Forum Replies Created
-
Posts
-
Patricia, I cried when I read your message. I am so sorry about what adults did to you when you were a child. And, like Amie, I am absolutely furious at that presenter!!! The thing is, I know that if she had gently encouraged you to talk about your thinking and your patterns, she might have learned some new mathematics herself! The creative process you’re describing is thinking mathematically. You are a mathematical thinker. She missed her opportunity to learn from someone who was thinking instead of just doing, and she doesn’t even know it.
I’m thrilled you’re here, beyond honored that this book is helping you on your journey, and so grateful that you posted. If you ever choose to come to another conference again to have some good experiences to replace that horrible one, please tell me. There’s no one else I’d rather sit next to and listen to, learn from, and support.
Tracy
Just popping in to say I absolutely love this conversation. Thank you for starting it, Christine, and thank you for all your thoughts, Amie! So interesting. I’m glad to hear the table helps you put teaching moves in relief on this question.
Chrissy, this is fascinating. Isn’t it interesting how they go to the skills, the details, the nuts and bolts? Even with a mathematical mom! I think you’re spot on that we need to be more explicit. Don’t let it go unsaid.
Thanks for sharing!
I love this so much, Sarah:
I can be a damn good math coach without ever having taken Calculus. How? Well, for one thing, I want to take Calculus.
Math got more and more boring as it went on into middle school, because there was so much repetition. I didn’t understand why we did the same ideas every year. The details were barely different, but the same ideas over and over.
John, I remember feeling exactly the same way! I didn’t see a big difference between adding two two-digit numbers and adding two three-digit numbers, but somehow it was a new unit and a big deal. I wonder if we’re making any progress on this front?
Thanks for sharing your memories!
Tracy
Jamie, your story is amazing and typical at the same time. The ups and downs are so striking! Your at-home play and Mr. Kuhl were so positive, and then 3rd grade and the gender stereotypes you inherited were so negative. I think it’s amazing that you were able to build on the good and learn from the bad as you developed as a teacher. You broke the cycle! I particularly love the story about the cumulative files. I’m right there with you on that. Awesome that you give students fresh starts and an open mind, rather than keeping them trapped in their little boxes.
Thank you for sharing your story!
Tracy
Thanks for sharing, Casey. Your story is so personal and heart-wrenching, but I also know that you are able to support your students better because of your experiences. I love your student’s comment too! Your empathy for them will be a huge bonus in the long run. That said, that doesn’t mean you need to stay stuck in it. I wonder what it would do for you and your self-identity to take calculus somehow? Honestly, it’s pretty fun. 🙂
Thanks,
Tracy
Simon, this is so fascinating to read. Your story is so unusual in that it seems like you’ve always seen the difference between school maths and mathematics. I’m amazed at the ways you fed your own curiosity throughout. I dream of a world where kids find the beauty you found outside of class in their classes. Thank you for sharing your story!
Oh my goodness, Tina, what a courageous person you are! I was shaking with rage at the “D. As in dumb.” moment. OMG. I think it’s amazing that you worked your way back toward math education, led by your students. So beautiful and so brave. Thank you for sharing your story, from the bottom of my heart.
Tracy
