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In my classroom, all budding mathematicians will be expected to act like adults. I want to be able to treat my mathematicians as adults, this includes things like allowing them to eat and talk to friends in class, not requiring them to ask to go to the restroom, and giving them choices for class activities. Students will start the school year with the expectation that they can enjoy these privileges as long as they do their best to meet the class expectations.

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One way that I think students learn best is by confronting their own misconceptions. For example , if a student believes that the square root of (a + b) is equal to the square root of (a) + the square root of (b), I want them to do the math. Come up with examples and show yourself why it doesn't work. It sticks a lot better than me just telling them they are wrong.

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This was something that a professor told our class on the first day. I'll never forget that.

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This tree represents how in out class, students will grow their math knowledge from the bottom up. We will establish strong roots, extend our branches into new territory, and keep growing

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Along with kindness and personal connections , I believe that in order to learn, students and the teacher need to believe in the students.(Kellough and Kellough (104)) In order to instill in my students a belief that they can succeed and that I believe they can succeed, our classroom will be a space where students can feel supported and comfortable making mistakes, trying new things,  and helping each other out. I plan to make these values clear to students through drafting a class expectations document together at the beginning of the year.

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When people think of learning math, they often think of memorization. In my class, we will instead by constructing an understanding of mathematical problem solving. What does this mean? It means we will learn skills, not memorize formulas, and we will make wonderful mistakes that let us learn. More in the article below.

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The image below is a representation of how ideas and information are exchanged in a traditional vs. a collaborative classroom setting. In my class, I want to move away from the one way dissemination of lecture material that is often found in math class, and move more towards a collaborative feel. I will be implementing this through my carefully curated group work and knowledge constructing activities. As mentioned in Kellough & Kellough (108), students will be seated in a way that encourages collaboration, and seated apart for individual activities.

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In my classroom, students will be encouraged and rewarded for any thought or answer they share. The more thought processes, wrong answers, and ideas shared in our classroom means that we can all learn more!

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The following article explains collaboration in teaching in a way I want to incorporate into my classroom. By setting clear expectations and roles in group work, and collecting student feedback on group members and tasks, I am hoping to build a classroom community where students feel like they can rely on each other and that their experiences and opinions are valid and heard.

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This article does a wonderful job explaining how students can learn statistics through confronting misconceptions and slowly building on their knowledge.

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In my class, I want to find something I have in common with every student! I will be giving them an interests and hobbies survey at the beginning of the year to asses how I can make my class the most interesting and applicable in their lives. And it helps collect data that's more fun to use in class!

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Throughout my undergrad education as a statistics major, many people inquired why I wasn't a math major. "Isn't stats just math?" they asked. Well, in a way. Stats certainly uses math. But I think that they are fundamentally different. Usually, high school math teachers who pick up a stats class try to teach it the same way they would teach a math class. However, this not the approach that I believe will foster a love of data and numbers in my students. This article says more about the difference in learning and teaching math vs. stats.