Bell Curves and Anxiety in Math

The author, David Bornstein, of this article begins by asking: “Is it possible to eliminate the bell curve in math class?” After all, as Berstein points out, most people would be appalled to hear that someone is illiterate, but not knowing (or liking) math is almost expected. As an example, almost every person that I divulge that I’m a math major in college respond by making an “oh…wow” noise or comment, as if I am a brave soul for taking on math in college. Now, college math certainly is not easy, but what are these people’s responses saying about how math is viewed by even college-educated people?

As a realistic optimist, my response to Bornstein’s question is “no, the bell curve cannot be *eliminated* in math classes,” with the emphasis on “eliminated.” With some major changes in how math is taught, approached and viewed, the bell curve may be able to flatten out the bell curve. However, I would argue that this question, ultimately, is the not the question that be asked, and the author also suggests this with his question: “Can we improve the methods we use to teach math in schools — so that everyone develops proficiency?” In an indirect way, my goal is to teach my student’s math in a way that they don’t end up loathing it in the future, by helping students gain an appreciation and at least a proficient understanding of math. Unfortunately, by the time they get to me (in middle or high school), math anxiety is likely to have already been planted in their experiences, which typically adversely affects girls.

Stereotypes of girls being worse at math infiltrate not only student’s minds, but are likely to passed down to female students by the proportionately high number of female elementary teachers. Read more about math anxiety in this article. Hence, one little step that I plan to take as a teacher is to instill a confidence in all of my students that they can do math, no matter their gender. Although I certainly won’t “favor” my female students, I will be hyper-aware and sensitive to any negative self-talk about math from my female students in particular. I desire to be a teacher that guides students into understanding and self-confidence in themselves and their skills in math. My education classes and the discussions about teaching have certainly helped me along; however, I think that I will only truly understand how *I* can most effectively get through to my students when I have my own students. In the meantime, I plan to continually engage in education-related discussions and current events, which include these two articles I referenced in this post.

Higher Achievement Interview

After thinking for a while that I would be home being a summer recreation counselor for my third summer, I received a call from the Higher Achievement Program of Richmond. A month early I had applied to be a math teacher at their summer academy, the first week of which I would miss due to my brother’s out-of-the-country wedding. I had emailed with the recruitment manager before applying, but I did not have much hope for being considered for the job due to my family obligation. Hence my surprise when I received an early evening call from that same recruitment manager asking if I would be interested in a new job as a center aid for the Richmond Summer Academy. After weighing my options and thinking about the pay and housing here in Richmond, I decided that there was no way I could pass up this amazing opportunity to work with this successful (time-proven) organization of people dedicated to students and educational opportunity.

In order to give you a glimpse as to the magnitude, in my opinion, of this opportunity, I’ll explain a little more about Higher Achievement. Taken from their website, “Higher Achievement’s rigorous after-school and summer academic program gives youth from at-risk communities their best opportunity to succeed in middle school — and in life” (higherachievement.org). I do not have a clear job or career in mind for after college; however, my interests and classes in which I become most invested tend to be around education and people. Hence, I believe that this opportunity to work with Higher Achievement could provide me with an insight into a different approach to education than the public schools, while still working directly, and sometimes indirectly, with and for students. The focus is on the students, where it should be. All of that to say that I have become more and more excited since I have been seriously considered for this job and had the interview, with which I felt quite confident after completion.

I found the interview to be quite an interesting and beneficial experience in multiple different ways, the first of which being a reflective process for me. I was able to reflect before and after the interview on how I have grown in my experiences and thinking these past few years in college, which I realize makes me feel quite accomplished with how far I’ve come. Through my education and women, gender & sexuality studies classes, and my classroom and leadership experiences, I have had to grapple with issues that had never crossed my mind before. All of these conversations and experiences prepared me for this specific conversation (the interview). Although the interviewers were doing most of the question-asking, I certainly felt as if it was a conversation, as they were nodding and “mhmm”ing, indicating to me that they understood, and possibly agreed, with what I was saying. Assuming I interpreted their reactions correctly to my answers and comments about education, I realized that I may have a greater handle on issues within and surrounding education than I would have known otherwise.

For example, I explained a difficult situation I had with a child misbehaving at my summer recreation job, which concluded by saying that through working with my co-workers and supervisors, the child was able to get the attention that her misbehaving was indicating she desired. Several of the interviewers nodded fervently, which indicated to me that I said something with which they agreed. Immediately after the interview, as I was still replaying my responses to their questions, I began to wonder if they would understand that I was being 100% sincere and genuine with my answers, as I could see that people critical of what I may know about education as a junior in college may have viewed my answers as being a bit too insightful. However, after putting myself in their shoes, I believe that they will assume authenticity, which I certainly hope I gave off in my demeanor and the fervor with which I answered the questions. Ultimately, I learned quite a bit about myself, the grasp that I have on educational issues, and how I interview. I do feel quite confident in how I did in the interview, while at the same time recognizing that I could prepare more extensively in the future to give me more succinct responses. Regardless, I am anxiously waiting a reply as to my standing for the job. We shall see!

Math Minds Puzzler Podcast

I finished my first podcast today!

Since it looks so much more professional than I would have expected, my confidence in podcasting is much higher than when I began! Yay! I hope that it is a helpful podcast for algebra students!

A screen shot from my podcast.

This first podcast is a math word problem about creating and solving simple linear equations. Not all students may realize that they are using linear equations and systems of equations to solve the puzzle, which is perfectly fine! That is a question that I would ask them in class when we go over the solution. Sometimes surprising students with what they didn't realize they knew can be a great teaching tool and confidence-booster for the students!

Here is my thinking behind this podcast, and hypothetically future podcasts:

Although I will only be creating one podcast this time around, my idea is that this "Math Minds Puzzler" would be a weekly podcast that students would listen to on their own time before Friday's class (or the last day that I meet with that class in a week). The students would come to class with their work written out and a solution to the puzzle, or questions to ask if they got stuck. On Friday, the anticipatory set to class would to go over the solution to the puzzle. My goal is to cover educational material, challenge students, mix up the type of work the students do at home, and to create a consistent activity to get students excited and ready to go on a Friday!

As for the specifics of the podcasts each week, the topic of a podcast could be related to a concept that we already learned or a somewhat new concept that I am asking them to struggle with a little bit; it might be silly or realistic, a brain teaser that requires a trick or a straight math word problem. All of the podcasts would be related in some way to a Virginia SOL, and require the students to draw out information that is presented directly or indirectly in the podcast to solve the puzzle. The challenge for some of the puzzles may simply be figuring out the important information and how that information relates to each other; then, once the student has done that the actual math might be quite easy! Regardless, I would plan to mix up the type and difficulty of the podcasts so that the wide-range of students can complete the puzzle, while also being challenged.

In general, I'm hoping that the students would find the puzzle podcasts to be a change from the normal pace of homework, and therefore be more inclined to do this particular assignment.

Thanks for reading! Creating an iMovie will be next - I hope it turns out as well as the podcast, if not better!