School Mathematics Teachers Are Super Heroes

Allan Leslie White

Abstract


Hollywood has produced many super heroes such as Superman, Batman and Wonder Woman. Recently it released a film titled 'Waiting for Superman' which shows a young boy imprisoned within a system and classroom that does not stimulate his learning while actively destroying his motivation and engagement with the educational process. The film implied the task of fixing the problem was so great that only Superman could fix it. So what are the criteria for a super hero? Firstly it is someone with extraordinary powers beyond those of most mortals. In this paper I will propose that most mathematics teachers meet the criteria and are super heroes who combat the spread of darkness and ignorance of mathematics. I will present evidence to prove that most mild mannered mathematics teachers are really super heroes in disguise. Mathematics teachers have super powers. They have the power to understand and value mathematics, something that is beyond the vast majority of the population. What is the basis of their power? It is their mathematics pedagogical and content knowledge. Not only can they do mathematics, but they can construct a learning environment where their students develop conceptual knowledge and deep learning. They use the latest developments in technology to assist their battle with the forces of darkness and innumeracy. While more mathematics has been invented in the last 50 years than in the preceding years of human development, teachers are expected to keep abreast of this new knowledge. Hollywood may be waiting for Superman, but the real super heroes are every day engaged in the battle to reveal to their students the power and the beauty of mathematics that can transform their lives.

Keywords


Super heroes; Behaviourism; External Examinations; Pedagogical Content Knowledge; Integration of Information Communication Technologies

Full Text:

PDF

References


Alegounarias, T. (2011). Weighing and distributing the good of schooling. Professional Educator, 10(5), 7-11.

Barton, B. (2003). The Mathematics Enhancement Project: Using the concepts of cultural conflict, critical mathematics education, and didactic contract. In L. Bragg, C. Campbell, G. Herbert & J. Mousley (Eds.), Mathematics education research: Innovation, networking, opportunity (pp. 137143). Geelong, Australia: Mathematics Education Research Group of Australasia.

Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R.(1956).Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain.New York: Longmans, Green & Co.

Brousseau, G. (1984). The crucial role of the didactical contract in the analysis and construction of situations in teaching and learning mathematics. In H. G. Steiner (Ed.), Theory of mathematics education (pp. 110119). Bielefeld, Germany: Universität Bielefeld.

Clements, M. A. (2003). Professional practice in mathematics education: Introduction. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Second international handbook of mathematics education (pp. 637-641). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Clements, M. A. (2004). Pre-service Teacher Education: Its time for a rethink. Keynote address delivered at the EduCATE 2004 Conference organized by the Faculty of Cognitive Sciences and Human Development (UNIMAS) in collaboration with the Bahagian Pendidikan Guru (Kementerian Pelajaran Malaysia). Kuching Sarawak Malaysia.

Ellerton, N. F., & Clements, M. A. (1996). Newman error analysis. A comparative study involving Year 7 students in Malaysia and Australia. In P. C. Clarkson (Ed.), Technology and mathematics education (pp. 186-193). Melbourne, Australia: Mathematics Education Research Group of Australasia.

Ellerton, N. F., & Olson, J. (2005). The assessment dilemma: Correct answers with no understanding and incorrect answers with some understanding. In H. S. Dhindsa, I. J. Kyeleve, O. Chukwu, & J. S. H. Q. Perera (Eds.), Future directions in science, mathematics and technical education, (Proceedings of the Tenth International Conference, pp. 226-235). Brunei Darussalam: University Brunei Darussalam.

Erlwanger, S. H. (1975). Case studies of children's conceptions of mathematics: I. Journal of Children's Mathematical Behavior, 1(3), 157-283.

Freudenthal, H. (1979). New math or new education? Prospects, 9, 321-331.

Gagne, R. M. (1968). Contributions of learning to human development. Psychological Review, 75, 177-191.

Jaworski, B., & Gellert, U. (2003). Educating new mathematics teachers: Integrating theory practice, and the role of practicing teachers. In A. J. Bishop, M. A. Clements, C. Keitel, J.Kilpatrick, & F. Leung (Eds.), Second international handbook of mathematics education (pp. 823-875). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Lim, T. H. (2000). The teaching and learning of algebraic equations and factorisation in O-level Mathematics: A case study. Unpublished M.Ed dissertation, Universiti Brunei Darussalam.

Newman, M. A. (1977). An analysis of sixth-grade pupils' errors on written mathematical tasks. Victorian Institute for Educational Research Bulletin, 39, 31-43.

Newman, M. A. (1983). Strategies for diagnosis and remediation. Sydney: Harcourt, Brace Jovanovich.

O'Keefe, D. (2011). NAPLAN nightmares. Education Review, August. 8-9.

Patty, A. (2011). NAPLAN-style testing has 'failed' US schools. The Sydney Morning Herald, May 2, 2011. Retrieved 28 September 2011 from http://www.smh.com.au/national/education/naplanstyle-testing-has-failed-us-schools-20110501-1e395.htm

Skemp, R.R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20-26.

Skinner, B. F. (1953). Science and human behavior. New York: Free Press.

SMART (2010). Welcome to smart-tests. Retrieved 20 Aug 2010 from http://www.smartvic.com/smart/index.htm.

Stacey, K., Ball, L., Chick, H., Pearn, C., Sullivan, P., Lowe, I. (2006) Mathematics Developmental Continuum P - 10. Retrieved 20 Aug 2010 from http://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/default.htm Department of Education & Early Childhood Development, Victoria.

Stacey, K., Price, B., Steinle, V., Chick, H., & Gvozdenko, E. (2009). SMART Assessment for Learning. Paper presented at Conference of the International Society for Design and Development in Education, Cairns, Australia. September 28 – October 1, 2009). Retrieved 1 September 2010 from http://www.isdde.org/isdde/cairns/pdf/papers/isdde09_stacey.pdf.

Stevenson, A. (2011). Three Rs of Asian education: rigorous, rigid and results. The Sydney Morning Herald, Sept., 28. Retrieved 28 September 2011 from http://www.smh.com.au/national/education/three-rs-of-asian-education-rigorous-rigidand-results-20110927-1kvgq.html

Torres, K. (2011). Hall says she's accountable for failing to prevent cheating. Atlanta News,July 7, 2011. Retrieved 1 September 2011 from http://www.ajc.com/news/atlanta/hallsays-shes-accountable-1005936.html.

Vaiyavutjamai, P. (2004). Factors influencing the teaching and learning of algebra in two government secondary schools in Chiang Mai, Thailand. Unpublished PhD thesis,Universiti Brunei Darussalam.

White, A. L. (2004). Can graphics calculators change pedagogical practices in secondary mathematics classrooms?. In W-C Yang, S-C Chu, T de Awis, & K-C Ang (Eds.), Proceedings of 9th Asian Technology Conference in Mathematics (pp.153-160). Blacksburg, VA: ATCM Inc.

White, A. L. (2009). Diagnostic and pedagogical issues with mathematical word problems. Brunei International Journal of Science and Mathematics Education, 1(1), 100-112.

White, A. L. (2011). Mathematics word problems in multicultural classrooms. Hiroshima University. Retrieved 26 September 2011 from http://home.hiroshimau.ac.jp/uchiida/SMATEC/report1/01.MATHSIDEC_WHITE_AU.pdf

Wolfram, C. (2010). Conrad Wolfram: Teaching kids real math with computers. TED talks, Nov., 15. Retrieved 1 September 2011 from http://www.youtube.com/watch?v=60OVlfAUPJg




DOI: https://doi.org/10.46517/seamej.v1i1.6

Refbacks

  • There are currently no refbacks.



Indexed by:

      


Southeast Asian Mathematics Education Journal
SEAMEO Regional Centre for QITEP in Mathematics
Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman
Yogyakarta, Indonesia
Telp. +62 274 889955
Email: seamej@qitepinmath.org


p-ISSN: 2089-4716 | e-ISSN: 2721-8546


Southeast Asian Mathematics Education Journal is licensed under a Creative Commons Attribution 4.0 International License

View My Stats

 Supported by: