Teaching mathematics: Activity 7. Assessing your knowledge

write.png

In the context of science, technology, engineering and mathematics, the following five criteria for teaching effectiveness were identified (Fox & Hackerman, 2003, p. 27):

  1. knowledge of subject matter;
  2. skill, experience and creativity with a range of appropriate pedagogies and technologies;
  3. understanding of, and skill in using, appropriate assessment practices;
  4. professional interactions with students within and beyond the classroom; and
  5. involvement with and contributions to one's profession in enhancing learning and teaching.

Using a scale of 1-10 where 10 is very strong and 1 is very weak, rate your current level of knowledge and skills across each of the dimensions of teaching effectiveness outlined on the previous page.

Is there one 'correct' expert?

Although in mathematics there is general agreement about correctness, when it comes to teaching approaches there are no such absolutes! For example, Dubinksy and Krantz have quite differing perspectives on the teaching of undergraduate mathematics. Many people find both views enriching and helpful for their teaching. Steven Krantz, Professor of Mathematics at Washington University, St. Louis, invited Ed Dubinsky (then a Professor at Georgia State University) to write a reflection in his book How to Teach Mathematics (Krantz, 2000). Krantz's book was a bestseller, and included an appendix in which he sought contributions from those who agreed, and those who disagreed, with his views on the teaching of mathematics expressed in his book. Dubinksy's reflection is included within that appendix. In his reflection, Dubinsky (2000) provides a useful analysis and discussion of constructivism in the context of undergraduate mathematics education, and a commentary on 'traditional' teaching of mathematics. Note that Krantz's view is a personal reflection and Dubinksy is using evidence-based research.