Last Thursday, I was fortunate to be installed as the President for the Ohio Council of Teachers of Mathematics (OCTM). In my comments to preservice teachers during our IGNITE session on Friday, I shared that the irony that I hold this office. When I was working on my undergraduate, I was NOT a lover of mathematics. My plans were to become a kindergarten teacher. I loved reading and couldn't wait to share my love of books with my future students! Reading made sense to me. I could spend hours lost in a book - imagining the adventures that were described within the pages. I loved talking about what I had learned and how a book had made me think about other books I had read or events that had happened in my own life. In contrast, my experiences with mathematics had included memorization of rules and procedures - with little opportunity for connections or conversations about the content we were learning. While I performed well, I memorized for the upcoming test and immediately forgot what I had learned. I was hired for my first teaching job as a 4th grade teacher in a small, rural district. During the third or fourth week of my first year, the building principal came to me. She said, "Cindy doesn't want to be the math teacher leader any longer. I'd like you to attend this meeting in October." and handed me a flyer for a math meeting. My first thought was to run the other way - but then common sense prevailed. You don't tell your boss no - especially in the first few weeks on the job! So, I attended the meeting. We were asked to try a sampling lesson about goldfish with our students. (I have found a description of the lesson - keep in mind that this was 1997 and long before standards alignment.) I tried the lesson with my students, expecting them to have no idea how to solve the problem. I had completely underestimated my amazing 4th graders. While they did not get the correct answer, they came closer than I would ever have imagined. Which sparked my curiosity and made me eager to try more experiences like the goldfish lesson. I quickly learned that my students were incredible problem solvers. Listening to students, even to this day, is a powerful reminder that I should never underestimate them! This journey led me to take classes to learn more about how students might engage in mathematics - and ultimately led to the completion of my doctoral degree in mathematics education from the Ohio State University. The credit for this shift in my thinking goes, most importantly, to my students. I have completely relearned mathematics by listening to their ideas. I also credit the support of OCTM in helping me see the structure and beauty of mathematics. This professional organization has meant so much to me over the years. Never was I made to feel like I was an outsider because I didn't like math or because I was an elementary school teacher. Rather, I have always been welcomed and encouraged. The opportunity to give back to this organization that has meant so much to my professional life is a blessing. I am completely humbled by the trust that has been given to me. I am looking forward to helping OCTM continue to grow and serve our mathematics education community in Ohio - and beyond. What can OCTM do for YOU?
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AuthorSharing what I'm learning from others. Collaborative experiences and communication are essential in building a shared understanding of mathematics! Archives
September 2018
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