Mathematics for Human Flourishing

 Mathematics for Human Flourishing

The Moments that I Stop

"I was told by one professor, You don't have what it takes to be a successful mathematician." 

Wow, this quote. This quote made its way right into my heart and pulled at its emotional strings a bit. I can think of so many moments in my math undergrad where I felt not good enough, not smart enough, not believed in, and like I wasn't in the right classroom. What pushed me through my degree was truly my desire to change mathematics education for K-12 students and help them to believe that each of them can be successful mathematicians. The upsetting part about this quote is that this is still a theme in our mathematics education today. Students still believing that they are not good at math and that they will never be successful in a mathematics course. As part of my inquiry 1 project, I did an interview with Vanessa Vakharia (aka the Math Guru) who is passionate about math anxiety and whose research surrounds the belief that ANYONE can do math. It is true! As educators we need, need, need, to bring that attitude into the classroom and help our colleagues achieve the same.  

"Mathematics helps people flourish." ... "Human flourishing refers to a wholeness - of being and doing, of realizing one's potential and helping others do the same..."

Well, this entire paragraph was simply beautiful and poetic. I think this quote takes the above idea further in that by believing you can do math, and be successful in math, you will flourish. To not be held back by an insecurity in number-sense, by feeling confident in the math you do in your daily life, you flourish. I think this is a beautiful quote to keep in mind as math educators and as students. Why are we learning math? Why are teaching math? Learning, knowing, and being confidence in mathematics will allow you to be and do whatever you want to be and do. :) 

"Every being cries out silently to be read differently."

Although I may not be able to relate to Christopher's 32 year sentence in prison, I can relate to the feeling it seems he felt of not wanting to be put in a box; that is, to not be classified as one thing, one-dimensional.  

For me in school, I didn't want to be labelled as smart, or nerdy, or gifted, or geeky. I fought every day against my natural inclination for academia because I thought that a good social life and liking school couldn't exist in the same space. 

I think we can all think of the stereotypes we may give our students in the classroom at times: the late student, the absent student, the hungry student, the loud and perhaps obnoxious student. I know I have absolutely done this whether it be consciously or subconsciously. However, in respect to this quote, I recognize the importance of not putting my students in the box that I have labeled them as. There is so much more to the late, the absent, the hungry, and the loud student. As educators, I think it's important not to limit our students based on the label or initial impression that we make of them, and instead, give them opportunities to be whomever they would like to be and to grow into whomever they would like to grow into. I thought about this quite a bit on my practicum, especially with my students who had IEP's and more severe designations. I felt it was important to see them as more than their diagnosis. It makes me think of a Ted Talk, The Danger of a Single Story by Chimamanda Ngozi Adichie. Although the video focuses on the context of culture, I think the themes put forth in this video can apply to every individual being, and a video that is a true example of this quote from Mathematics for Human Flourishing.