets/credential_set
  s/credential_set.htm
• CSUF Single Subject Credential ProgramFoundationa
  l Level Mathematics
• http//ed.fullerton.edu/seced/Credential_Prog/FLM.
  htm

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