"¿Qué entendemos por diversidad? En esta aula, como en todas, tenemos diversidad cognitiva (...) diversidad étnica y cultural; diversidad de clase social; diversidad lingüistica(...); diversidad de entorni familiar (...); diversidad de género. "
- Marta Civil, 2000
When you tell people you work in Mathematics for a living there is always the possibility, they will share their own experiences with the subject with you. Often, people express memories of frustration and stress. Why is it that students all over the world have trouble with a subject that holds such intrinsic beauty?
I have dedicated a big part of my life so far to understanding mathematics: its elegant theory and proofs, its undeniably applicable nature, and how we as students interact with it and understand it. I believe that there are no bad students, just people who were taught a subject in a way that was not conducive to their specific learning style. We, as teachers, must find the flexibility to convey Mathematics in an equitable and creative manner to all participants in the classroom. It is our responsibility to account for all types of diversity and pay attention to our students. Learners might have encountered concepts in a variety of ways, with different words (nomenclature) and tricks (procedures/algorithms). Teachers must then take a step back and integrate knowledge in a way that makes it possible for the student to build bridges in their understanding and anchor new concepts to ones they already master. This is particularly difficult if the words that the teacher uses to explain the often-abstract mathematical objects are unfamiliar to the student.
I have had the privilege of studying mathematics in three languages. That experience led me to research the way language of instruction affects mathematical meaning. What I found is that not only are words used in mathematics sometimes etymologically and morphologically different across languages; causing them to have slightly different flavors. Language of instruction affects every student in a linguistically diverse classroom, which most classrooms are. Additionally, and specifically in the cases where classes are not in English or students do not have English as a first language, it is still a vital skill. English is the language in which most resources are available, and therefore educators must provide linguistic support for their students. This can look like promoting their self-confidence by constructing a safe space for learning, mistakes, code-switching, and above all communicating with them and offering both in-class and external resources.
Mathematics education needs to keep evolving. We cannot settle in a hundred-year-old model. Student empowerment is key, as well as additional resources for any student who needs them. We are trying to improve the teaching of what is in my opinion the most versatile of the sciences. I have applied mathematics in programming, finance, machine learning, data analysis, simulation, and mechanical vibrations. Studying it has also taught me a way of thinking which organizes the thoughts and trains the mind. It is my wish to continue to be amazed by it, and to transmit my love for it to colleges and students alike.
I have dedicated a big part of my life so far to understanding mathematics: its elegant theory and proofs, its undeniably applicable nature, and how we as students interact with it and understand it. I believe that there are no bad students, just people who were taught a subject in a way that was not conducive to their specific learning style. We, as teachers, must find the flexibility to convey Mathematics in an equitable and creative manner to all participants in the classroom. It is our responsibility to account for all types of diversity and pay attention to our students. Learners might have encountered concepts in a variety of ways, with different words (nomenclature) and tricks (procedures/algorithms). Teachers must then take a step back and integrate knowledge in a way that makes it possible for the student to build bridges in their understanding and anchor new concepts to ones they already master. This is particularly difficult if the words that the teacher uses to explain the often-abstract mathematical objects are unfamiliar to the student.
I have had the privilege of studying mathematics in three languages. That experience led me to research the way language of instruction affects mathematical meaning. What I found is that not only are words used in mathematics sometimes etymologically and morphologically different across languages; causing them to have slightly different flavors. Language of instruction affects every student in a linguistically diverse classroom, which most classrooms are. Additionally, and specifically in the cases where classes are not in English or students do not have English as a first language, it is still a vital skill. English is the language in which most resources are available, and therefore educators must provide linguistic support for their students. This can look like promoting their self-confidence by constructing a safe space for learning, mistakes, code-switching, and above all communicating with them and offering both in-class and external resources.
Mathematics education needs to keep evolving. We cannot settle in a hundred-year-old model. Student empowerment is key, as well as additional resources for any student who needs them. We are trying to improve the teaching of what is in my opinion the most versatile of the sciences. I have applied mathematics in programming, finance, machine learning, data analysis, simulation, and mechanical vibrations. Studying it has also taught me a way of thinking which organizes the thoughts and trains the mind. It is my wish to continue to be amazed by it, and to transmit my love for it to colleges and students alike.