Forming a Healthy Self-Concept of Math

This week I learned to think about math in a healthier way. Before students can develop a healthy self-concept of Math, they must be given the opportunity to share their thoughts, beliefs, ideas, and perceptions on what math is and how they use math in their daily life. It is easy to take for granted how much mathematical reasoning goes into everyday activities.

Through open discussion and social context, the below mini-lesson from Leatham, K. (2010), helps students to recognize different patterns and to re-examine their definition of math. Simple everyday language is mathematically categorized and discussed. Examples: driving a car, quilting, playing the drums, hanging  a picture on the wall. In a second group lesson today, I was introduced a similar theme when I was asked to use a variety of atypical measuring tools (paper clip, post-it, poker chip), to measure a specific rectangular shape.

After plotting the length and width data points on an x, y graph, I came to realize that the slope was constant, forming a linear line. y = mx + b.  I found this to be surprising, as all data points were in different units of measurement. The implications for classroom practice in this 2nd exercise revealed a new way of seeing the x, y data when applying the concept of slope. Connecting the relationship to the content through experience, is a healthier way to see mathematics than memorizing and plugging in a formula without context.

I am reminded to continue asking what do the students know? What do I want them to know? How do I get them there? Did they get there and where do we go next?