Maths is everywhere!

Maths has been described as “the language with which God has written the universe” (Galileo, 1564-1642).

During my time at school, I probably would have turned my nose up at this quote and disagreed with it. Although, this was probably because I hated maths at school, but didn’t everyone? After taking the Discovering Mathematics module this year however, I have noticed that mathematics truly is at the heart of everything that we do. Whether it is as simple as telling the time or as complex as working out the sale price of a pair of jeans in Topshop, we constantly use maths in our everyday lives.

The Scottish Curriculum for Excellence (2016) states that “mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives”. Furthermore, the Curriculum’s principles and practice documents also explain, that mathematics is crucial because it is implemented and used throughout the whole curriculum. For example, in art and music you use patterns, sequencing and symmetry and in science you are often using graphs and charts when it comes to experiments. Moreover, maths is also used in health and wellbeing, modern languages, design and technology, and ICT (CfE, 2016). In addition to this, Haylock (2014, p286) states that “mathematics provides us with knowledge and skills that are valuable not just for their own sake but because we can apply them to situations in real life and across the curriculum”. It is therefore crucial that we as teachers encourage children to engage with maths in all its purest forms. It is important that children not only learn maths within the classroom, but also outside the classroom.

Education through play is a great way for children to take the mathematical skills which they have learnt in the classroom, and use them in their everyday lives. Edwards (1998) states that both children and adults learn better when they are interested and motivated to learn, as this makes learning a purposeful and pleasurable experience. She goes on to state, that the presentation of mathematics through play is a great way to sustain the motivation and interest of the children. In my MA1 placement class, they had active maths once a week, where the children used the mathematical skills which they had learnt recently, for example percentages and decimals, and applied them to game like situations. I was in charge of organising and creating the games during my placement. I would create my own board games and crosswords etc. for the children. Doing this highlighted to me the importance of play involved with learning, especially within mathematics as it helps the children to put the skills which they have learnt into real life situations and contexts.

The following TED Talk by Jim Patrick, a budding mathematician at the young age of 6, explains the importance of maths and how we use maths in our everyday lives.

References

Curriculum for Excellence: Mathematics Principles and Practices. (2016). [ebook] Education Scotland, pp.1-4. Available at: https://education.gov.scot/Documents/mathematics-pp.pdf [Accessed 13 Nov. 2017].

Edwards, S. (1998). Managing effective teaching of mathematics 3-8. London: Paul Chapman, pp.2-7.

Haylock, D. and Cockburn, A. (2014). Understanding mathematics for young children. 4th ed. Los Angeles [u.a.]: Sage, pp.286-291.

Maths Anxiety

Mark H. Ashcraft describes maths anxiety as “a feeling of tension, apprehension, or fear that interferes with math performance” (2002, p. 181). Math anxiety is a recognized stress disorder which, according to research shown in the attached video, 20% of our population suffer from (Turner & Carroll, 1985). It ranges from feelings of mild tension to strong fear when involved with any kind of mathematics. Physical symptoms include headaches, muscles spasms and aches, shortness of breath and increased heart rate. Furthermore, math anxiety also causes psychological problems such as confusion, the inability to concentrate and incoherent thinking (Arem, 2010, p.30).

Math anxiety does not only affect children in school, but adults too. For example, suffering from math anxiety may stop adults applying for certain jobs as they have a fear of failure and lack in confidence. Additionally, adults may struggle to deal with the mathematical challenges involved with dealing with personal finances, bills and mortgages.

The shorter video attached explains what math anxiety is, but it also highlights a problem which I myself face. During school I was never bad at math, in fact I was always in the higher classes and did manage to achieve a B in Higher Maths. However, this was not an easy process for myself. Maths was always something which took up a lot of my time, as I was always working to better myself. I knew that if I wanted to do well, I would have to work hard at it. However, there is still many areas of mathematics which I struggle with, which worries me for when it comes to teaching my own class. The attached video explains how pupils can easily sense if teachers suffer from math anxiety themselves and I am worried that this will be conveyed across to the children during my math lessons. If I myself suffer from math anxiety, how am I supposed to feel confident and competent in my own mathematical skills, when it comes to teaching the children? By taking the Discovering Mathematics module, I hope to improve my confidence in mathematics, so that when it comes to teaching the children, I can give them the best mathematical experience possible.

Furthermore, the University of Dundee have also researched into ways of targeting maths anxiety. They have introduced the Online Maths Assessment (OMA) to improve poor levels of mathematics and confidence within education students (Henderson, 2010). By doing this, the University of Dundee hope to target maths anxiety in student teachers so that they do not implement negative views towards mathematics in their future classes.

 

References

Ashcraft, M. (2002). Math Anxiety: Personal, Educational, and Cognitive Consequences. [ebook] Cleveland, Ohio: Blackwell Publishing Inc., pp.181-185. Available at: http://www.thinkingahead.com.au/Documents/math_anxiety-consequences.pdf [Accessed 30 Sep. 2017].

Henderson, S. (2010). Mathematics Education: The Intertwining of Affect and Cognition. Unpublished doctoral thesis. D.Ed. University of Dundee.

Nuffieldfoundation.org. (2017). Understanding mathematics anxiety | Nuffield Foundation. [online] Available at: http://www.nuffieldfoundation.org/understanding-mathematics-anxiety [Accessed 30 Sep. 2017].

Turner, J.R. & Carroll, D. (1985) ‘Heart rate and oxygen consumption during mental arithmetic, a video game, and graded exercise: further evidence of metabolically-exaggerated cardiac adjustments?’, Psychophysiology , 22(3), pp.261-267.

Why teaching?

When asked why I want to be a teacher, there is simply only one answer.

As cliché as it may sound, I have always wanted to be a teacher. Ever since starting school at the age of 5, I have always looked up to teachers and admired what they do and the role they play in helping and assisting children in their education and personal development. It was my primary three teacher Miss Graham however, who inspired me and made me want to become a primary school teacher. She was not only amazing at her job but was also kind, caring, and funny and made me feel more excited and enthusiastic to learn. She changed the way I thought about school and learning and really made an impact on my school life, even from such a young age. Ever since then I have always wanted to become a primary school teacher and be exactly like her.

Having known for a long time that I wanted to become a primary teacher, I have taken every opportunity that I can to work with children both within and out with schools. For four and a half years I volunteered at my local Rainbows Unit, 1st Annan Rainbows, in which I planned activities, organised events and worked closely with young children between the ages of 5 and 7 on a weekly basis. This allowed me to develop my communication and leadership skills and enhance my patience and understanding when working with young children. Furthermore, working with these children also gave me the ability to relate to how a child’s mind works and seeing the girls develop and build in character within the years spent with then was such an exciting and rewarding experience and I know that is exactly how I would feel everyday as a primary teacher.

After so many years of wanting to be a primary teacher I am now more excited than ever to actually be at the University of Dundee studying Primary Education. I am looking forward to gaining more knowledge and experience over the next four years that will help and prepare me for my future as a primary school teacher. I am most of all looking forward to the placements that I will take part in where I will be able to put everything which I have learned over the many years of volunteering and work experience into practice in the classroom.