We're not teaching content, we're teaching students w/ Kevin Dykema
Sep 12, 2024
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Kevin Dykema, President of the National Council of Teachers of Mathematics and seasoned 8th-grade math teacher, shares his inspiring journey and the challenges he has faced, including imposter syndrome. He discusses how educators can adapt to evolving teaching methods and the importance of prioritizing students' emotional well-being, especially regarding math anxiety. Dykema also emphasizes the need for meaningful professional development and collaboration among teachers, advocating for a more inclusive and adaptable approach to math education.
Embracing risk-taking in teaching encourages both educators and students to learn from mistakes, fostering a growth-oriented classroom culture.
Addressing math anxiety through shared personal challenges helps cultivate a growth mindset, making students more engaged with math concepts.
Deep dives
Modeling Risk-Taking in Education
Teachers should embrace risk-taking in their own practices to encourage students to do the same. When educators share their attempts at new strategies, even when they fail, it demonstrates that making mistakes is a normal part of the learning process. For instance, being transparent about trying new approaches and discovering what works best for different students fosters a supportive classroom environment. This modeling helps create a culture that values growth and adaptability, essential qualities in both students and educators.
Overcoming Math Anxiety
Math anxiety is widely recognized and must be addressed to facilitate effective learning. Many teachers experience feelings of inadequacy regarding their understanding of math content, which can hinder their teaching. By sharing personal experiences of overcoming challenges, teachers can help students realize that struggling with a topic does not equate to being 'not a math person.' This understanding encourages a growth mindset, allowing students to engage more fully with mathematical concepts.
Equity in Professional Development
Sustained professional development is crucial for teachers to adapt to evolving educational practices, especially in mathematics. However, not all school districts provide equitable access to resources and training. Teachers often find themselves relying on their own time and finances to pursue further learning opportunities, which can exacerbate inequities in the education system. Creating a supportive environment where teachers can learn collaboratively and share insights can help bridge these gaps and enhance overall teaching effectiveness.
The Importance of Student Discourse
Increasing opportunities for student-to-student discourse is vital in transforming math education. Engaging in collaborative discussions allows students to express their understanding and clarify misconceptions in real time. By prioritizing dialogue among students rather than relying solely on direct instruction, teachers can foster a more inclusive and interactive learning atmosphere. This approach not only improves student engagement but also enhances comprehension of mathematical concepts, making math more relatable and enjoyable for all learners.
Having attended and presented at the annual NCTM (National Council of Teachers of Mathematics) conference, Vanessa reached out to "famously nice guy" Kevin Dykema, the organization's President, to learn more about his journey to the top. Along the way she was surprised to learn that even he battles imposter syndrome, and the way he's learned to deal with it is by "learning what he doesn't know" and not being afraid to reach out for help.
Today's conversation covered the pros and cons of professional development, advice on how teachers can adapt to changing education systems, and how perspectives on math anxiety have shifted in recent years. Kevin has an incredibly inspiring and optimistic outlook on education and you're going to love this convo!
About Kevin: (Twitter) Kevin Dykema is President of the National Council of Teachers of Mathematics (NCTM), an international mathematics education organization with more than 30,000 members. He has taught 8th grade mathematics for over 25 years and is currently at Mattawan Middle School in southwest Michigan. Kevin is a frequent speaker before mathematics education audiences and has co-authored Productive Math Struggle.
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