PEAK EXPERIENCE
My peak math experience happened in 11th grade in Algebra 2. I was on the "regular math track" in high school, meaning Calculus was one of the only advanced placement classes i was not planning on taking. Needless to say, I did not have a very positive self image about my math skills since most of my friends were enrolled in Calculus AB and BC. However, in my regular math class junior year I finally became proud of my math performance because of the inspiration that my Algebra 2 teacher gave me. She encouraged me and the rest of the class that we did not need a math label on us to determine our math ability. This has helped motivate me to push my self in all areas of my academic career, but especailly in math. As a future teacher I know that this experience will stay with me, and help impact the math lives of my future students.
NADIR EXPERIENCE
The lowest point in my math life came shortly after my highest point. My freshman year of college I was enrolled in a regular college math class to earn my basic math credit. To sum it up, it was HORRIBLE. The professor was an esteemed engineering professor, and did not seem to be able to connect with students students at a beginning math level. I experienced a lot of anxiety throughout the semester, and I hope that I will never pass on such frustration and low self esteem to my future math students.
TURNING POINT
In terms of my math life, I believe my turning point occured when I took M315K and L. I absolutely loved the fact that the classes were geared towards future teachers, and the professors actually took the time to expalin the "why" behind the number problems. This experience helped to connect my life as a math studnet to my future life as a math teacher. I am reminded that those two lives must co-exist if I plan on best serving my students.
OTHER IMPORTANT SCENES
1. I can un-doubtedly say that my Dad prefers math more than my Mom, who prefers reading and writing. I have very distinct memories of sitting at the kitchen table and attempting to understand the scribble scrabble of my notes and my Dad's handwriting as he helped me solve loads and loads of middle school math problems. (tears were usually involved) 2. Another important scene that comes to mind is when i taught my first math lesson. Almost exactly a year ago I was in my general education placement and I discovered that the subject of math was my most preferred lesson to teach !!
GREATEST CHALLENGE
I believe that my greatest challenge in math is my belief that I am not good at math. I know that this perception of myself can only hinder rather than help me, but it is a hard habbit to break.
SPECIAL EDUCATION TEACHER
I am very passionate about the field of special education because I cannot wait to truely make a difference in people's lives. I believe that I can especially impact the lives of future students in terms of their math beliefs, because I am living proof that every math story does not have to end negitively.
My peak math experience happened in 11th grade in Algebra 2. I was on the "regular math track" in high school, meaning Calculus was one of the only advanced placement classes i was not planning on taking. Needless to say, I did not have a very positive self image about my math skills since most of my friends were enrolled in Calculus AB and BC. However, in my regular math class junior year I finally became proud of my math performance because of the inspiration that my Algebra 2 teacher gave me. She encouraged me and the rest of the class that we did not need a math label on us to determine our math ability. This has helped motivate me to push my self in all areas of my academic career, but especailly in math. As a future teacher I know that this experience will stay with me, and help impact the math lives of my future students.
NADIR EXPERIENCE
The lowest point in my math life came shortly after my highest point. My freshman year of college I was enrolled in a regular college math class to earn my basic math credit. To sum it up, it was HORRIBLE. The professor was an esteemed engineering professor, and did not seem to be able to connect with students students at a beginning math level. I experienced a lot of anxiety throughout the semester, and I hope that I will never pass on such frustration and low self esteem to my future math students.
TURNING POINT
In terms of my math life, I believe my turning point occured when I took M315K and L. I absolutely loved the fact that the classes were geared towards future teachers, and the professors actually took the time to expalin the "why" behind the number problems. This experience helped to connect my life as a math studnet to my future life as a math teacher. I am reminded that those two lives must co-exist if I plan on best serving my students.
OTHER IMPORTANT SCENES
1. I can un-doubtedly say that my Dad prefers math more than my Mom, who prefers reading and writing. I have very distinct memories of sitting at the kitchen table and attempting to understand the scribble scrabble of my notes and my Dad's handwriting as he helped me solve loads and loads of middle school math problems. (tears were usually involved) 2. Another important scene that comes to mind is when i taught my first math lesson. Almost exactly a year ago I was in my general education placement and I discovered that the subject of math was my most preferred lesson to teach !!
GREATEST CHALLENGE
I believe that my greatest challenge in math is my belief that I am not good at math. I know that this perception of myself can only hinder rather than help me, but it is a hard habbit to break.
SPECIAL EDUCATION TEACHER
I am very passionate about the field of special education because I cannot wait to truely make a difference in people's lives. I believe that I can especially impact the lives of future students in terms of their math beliefs, because I am living proof that every math story does not have to end negitively.
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