1.4 Prof. Commitment | clare lowdens eportolio

Mathematics is wrongly portrayed throughout people’s lives as a negative subject that only some people have the mind for, whereas, others will never be able to fully think mathematically.

I believe people judge the subject from their own experience with certain teachers and their success in the class. Personally, I had two contrasting mathematics teachers, one was very enthusiastic about the topic, however, was not supportive with those who did not understand the lesson first time. I experienced this and felt embarrassed to ask for help, the result being I did not pass the exam. I opted to sit again with a new teacher who was extremely supportive and was able to explain maths in a way I understood, which created a more positive learning environment, and allowed me to excel in her class and pass the exam. This comparison of teachers led me to discover that it is not always the subject that people don’t ‘click’ with, it could be that the learning strategies set by the teacher aren’t ones that certain pupils find easy to follow. This is important to bear in mind as not all children learn the same ways, and some may require extra help on certain subjects than others.

I will take this learning with me into my professional practice and be as enthusiastic about teaching mathematics as I can. It is not a subject that pupils should be dreading as maths is used in everyday lives and the language is very important to understand.

Last week, I took part in a dance workshop for my module ‘Teaching Across the Curriculum’. It gave me insight into how important dance is, how it can be used across different areas of the curriculum and how simple dance tasks can allow children to be imaginative.

Expressive Arts is part of the Curriculum for Excellence. Dance is important as it allows children to express themselves and be creative. Within our dance workshop we were instructed to find different ways to travel across the room, for example, side stepping and hopping. I will use this task when teaching as it would allow the children to have fun, as well as challenging themselves to think outside of the box and create original moves.

Dancing is not everyone’s strong point and some pupils may find it difficult or be embarrassed to perform in front of the class. Within our dance workshop, we were instructed to create our own travel movements, and then to find a partner and share with each other what we had created followed by finding another group of partners to show them what we had learned. In the end, we all had to collate our dance moves to create a short routine which each group presented to the rest of the class. This allowed for individual work, partnership work, groupwork and classwork. I will remember this when I am teaching a class, as allowing the pupils to work with their peers relieves any worry of embarrassment and ensures they have fun while learning.

Dance is used in primary school to promote physical fitness, however, can also be used to aid learning in other curricular areas such as mathematics. We were informed that dance allows opportunities for active cross-curricular learning. This means relating learning to more than one area of the curriculum, for example, the ability to count is required to be able to follow the beat of a dance. I will use this experience in my class lessons in the future and aim to use cross-curricular learning opportunities to allow the children to expand their learning experiences.

From the dance workshop, I have learned that the teaching of dance is important in primary schools as it allows the children to be creative, promotes fitness, increases social skills and can be used to expand their learning across different subjects.

The Portrayal of Mathematics

The Importance of Dance