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The document is a cover letter from Douglas Tze applying for a teaching position. It contains 3 main points:
1) Tze believes mathematics should be taught as a creative art rather than something difficult and abstract. He wants students to discover applications of math in the real world.
2) Tze proposes project-based learning where students explore concepts like surface area, probability, and engineering through hands-on activities rather than just being taught applications.
3) Tze's goal is to help all students see their potential in math and overcome biases by making lessons accessible through different concepts and projects that play to different strengths and learning styles.
The document is a cover letter from Douglas Tze applying for a teaching position. It contains 3 main points:
1) Tze believes mathematics should be taught as a creative art rather than something difficult and abstract. He wants students to discover applications of math in the real world.
2) Tze proposes project-based learning where students explore concepts like surface area, probability, and engineering through hands-on activities rather than just being taught applications.
3) Tze's goal is to help all students see their potential in math and overcome biases by making lessons accessible through different concepts and projects that play to different strengths and learning styles.
The document is a cover letter from Douglas Tze applying for a teaching position. It contains 3 main points:
1) Tze believes mathematics should be taught as a creative art rather than something difficult and abstract. He wants students to discover applications of math in the real world.
2) Tze proposes project-based learning where students explore concepts like surface area, probability, and engineering through hands-on activities rather than just being taught applications.
3) Tze's goal is to help all students see their potential in math and overcome biases by making lessons accessible through different concepts and projects that play to different strengths and learning styles.
1331 W. Baseline Rd. Tempe, AZ 85202 | (602).481.9788 | dtze1@asu.edu
I am interested in mathematics only as a creative art. G. H. Hardy
The quote above echoes my sentiment and my approach to mathematics and to its teaching. More often than not, mathematics is hoisted on a pedestal of difficulty, reserved for similar special evils as physics and politics. The mystery behind math belies itself a veil of duality: your answer is right, or it is wrong; you are a master, or you are a neophyte; there is me, the teacher, and you, the student. The concepts behind math are abstract, intangible, out of reach, despite pervading in every field in existence. Ask anybody about what they think of the mathematics. More than likely, all you will hear are groans, complaints, and litanies of excuses. I believe this comes from a fundamental disconnect in the material. Children are taught to use imaginary, theoretical situations to apply to their lives, situations that they cannot even empathize with yet. This failure to connect breeds disinterest, which in turn leads to apathy. My philosophy is to make students realize how much math is truly engrained in their lives. We achieve this by letting the children discover math on their own. We prompt students to find the answers themselves, to think of how they might reach a conclusion. By first discussing math, students can realize its importance and, on their own, decide its use in their lives. Teach students about surface area by holding a charity gift drive and having students wrap the presents. Have students discover the properties of probability by running a game-design workshop. Or show students the math behind creating their own remote controlled cars. Rather than give students the information and hope that they can find the applications themselves, it is important to teach them how to discover the applications. The limit does not exist in mathematics; the only limit is at the end of ones imagination. Math is as diverse as its participants. There are many concepts and applications, observations and approaches, obstacles and answers. Looking at math as a black and white spectrum alienates many kids and allows only a few with a natural affinity for the abstract to thrive. Teaching math by concepts and projects overcomes these differences within the kids; it allows students to free up their minds and to work in a process that best suits them. Any type of math lesson that fails due to the diversity of students is myopic; the language of math is universal, and its applications are unrestricted. It is my sincere, albeit trite, desire to open doors for students. There is nothing worse than a student capping his or her own potential because of a belief of inherent math skills, whether its derived from gender bias, insecurity, lack of real-world context, or any other unfathomable pretext. There is no excuse strong enough for a student to be unable to benefit from a foundation of functioning societal life. There are only doubts that we as teachers must clear for the students. That is my reason, my goal, and my answer.