Many students view mathematics as a subject area where an answer is right

or wrong, there is one way of thinking, one way of solving, and that there are
those who are 'math people' and those who are not. The majority of my time
spent in k-12 education I was one of those students, but thanks to the
influence, encouragement, and determination of good teachers, I realized
that anyone can be a math person. Even though there may often be one
correct solution, there is still room for unique and creative methods to solve
a problem Like many skills, mathematics takes practice. I firmly believe that
the thinking processes and skills required in mathematics are applicable to
other content areas and real-world, problem-solving skills used in almost any
career path or future education. Mathematics helps students develop meta-
cognition and the ability to create, carry-out, or alter a plan to solve a
problem.

To successfully teach mathematics, I believe encouraging students to ask

questions and acting as a guide is necessary for students to develop
mathematically sound foundations and skills. If students are able to arrive at
an operation, formula, or procedure on their own, they are more likely to
remember and understand it. Mathematics requires a procedural and
conceptual understanding of curriculum. Students can often repeat
processes they have seen and practiced, but the ability to explain and
understand the underlying mathematical concepts is key. I believe allowing
students to work collaboratively helps increase their understanding and that
incorporating writing and verbal skills into the mathematics classroom
increases conceptual understanding. In my classroom you could find
students using math journals, orally presenting problems, creating projects,
and taking time to ask questions and teach one another.

Students cannot learn from a teacher they do not like. I shall strive to build
relationships with students, but first and foremost, remain their math
teacher. A sense of trust is needed to develop a positive classroom
atmosphere, and this will be accomplished by setting clear expectations,
classroom procedures, and remaining prepared, competent, and responsible.
I will provide constructive feedback on assignments and incorporate formal
assessments into lessons so I am aware of students' levels of understanding
before, during, and after units. Instruction shall be differentiated to meet
students' different needs by providing more scaffolding and support for
struggling learners and more challenging, abstract assignments related to
the curriculum for accelerated learners.