Making Ammends with Math

         I decided fairly quickly this quarter that if I am going to teach I am going to need to make my ammends with math.  There are many times when I have hated math and many occasions when I thought I was an absolute hopeless case when it came to understanding it....like for most of my grade school, middle school and early high school years...and then, again, studying physics (college) or biostatistics (grad school).  Yet I actually like math and when the stars are aligned in the universe, I can be quite successful at it.  Usually the stars aligning relates directly to the amount of patience and knowledge a teacher has to spend time explaining to me the minutiae of how a formula actually works.  I mean ACTUALLY WORKS...sort of like at a theological level.  This is why I had such an "aha!" moment when Robin pointed out the different ways it was possible to be "smart" in math.  I guess some might say it is just a way of making everyone feel good but I can actually attest to its truth.  Take, for example, my absolute hopeless ability to understand geometry and trigonometry but, ironically, the ease and grace to which I flew through calculus.  My hopelessness at statistics was matched by an intuitive understanding of epidemiology.  My GRE math scores were not superb but my scores in logic were.  I have yet to completely figure out my own way of understanding math concepts....but I have noticed that the ways in which math is being taught now...even basic math, is helping me understand things I never understood before.  Like -- place value.  So, somewhat sheepishly, I get to be excited as I learn math along with my six year old.
      I enjoyed thinking about math and ways to teach it this quarter.  It was interesting to get a close up look at how math concepts can be presented in a way that allows for discovery, manipulation, visualization and ownership by students.  I am excited about the challenge of helping students (especially those who struggle like I did) find the places where they can feel successful and make their own peace with math.
     One thing I think I would have appreciated this term was to be given the opportunity to look at some of the existing curriculums and think about the different philosophies behind the various approaches, how and when (or whether) to borrow from other curriculums, and how to best address both struggling students and those who are above grade level (who need more of a challenge).  While I know that we will all be using different curriculums, I would have appreciated the experience to look at a few, evaluate them and consider various approaches to using the curriculums (now that I mention it, are there different approaches to teaching a particular curriculum?).