Exit Slip: September 28 (Reflections on questions)

The classroom discussion today brought forth many important queries in mathematics education. Among those many great ideas, two concepts really stood out to me. They were "the story of mathematics" and "teaching students how to do good." I personally believe that those ideas are deeply interconnected.

On surface level, the story of mathematics may appear to sound like: "Once upon a time there was a problem. A really smart student knew what to do and bravely suggested to the teacher what the solution could be. It just so happened that because our young hero(ine) was so brilliant, they got the correct answer and the problem was solved forever. Today, our young hero(ine) journeys across the land, solving problems for their friends, living a super-smart life one day at a time. The end." 

That isn't the case at all though! More often than not, the skills needed to "level-up" in math classes aren't that different from real life. Persistence, discipline, courage, patience, creative-thinking, optimism, reflection, confidence, and access to a knowledge toolbox are what it takes to do well in both settings. Students that are naturally gifted with number sense may have an advantage, but in order to do well in life (career and as a human being), one needs more than just talent; it takes good character and work habits too. 

Bringing the true story of mathematics to light may have a much better impact on students that need to shift from a fixed mindset to a growth mindset. The true story of mathematics involves training (discipline), misreading the enemies (problems), changing weapons (formulas/patterns), forming alliances (collaborating), executing secret plans (strategy and logical thinking), hoping for success (optimism), and confronting intentions (reflecting). It's not an easy journey, but once students have the support to nurture self-kindness and respect, they have a much higher chance at taking ownership of their learning and finding enjoyment in the adventure. Not everything is a game or story, but building good skills through those opportunities leads to more rapid and reliable instinct. 

In terms of the discussion around "hot topics", I noted that every student connects to a different issue, and as a teacher, it will be impossible to be an advocate for every single cause. While some hot topics may segue into a formal lesson, some might not. It can be important to discuss all topics through healthy discourse, especially if its impact is notable on the students. However, for conversations where the math class may not be the ideal or appropriate space, then us teachers can serve as a node in a network, directing students to more helpful resources instead. (That could include administrators, counsellors, clubs, extra-curriculars, libraries, food banks, etc.) This could show them two things: 1) math class is not a dead end for education, and 2) my teacher is someone who cares about my success and her actions depict that. How we model our experience with math affects our students, and the more students know they can trust us, the more likely they are to take responsibility and engage in the growth-inducing vulnerable moments.