Final Course Reflection

 

This course has been an incredible journey, one that has reshaped the way I see Mathematics education and my role as a future teacher. Reading back at my blog posts, I can identify numerous areas where my understanding of mathematics as a whole and how students receive mathematical instruction has evolved. The biggest think might be recognizing the critical difference between relational and instrumental understanding. Skemp's ideas about the satisfaction that comes with relational learning deeply resonated with me and made me think about my own experiences as a student. I’ve come to realize that the moments I truly enjoyed math, and perhaps the ones that sparked my love for the subject, were when I understood the "why" behind concepts. This understanding is something I hope to prioritize in my future classroom, even if it requires a little more time and effort. Since reading this article, I have also began to see how teachers in my practicum school use the different instruction methods and how the students reach to them.

Another key lesson I learnt was through Eisner’s discussion on the subtle yet powerful messages embedded in the curriculum and materials. It reinforced the responsibility we hold as educators—not only to teach but to be intentional about what and how we teach. Lockhart’s critique of traditional math instruction further pushed me to think about making math engaging and relevant to students’ lives. While I disagreed with some of his points, his emphasis on creativity and inquiry has inspired me to integrate more real-life connections and necessary knowledge into my lessons. Geometry, in particular, feels like an area ripe for exploration in this way. Combining math with other subjects like history and art is another idea I’m excited to experiment with, as it offers a holistic view of concepts and sparks creativity.

As a suggestion for future years, I think it would be helpful to include more examples of how to implement relational understanding in diverse classroom settings, particularly when dealing with time constraints and diverse levels of learners. More discussions on integrating math with other disciplines could also be beneficial. Overall, this course has been a deeply reflective and transformative experience, and I am leaving with a clearer sense of how I want to teach and inspire my students.