How can I create a significant learning environment for my learners to find choice, ownership, and voice through authentic learning? Harapnuik et al. (2018) argue that it all begins with the teacher. I am obligated to do all I can to facilitate and mentor my learners through their learning. My readings about CSLE+COVA prompted me to revisit my Learning Manifesto. I am reminded of my “why.” Teaching high schoolers is not a task for the faint of heart. I truly love the opportunity I am afforded every day in the classroom. My current reflections are how can I be better for my students?

Harapnuik et al. (2018) suggested we must care enough about our learners to give up control to them. This is my current plight. So much rides on their mastery of the math concepts I am given to teach them. My students must pass a state-mandated Algebra I test for graduation. But beyond this fact, the topics being covered are foundational to future math courses. Mastery will ensure the possibility of future success in a math classroom.

I have implemented a hybrid of a flipped classroom. Time is provided in class for watching lesson videos, practice, and mastery checks (a formative assessment to provide a checkpoint of understanding). Students have been given firm deadlines for quizzes and end-of-unit assessments, but their pacing between those times is of their own choosing. I am looking for other strategies to lead learners to inquiry-based learning to cement the idea of autonomy and choice. These are one of the three pivotal criteria to boost engagement and motivation, as presented by Davenport (2022). She used the work of David Pink in his book, Drive: The Surprising Truth About What Motivates Us. The other two are mastery and purpose. Mastery can only be fulfilled if learners see themselves as “meaning makers” and not just as clients of the education they are being presented with. Purpose comes with the connections being made to the learning and the discovery of the why.

I am often presented with the question of why they have to learn mathematics. The sentiment is that it will never be of use to them. My automatic response is that I am teaching them to reason and problem-solve. This is true. But not the whole reason we learn mathematics. Math is also about creativity and making sense (Boaler, 2022). We must look for ways to influence our learners to see the connections and value knowledge of math has in their lives. I see math in many facets of daily life. I will task myself to put those on display for my learners and let them explore on their own.

Kumar (2022) argue that math goes beyond its root in the sciences. He suggests math should be considered as it has for thousands of years, as a study of philosophy and its relevance to the field of art. Connecting mathematics to history and the arts might prove to be the strategy to engage reluctant learners. This re-evaluation warrants further exploration.

References

Boaler, J. (2022). Mathematical Mindsets: Unleashing Students’ Potential through Creative Mathematics, Inspiring Messages and Innovative Teaching. Wiley.

Davenport, M. (2022, August 24). Boosting High School Students’ Sense of Agency and Motivation. Edutopia. Retrieved October 2, 2022, from https://www.edutopia.org/article/boosting-high-school-students-sense-agency-and-motivation

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018, January). COVA (0.9) [EBook]. Creative Commons License. https://www.harapnuik.org/?page_id=7291

Math is art. And why it matters. | Yudhister Kumar | TEDxTemecula. (2021, November 4). [Video]. YouTube. Retrieved October 10, 2022, from https://www.youtube.com/watch?v=eCptO1sv7So