With respect to my knowledge of the subject matter, I think of the MATH635 class in
Problem Solving Explorations. Before taking this course, I felt that word problems could be
among the more difficult topics in math to learn and to teach. As a student, at times I had the
impression that perhaps I missed something or didnt recall the rules for approaching particular
word problems.
I was so relieved upon learning that there are numerous ways to approach word problems
and that some problems are nearly impossible for the brightest of minds. When we had to solve
the star problems as our class project, the professor stressed that our ideas and efforts were
being graded and that an individuals creative attempts and reasoning were usually more
important than whether or not we obtained the correct result. She wanted to see how we
attempted to solve the problems. This was very hopeful to me. This course helped turn my
trepidation into curiosity and boosted my resolve. The textbook also offered very specific
strategies to use -- some of which I had been using without knowing that they were valid
strategies that had been documented and researched.
Before I entered the Adolescent Math Education program, the understanding that I had
of math was that of a student. I believed that once I understood something, I could just explain it
to anybody else in my own words and that they too would share my understanding of the topic.
This notion continued when I first began to tutor students. Most of my students were very
capable and receptive to learning math. However, on occasion, I had students who could not
follow what I was saying. It was then I realized that teaching math cannot simply be ad hoc.
In several education courses, we were taught the importance of allowing students to teach
themselves. Specifically, we read a lot about how students need to construct their own
knowledge and how particular approaches for this can be employed; for instance, by introducing