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I plan to make math as engaging and fun for my students as I possibly can. Because of my educational experiences and past, I know that the more hands on and exciting a class or subject is for students, the better they learn.

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I plan to make math as engaging and fun for my students as I possibly can. Because of my educational experiences and past, I know that the more hands on and exciting a class or subject is for students, the better they learn.

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In Middle School, I can remember starting Algebra and being very interested in math in a way that I hadn't been before. We used manipulatives often, solved problems with our group members, and had many class discussions that intrigued me. I remember feeling engaged in the class.

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In Middle School, I can remember starting Algebra and being very interested in math in a way that I hadn't been before. We used manipulatives often, solved problems with our group members, and had many class discussions that intrigued me. I remember feeling engaged in the class.

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My earliest memories of math from birth involve learning by watching Sesame Street! I can't remember learning my numbers and counting, as I was so little, but I know that my mom has told me how much she truly thinks Sesame Street influenced the knowledge of myself and my siblings. It's truly interesting to think about what an impact something so simple can have.

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My earliest memories of math from birth involve learning by watching Sesame Street! I can't remember learning my numbers and counting, as I was so little, but I know that my mom has told me how much she truly thinks Sesame Street influenced the knowledge of myself and my siblings. It's truly interesting to think about what an impact something so simple can have.

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In high school, I was in all of the highest level math classes and did very well in the subject. However, I often remember being bored going to that class and feeling like time went so slowly. It is definitely hard to make math engaging, but most of my high school math experience involved viewing powerpoints and practicing problems on a worksheet every day. I understood the material, but was never excited about it. 

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In high school, I was in all of the highest level math classes and did very well in the subject. However, I often remember being bored going to that class and feeling like time went so slowly. It is definitely hard to make math engaging, but most of my high school math experience involved viewing powerpoints and practicing problems on a worksheet every day. I understood the material, but was never excited about it. 

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In 1st grade, one of my only memories was the timed math booklet we had. I'm not sure why this is one of the only things I can remember from first grade, but I assume it's because it probably caused me a lot of stress. My teacher would put a timer on and we would have to flip our packets open and solve as many problems as we possibly could before the buzzer went off. I remember feeling the adrenaline of trying to go as fast as I could and get as many done as possible.

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In 1st grade, one of my only memories was the timed math booklet we had. I'm not sure why this is one of the only things I can remember from first grade, but I assume it's because it probably caused me a lot of stress. My teacher would put a timer on and we would have to flip our packets open and solve as many problems as we possibly could before the buzzer went off. I remember feeling the adrenaline of trying to go as fast as I could and get as many done as possible.

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By the time I was in third grade, I can remember being annoyed when it was time for math. By this grade, math meant silent worksheets. I can reflect on it now and realize that math was not very engaging back then. I wish that my teacher could have made it more fun for us somehow or had some level of variety during math time.

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By the time I was in third grade, I can remember being annoyed when it was time for math. By this grade, math meant silent worksheets. I can reflect on it now and realize that math was not very engaging back then. I wish that my teacher could have made it more fun for us somehow or had some level of variety during math time.

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In college, I avoided taking a math class for as long as I possibly could due to my experiences in high school of often being bored by the material. When I did finally take a college math class at ASU, I ended up really finding myself being interested in the material. Learning about Elementary School math strategies and how to teach our students math is fascinating to me. I love learning the "why" behind the ways in which we teach math strategies. 

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In college, I avoided taking a math class for as long as I possibly could due to my experiences in high school of often being bored by the material. When I did finally take a college math class at ASU, I ended up really finding myself being interested in the material. Learning about Elementary School math strategies and how to teach our students math is fascinating to me. I love learning the "why" behind the ways in which we teach math strategies. 

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The importance of staying up to date with new teaching methods and information is also always going to remain a strong focus of mine throughout my educational career. I do not want to get complacent and stuck teaching outdated methods when I know there will always be ways to  improve and get better. This not only applies to math, but to being a well rounded educator. 

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The importance of staying up to date with new teaching methods and information is also always going to remain a strong focus of mine throughout my educational career. I do not want to get complacent and stuck teaching outdated methods when I know there will always be ways to  improve and get better. This not only applies to math, but to being a well rounded educator. 

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As I move forward with my math identity as a future educator, I need to make sure that I am re-inspiring my own love for math and that I am excited about the material myself. If I am not interested in what I am teaching, I know that my students will be able to feel that.

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As I move forward with my math identity as a future educator, I need to make sure that I am re-inspiring my own love for math and that I am excited about the material myself. If I am not interested in what I am teaching, I know that my students will be able to feel that.