My students need to become young mathematicians, but have some mountains to climb before they believe they can get there.
I teach ninth grade algebra and geometry in an urban high school in Massachusetts. The groups of students I teach tend to be the highest performing (several are headed for the Harvards and Stanfords of the country on their own accord), and the lowest performing (entering ninth grade at a fourth grade or below math level).
I've found the largest difference between those students who are highly successful and those who are less successful is a student's confidence in their ability to learn math. Somewhere a teacher, sibling, parent or other important influence in their life convinced these kids that math is too hard for them. If I can find a way to get around my students mathphobia, I can help them not only reach our goals as a class, but exceed all of our expectations.
I've been experimenting in one of my algebra classes this year--I modeled it after the writing workshop, a proven classroom setting for mixed English classes. In our math workshops, my students are working with each other to achieve specific goals. One strategy I've found especially effective is allowing students to become the experts and present their discoveries. Not only does this empower the students, but I'm also able to post their work around the room on chart paper. The growth I've seen from this classroom environment can be truly inspiring. But, at this point in the year, I'm just about out of paper, and can't afford to continue the practice.
Giving my students more chances to get up in front of each other and present their ideas, their solutions, and their work will empower them with necessary confidence to reach and succeed in college.
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