I believe that there is a constant learning process and I will never cease to find new ways to learn as well as new ways to project the information I have learned towards the students that I will teach. My philosophy of mathematics education follows the same guidelines. It is very critical to have a vast understanding of one's students. A teacher must know what mathematics the students already know and the areas in which they may need the most growth. The National Council of Teachers of Mathematics (2000) states and I agree "Together, the principles and standards constitute a vision to guide educators as they strive for the continual improvement of mathematics education in classrooms, schools, and educational systems" (p. 2). When teaching mathematics we, as educators, must comprise a set of principles and standards that provide our students with a more than sufficient learning environment to acquire the necessary skills needed to advance through life and real life situations. The focal points of my mathematical philosophy will be encompassed by teaching number and operations, algebra, measurement and geometry, and data analysis. The National Council of Teachers of Mathematics (2006) states "It is essential that these focal points be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations" (p. 1). It is not only important to focus on the criteria for each grade but for the preceding and succeeding grades that I teach. Mathematics is a continuous circle of knowledge that engages all levels of mathematics into a real life situation. This knowledge can be measured in many ways. Tests, quizzes, homework, and in class discussions are a small portion of the ways that a student can reveal their true understanding of the material. Tests are a good way to evaluate students, but I believe that presenting a cognitive thought process when evaluating problems is one of the best indicators of how well a student understands the material. Mikusa, M. G., & Lewellen, H. (1999) believe and I agree "Regardless of what the standardized tests say about your students, do you really believe that your students understand the mathematical concepts and can use them to solve real problems that arise in their lives?" (p. 160). If teachers do not provide an in-depth explanation of mathematics their students will never be able to fully grasp the concepts that connect mathematical problems in school with problems in life.
The role of teachers and students is very important in an educational setting. Teachers must be able to be followers and leaders as well as develop students from followers into leaders. Most students come into the classroom and expect the teacher to constantly speak and explain without any input from them, but as a mathematics educator I will implement a style of teaching to help engage students in the curriculum and help them obtain positions of leadership within a classroom. This will also help prepare them for leadership positions in a greater educational setting and in the "real world".
My professional goals follow suit as well. As a mathematics teacher my goals are to create a firm understanding of mathematics and my students so that I can help them gain a better understanding of mathematics. I want to be a memorable part in as many students' lives as possible. I know that not every student will take to me as easy as the next, but I will strive to reach out to them and provide a positive role model that they can always come to for anything. My goal is to teach students that there are hardships in life, but with the right support and attitude you can make it through anything. My goals are to teach students by book and by example. My ultimate goal and promise is to do the best that I can as a person, as a teacher, as a continuing student to learn, inform, and care for the students just like I was cared for by my teachers.