# The Fibonacci Sequence

The Fibonacci sequence is a series of numbers where a number is found by adding up the previous 2 numbers, starting with 0 + 1.

0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, and so on.  For example, the 5 was found by adding the previous 2 and 3 together.  It can also be written as a rule ×n-1 + ×n-2.   The sequence is named after an Italian man named Leonardo Pisano Bogollo who was alive between 1170 and 1250.  The sequence can also be illustrated as a sspiral when squares are made within the widths of the sequence numbers.

The Fibonacci sequence also relates to the Golden Ratio (PHI) which can be described as the ratio between any two consecutive numbers in the Fibonacci sequence.  This ratio is considered to be the most aesthetically pleasing to the eye and for this reason it can be found to be used in many forms and places.  For example, it can be found in architecture within the building design as they are considered more attractive to look at using this ratio.

Fibonacci in Nature.

Fibonacci in a galaxy.

It can even be found in your face!

# Maths – as easy as 1, 2, 3?

Maths!!  I suppose you could say it’s a bit like marmite; you either love it or hate it!  It can put the fear of God into some people and evoke feelings of happiness and pure fulfilment in others.  Me?  I am probably somewhere in the middle of the both of them.

I remember Maths from about Primary 3.  I attended Lenzie Moss PS having just moved from Carlogie PS in Carnoustie and was placed in a pleasant class with a pleasant teacher.  Maths was working through the red SPMG workbook. My teacher would mark with a large dot where I was to work to.  I LOVED it!; the maths, the workbook; the sense of achievement I felt reaching that dot and the teacher then marking my work and dotting a further section for me to attempt; the page of ticks as I’d gotten most of the answers correct.

But that was a long time ago! 1985 to be more accurate and a lot has changed since then.  The maths got harder and harder and I ended up sort of falling out of love with it a little bit.  Don’t get me wrong, I still LIKE doing maths but I know the feeling is definitely not mutual; maths does not like me!  Because quite frankly, I consider myself no longer very good at it.  I managed to scrape a pass at ‘foundie’ level during high school and didn’t really partake in maths as such after leaving – until I decided that a career in teaching was for me.  Requirements for university entry?  Intermediate 2 level at grade C or above.  Ssssssssssssigh!!!  It took me 2 attempts, working my butt off but my efforts were rewarded and I gained a B grade pass for my blood, sweat and tears.  No mean feat I’ll tell you!

So, even though I like Maths a medium sized bit more than it likes me, I chose it as my elective.  I hope to change its feelings of unrequited love and be more than just adequate in learning (and now teaching) the subject.  I want to feel confident that I know how to solve mathematical problems and be able to achieve my primary 3 feeling of achievement and joy at doing so.  I want to be able to make my pupils experience that sense of excitement at broaching the subject.  And through my sense of anxiety at Maths I am more able to understand how children are feeling towards it if they struggle and I will use this in a positive way to ensure I am a supportive teacher who strives to meet the needs of her class.

# My Educational Philosophy.

There are so many people in the world, all with differing views on the purpose of education.  My view is that I believe the role of education is first and foremost, the way to provide a learning experience for all children which is equal to all regardless of their gender, religion race or social class.

I believe that the ethos of the school is an integral aspect of education and how the environment created within the school can include all learners regardless of ability.  Schools and its teachers must show an appropriate level of understanding towards discipline and the way in which behaviour is managed which is essential for the smooth and fair running of the school.  Showing a range of teaching methods across the different curricular areas is an effective way to promote simulating lessons which encourage learning.

But I believe that education is much more than just a level of attainment, achieving grades and enhancing learning.  It is also about supporting the needs of the pupils emotionally and encouraging them to become socialised within society ensuring the all-round enhancement of an individual.

The role of the teacher is to teach all children the norms and values of their society and culture in which they live.  Teachers are to guide children and young people on their journey to become successful learners, confident individuals, responsible citizens and effective contributors in all aspects of their lives.  Teachers should be able to provide a learning environment which is both interesting and stimulating, piquing the curiosity and eagerness of each child as an individual, encouraging them to not only progress in their learning but to want to learn and progress also.  This is the kind of teacher I want to become during my teaching journey.