So What? - Based on the first week in February

In a world that's constantly changing, the way we teach needs to adapt to fit the needs of this 21st century generation. It's a classic case of out with the old and in with the new. Chapter one focuses on this aspect and offers a current perspective of what should be happening in mathematics. For example, successful mathematics education requires equity, a well articulated curriculum, technology, useful assessment, and teaching and learning experiences that are relevant, current, and meaningful.

In terms of equity in mathematics education, chapter one emphasizes that in order to achieve success in math, there must be high expectations and strong support for all students. Personally, I grew up in a time where if you weren't one of the strongest math students in class then you faded off into the background. It's called the Matthew Effect, which simply stresses the concept of: 'the rich get richer and the poor get poorer'. Those who were good at math would complete worksheet after worksheet because they grasped the way they were being taught. Those who struggled and needed alternate, more meaningful learning experiences developed an anxiety about math. The equity principle calls for equal opportunities and supports for all students, not just the math experts (2). 

The NCTM declares that "In this changing world, those who understand and can do mathematics will have significantly enhanced opportunities and options for shaping their futures" (1). This is why it's so important for teachers and students to care about mathematics. It's a competitive world and it's becoming more and more difficult to attain successful employment... mathematics can help with this problem. I know for a fact there were certain careers that I dreamed about that I didn't make an attempt at because I thought they would involve mathematics, an area to which I held no confidence. Hopefully this flaw in mathematics education can be improved or eliminated, and students can begin to live up to their full potential.

So far in this math education course, I have learned that the best way to develop excellence in math is to follow the five process standards. For example, when working with various math problems in class, the professor is constantly providing the time and opportunity for solutions to be solved without the answer being given. In these situations, we have covered problem solving, reasoning and proof, communication, connections, and representations. So, if I learn best this way, why not teach younger students this way? They might not be university students but they're a lot more intelligent than they're given credit for. If we provide them with meaningful math experiences, who knows what they could achieve?