Lachlan Sperling- Monash ID: 25241893

Fed Uni ID: 30305270

Philosophy of mathematical learning and teaching
My philosophy of learning and teaching mathematics bases itself around having an
inclusive environment- where all students are involved and are confident in connecting
and sharing ideas with the content being taught, and having a classroom that is motivated
to learn. McInerney & McInerney (2006) states that motivation can be influenced by a
range of aspects including family, culture, health and prior physical, social, emotional and
environmental learning experiences. Being able to identify how to motivate students to
learn to their potential, is a critical skill that will continually be implemented through
knowing the students. These two areas, along with catering for all types of learning styles
in the classroom, will be key focus points that will enhance the students learning, not
only in mathematics, but in other areas of the curriculum.
To create a positive learning environment in the classroom is essential to maximising
the students learning potential in the mathematics area. Creating a positive learning
environment is stated as being aware of the cognitive, emotional and physical needs of
individual students and the whole group (Reys et al. 2012, p.15). Creating an
environment where it is encouraged for students to feel safe about taking intellectual risks
and incorrect answers and questions are a natural part of learning mathematics (Reys et
al, 2012). By enabling this sort of approach in the classroom, students will not feel
daunted by some equations and will have the confidence that if they make a mistake, they
simply try again. Sutton & Krueger (2002) highlight that students perform higher when
using a problem solving approach consistently rather that focusing on procedures and
skills in their mathematics.
Employing a growth mindset in the classroom is another tool that will be
implemented in the classroom environment as it is another factor in maximising a
students learning. Osbourne (2013) defines this as students with a growth mindset who
do badly in a test are more likely to do everything they can to improvewhereas a fixed
mindset student might be crushed and give up (para. 17). For this to be evident in the
classroom from a teachers perspective, the teacher must genuinely believe the students
are capable and excited by the prospect of adopting a problem solving approach so that
they can do everything they can to improve.

Lachlan Sperling- Monash ID: 25241893

Fed Uni ID: 30305270
Social and cultural factors are two key factors that play an important role in
mathematical learning. Making lessons more relevant and meaningful is an idea that can
effect mathematical learning and increase engagement in an individual. Reys et al (2012)
states that children may find it easier to learn and be more motivated to learn if they can
see connections to their lives (p.38). Identifying this and knowing the strengths and
weaknesses of a student are ways to develop lessons that can maximise their learning.
Further to this, Brodesky et al. (2004) discusses that something might be a strength for
one student may be a weakness for another student. Particularly in group work, setting
groups that can cater for differing abilities as well as their social and cultural factors will
aid in greater learning in mathematics.

Lachlan Sperling- Monash ID: 25241893

Fed Uni ID: 30305270
References:
Brodesky, A., Gross, F., McTigue, A., & Tierney, C. (2004). Planning strategies for
students with special needs: A professional development activity. Teaching
Children Mathematics, 11(3), 146-54.
McInerney, D. M., & McInerney, V. (2006). Educational psychology: Constructing
learning. Pearson Education, Frenchs Forest, NSW.
Osbourne, S. (2013). Teaching a growth mindset. Independent Education, 43(2), 14-15.
Retrieved from:
http://moodle.federation.edu.au/pluginfile.php/1772851/mod_resource/content/1/
Osbourne%202013%20Teaching%20with%20a%20growth%20mindset.pdf
Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., . . . Bennett, S.
(2012). Helping children learn mathematics. Milton, Qld: John Wiley and Son
Australia.
Sutton, J., & Krueger, A. (2002). ED thoughts: What we know about mathematics
teaching and learning. Aurora, CO: McREL (Mid-continent Research for
Education and Learning.