Essay on Math Experiences and Principles

Mathematics has always been a subject in school I really enjoyed. My earliest memories of math are in middle school, grades 6-8. I remember these years the best, for they are when I really began to love math. Prior to this age, the memories of math I have are flashcards, and these tests my parents would make up for me to take while at home. It was not until 7th grade that I actually had a math teacher who taught me well. This teacher showed me the fun in math as well as making math come so easy to me. This teacher was the only math teacher I ever had that taught me math.

At the age of 7, I was diagnosed with ADD and was put on Ritilan. For years, I struggled with school on many different levels. Math was one subject, though, that I enjoyed even when it was hard. This teacher I spoke of earlier became my math tutor from 6th grade to 12th. She helped me in so many different areas, and only A’s and B’s came home with me in math.

After I left high school, I attended Seton Hall University. There I was forced into taking a non-credit math class with a teacher who didn’t even teach math. Here is where my math enjoyments deteriorated. The teacher did not teach which did not help at all. From here I then transffered to G.M.C., and here I have pretty much avoided math. I still know that I once enjoyed math to the fullest, and now am not even sure of my abilities of math.

Based on these experiences, I wouldn’t really say that I would or could incorporate too much, myself as a teacher. The only true thing I ever picked up from my math teachers, or teacher, was the enthusiasm to learn, as well as the enthusiasm in “getting it”. So here I recognize how truly valuable these 11 principles are. To begin with, the first principle is very important. To actively invole your students into there work. When children do and see the math and equations they are facing, understanding becomes more of the students, for they can visualize these numbers in action. The 2nd principle is understandable, in not exceeding beyond or below the child’s intellectual development.

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