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I’m so glad you persevered, Christina, but boo hiss on that tracking system!
I think it’s amazing that you’ve found your way to deeper and more meaningful teaching and learning of mathematics, rather than the DOING that you experienced. So great.
Tracy
Denis, I love this reflection and am so glad you’re getting so much out of the book and other people’s contributions. How wonderful that you and desmos found each other, and that you’re now able to take the time to discovering meaning and beauty and connections in the mathematics you were rushed through.
I think many of the feelings you describe are more common than we know. That feeling of being a fraud, for example, is something I’m sure many readers can relate to.
Thank you for writing about it all so beautifully! I hope you’ll continue to share your thinking as you read.
Tracy
Wow, what a great story, Kari. Your love of quilting but feeling that you weren’t a math person reminded me of this awesome ignite from Annie Fetter, a tribute to her mom: https://youtu.be/BZ3xm0hipIg
That comment from your principal, though. Crushing. We have so much work to do. Together!
Tracy
What a wonderful comment and story. Thanks for sharing the real you here, too!
It reminded me of Liping Ma’s work, which I wrote a little about at the end of CH8. If and when you get to it, I’d love to know if it resonates, if you have a sec.
Best,
Tracy
Elizabeth,
I’m so happy you had this teacher!
My teacher asked the class “How many of you understand this better now?” Everyone raised their hand. “And that’s why we ask questions. Thank you, Elizabeth, for having the courage to ask.”
I had the opposite experience, in 11th grade, when I asked and asked because the teacher’s explanation of radians was so confusing. The student behind me poked me with her pencil and said, “Shut up, Tracy, or she’ll keep us late!” The teacher was still explaining radians (the same exact way, again, only less patiently), but I heard nothing. Still don’t understand them.
I need to do something about that!
All the feels on this one, Adrianne:
People assume because I teach math that they can throw a math problem my way and I can quickly find the cost of something or calculate the tip. I cannot. It has been my secret shame.
I hope you can let that go. Many professional mathematicians would say the same thing.
Thank you for your bravery. So glad you’re here.
Tracy
Tricia, thanks so much for this comment. I hope you’ll keep sharing your notes about what was most meaningful to you!
Tracy
That sounds awesome, Jennifer. “I give them less and they give me more” is a pretty amazing statement. In CH 12, you’ll get to see some VNPS in action, and also more focus on this idea of “externalizing internal dialogue.” I love that you’re jotting notes as you write here. And I totally love that you’re cool with your student using her fingers. It sounds like you’re support is really paying off. I wish she’d had that a-ha moment a while back, but I’m glad she had it now!
Tracy
Kent,
Thank you so much for sharing these thoughts. I think you’re really on to something. It’s complicated too, because I know Maya’s spending those hundreds and thousands of hours doing math, and so the gap widens. Part of addressing access and equity needs to be getting into kids’ heads so they too are doing lots of math outside the math block. That sounds really hard. Worth doing though.
Tracy
Ben, I think you’re absolutely right. No matter whether you had positive or negative experiences, they do influence your teaching. For example, I could see the amount of repetition some students need coming as a surprise to you, because that’s different from how it was for you. What I’m saying is reflecting on your experiences is worthwhile and I’m glad you’re doing it!
Tracy
