In my trainings on problem solving, I have begun citing Math Autobiographies: A Window into Teachers' Identities as Mathematics Learners as well as this snippet from the article for teachers to reflect upon (McCulloch, A, Marshall, P, DeCuir-Gunby, J, and Caldwell, T, 2013):
How we teach mathematics is intertwined with our own experiences. As a "smooth track" teacher, I did struggle my first year when I had a student who could not intuitively understand a concept. I had to broaden how I taught (and still do). Contrast that with my frustration with my high school teacher who always told the class something like, It's okay if you don't get it, this is hard when I was already ready to move on.
So how do we neutralize our experiences so we can teach our students who also come with differing perspectives?
We embrace pedagogy.
This is the purpose of my book--placing pedagogy before quick-fix strategies for problem-solving. And just like when we see those "aha" moments in the class, I savor the epiphanic moments on educators' faces (who have not had a positive experience with math) when they light up and feel lightened and ready to teach with a new lens.
So how do we neutralize our experiences so we can teach our students who also come with differing perspectives?
We embrace pedagogy.
This is the purpose of my book--placing pedagogy before quick-fix strategies for problem-solving. And just like when we see those "aha" moments in the class, I savor the epiphanic moments on educators' faces (who have not had a positive experience with math) when they light up and feel lightened and ready to teach with a new lens.
