Digital Diversions: Keeping the Focus on the Art of Teaching in the Mathematics Classroom

Childhood Education, 2005 by Griffin, John C

You know . . . it's funny . . . I hate going on rides-they scare me, I don't like it. But about four years ago, we went to Disney and there's that Tower of Terror where you get into that elevator and it goes down and I said to myself, "I'm going to do this." I'm just going to do it. I hate it and I'm scared of it, but I'm going to do it. And once I did it, it was great and I went back and did it again. But I feel that way about math. I just wish . . . I just wish I understood . . . just had some kind of concept about it. And it makes me insecure, you know, even when I use an adding machine.

This young woman had managed to overcome her fear of a theme park ride, yet was unable to draw upon that strength to conquer her fear of mathematics-ostensibly a far less intimidating entity. People such as this young woman typically yearn for a teacher who is not only mathematically literate, but who is empathie as well. If I recognize the importance of planting the seeds of self-efficacy in my students, especially the ones who struggle, then technology can empower me to accomplish that goal more effectively. The sequence of events is critically important, however. I must first see my students and myself clearly before I can select the appropriate tool; this takes effort and considerable skill. Stated differently, what good are an elaborate digital camera and my complex software if I can't see the beauty first? In closing, I would like to share with you Amy's words as she dreams about her ideal teacher:

I would love to walk into a room where the teacher said to me, "You know what, I'm here for you and I'm not leaving until you say, 'Ah, I've got it!' " That's the kind of teacher I'd need. I think the worst teacher is the one who says, "I give up on you and you're not paying attention and why didn't you do your homework?" That's not it. A teacher has to sit down and be with me and explain what is happening. I don't think you have to be a great mathematician; you just have to understand me and be able to tell me how to do it. Just knowing the math doesn't mean you can give it to me.

References

Angelou, M. (1969). I know why the caged bird sings. New York: Random House.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press.

National Commission on Mathematics and Science Teaching. (2000). Before it's too late: A report to the nation from the National Commission on Mathematics and Science Teaching for the 21st Century. Washington, DC: U.S. Department of Education.

Palmer, P. (1997). The courage to teach. San Francisco: Jossey-Bass.

John C. Griffin

John C. Griffin is Chair of the Mathematics Department, Palmer Trinity School, Miami, Florida.