Favourite and least favourite math teachers

I had a few math teachers I really liked, but I think my all-time favourite was my grade 12 calculus teacher. I appreciated that her class was very structured: at the beginning of class, we would start by going over homework questions from last class, then we would get into the lesson for the day, and then we would get time to work on the new homework and ask questions for the remainder of the class. I think that having this consistent routine really helped to know what was expected of me in the class and allowed me to plan ahead and manage the class around my other responsibilities. I also appreciated how knowledgeable and passionate she was in the subject. I think this passion for math was passed onto me throughout my term with her. Lastly, I really like that she was funny without making anyone feel bad or discouraged. Altogether, her class was a very inclusive and fun space to be a part of, and that always made me look forward to attending.

On the other hand, I would say that one of my least favourite math teachers was from my introduction to complex variable course at university. The professor talked very slowly and unenthusiastically, so I was often bored and had trouble focusing. When someone asked a question, he would seem bothered and repeat what he said in the lesson, rather than identifying the confusion or trying to explain it in a different way. Because of this, homework felt confusing and frustrating because I had trouble learning in class, and I ultimately really resented the course.

When thinking about what I should take away from my favourite math teacher, I like the idea of bringing clear structure and expectations into the classroom. Beyond that, I already feel like I have the enthusiasm and positive spirit that she had. Alternatively, I want to make an explicit effort to make sure I am patient with my students, even when I have to repeat myself or be creative in my explanations, as to not repeat the feelings my complex variables professor made me feel.


Comments

  1. Susan GerofskySeptember 16, 2026 at 12:31 PM

    Great ideas here: setting up useful structures, showing delight and enthusiasm, and having lots of patience!

    ReplyDelete

Post a Comment

Popular posts from this blog

One-by-one group write up

Image
 Group Members:  Alina, Emily K, Keith, Tara Regina Bittencourt: One by one (The original version) Our remake of the original In remaking the artwork, we chose to use acrylic paints on paper. During this process, we wondered about why the artist stopped at a maximum of 9 rows (before descending). Exploring this informed our group activity of attempting to make a 10th row, observing that we no longer have the same palindromic pattern, and discussing why that happens. We tried adding a row ourselves and soon found that the “place holders” get in the way and the pattern breaks. Inspired by the lesson on Babylonian place holders, this prompted us to wonder if there was a maximum number of rows for other bases as well. After trying out a few it became clear that this maximum is one minus the base you’re working in. For example, base 10 has a maximum 9 rows while base 2 has only 1 row before the pattern breaks! Our extension The extension that multiplies 9x9, 99x99, 999x999, … does...
Read more

Skemp Reading Response

Image
I agree wholeheartedly with Skemp's view on the importance of relational math and relational understanding. I believe that relational learning build intrinsic motivation in students, and also helps students view math as a part of an ecosystem of interrelated subjects, rather than a stand-alone, abstract topic. Similarly, I agree that it is then essential for teachers to teach math relationally. For this reason, I found it especially interesting that Skemp mentions on page 11 that perhaps even many teachers do not have a relational understanding of math. This makes me reflect on my own high school teachers, who at times would say something like “this is just how it is” when explaining some concepts in math. I remember my classmates being confused and frustrated by statements like that, and I now realize that my teacher at that time likely only an instrumental understanding of the topic, and I saw firsthand how detrimental that can be to classroom comprehension and morale. As I read ...
Read more