Math Club and Other Amazing Feats
**Names have been changed to protect the privacy of individuals. And the author from possible shade.**
In Seventh grade, I started having trouble in math class. Honestly, I was never a big fan of math class even in elementary and middle school, but I still understood the lessons and earned decent grades. From Seventh grade through Twelfth grade in my public school system, classes were divided into three levels: Honors, Level A, and Level B. I was placed in Honors level classes across the board, but about a month into the term, I took a complete nose-dive in my Honors Math class. I could not keep up with the material, and having never experienced this before so profoundly, I felt completely lost. I found my teacher, Mrs. White, to be intimidating. When I approached her with concerns, she seemed to brush them off or go through the material very quickly, not really taking the time to break down the concepts for me. During tests, she would often remind us of the limited time we had and walk around the room taking care of other business, making noise, and just being a general distraction, especially to a student like myself who was in the new position of panicking through material on the test!
Then things got serious: my mother got involved.
After a conference with Mrs. White (Mum was not impressed), she hired a tutor outside of school to work with me, which improved my homework, but had inconsistent effects on my test scores. After another conference, it was decided that I should be placed in the Level A class. This class was taught by a new teacher at the junior high school, Mr. Paulson. Mr. Paulson was my home room teacher that year too, and my impression of him thus far, was that he had a gentle demeanor, told really corny math jokes, loved ultimate Frisbee, and was a big “Winnie the Pooh” fan, as evidenced by his branded lunch box and Thermos that he showed us at lunch one day after a dare from one of the boys. I really liked the guy.
Mr. Paulson turned out to be the most dynamic math teacher I ever studied with in school. His class was like being in a totally different math universe. He took his time to break down each new concept and connect it to a real world relationship in engaging, practical, and sometimes, funny ways. He was patient with answering every question. I felt respected by him and safe in his classroom, even when taking a test. I excelled. He asked me and several others in the class who were doing well, if we’d like to be part of a math club, a group that would meet after school to work on special concepts. Even now, years later, the idea of ME in a math club makes me laugh out loud! But Mr. Paulson was authentic in his enthusiasm and support. In the club, I started learning advanced algebra and even some trigonometry. Within the same school year, I went from feeling like math had exposed my true failings to actually feeling empowered by my math abilities: a complete transformation.
I wish I could say I remained so empowered throughout my math studies. For the rest of my school years into high school, math was the only course I took that was not Honors level. With the guidance of some teachers, I clicked easily with the material, and with others, I found myself struggling for support and needing that same tutor who helped me in Seventh grade. But what Mr. Paulson proved to me was that I was not a failure in math, I just had a sensitive relationship to the material. The successful delivery of the concepts rested greatly on how I connected with the specific teaching style of the classroom, more so than in other subjects for me.
By teaching math from a holistic perspective, and connecting it in a practical way to my Seventh grade world, Mr. Paulson made math deeply meaningful. He is still teaching junior high math, but at a different school, in a different state far away. His website has some great mathematic resources, and even a section of math jokes and quotes. He writes, “I like contemplating the ideas of infinity and the fact that math is the only place where this makes sense…I’m comforted by math because it’s the only place where absolute truth exists. Doing math has helped me develop a feeling of inner peace and a better appreciation of the world around me.” At least for that year in Seventh grade, I can say, “Me too.”
~
Then things got serious: my mother got involved.
After a conference with Mrs. White (Mum was not impressed), she hired a tutor outside of school to work with me, which improved my homework, but had inconsistent effects on my test scores. After another conference, it was decided that I should be placed in the Level A class. This class was taught by a new teacher at the junior high school, Mr. Paulson. Mr. Paulson was my home room teacher that year too, and my impression of him thus far, was that he had a gentle demeanor, told really corny math jokes, loved ultimate Frisbee, and was a big “Winnie the Pooh” fan, as evidenced by his branded lunch box and Thermos that he showed us at lunch one day after a dare from one of the boys. I really liked the guy.
Mr. Paulson turned out to be the most dynamic math teacher I ever studied with in school. His class was like being in a totally different math universe. He took his time to break down each new concept and connect it to a real world relationship in engaging, practical, and sometimes, funny ways. He was patient with answering every question. I felt respected by him and safe in his classroom, even when taking a test. I excelled. He asked me and several others in the class who were doing well, if we’d like to be part of a math club, a group that would meet after school to work on special concepts. Even now, years later, the idea of ME in a math club makes me laugh out loud! But Mr. Paulson was authentic in his enthusiasm and support. In the club, I started learning advanced algebra and even some trigonometry. Within the same school year, I went from feeling like math had exposed my true failings to actually feeling empowered by my math abilities: a complete transformation.
I wish I could say I remained so empowered throughout my math studies. For the rest of my school years into high school, math was the only course I took that was not Honors level. With the guidance of some teachers, I clicked easily with the material, and with others, I found myself struggling for support and needing that same tutor who helped me in Seventh grade. But what Mr. Paulson proved to me was that I was not a failure in math, I just had a sensitive relationship to the material. The successful delivery of the concepts rested greatly on how I connected with the specific teaching style of the classroom, more so than in other subjects for me.
By teaching math from a holistic perspective, and connecting it in a practical way to my Seventh grade world, Mr. Paulson made math deeply meaningful. He is still teaching junior high math, but at a different school, in a different state far away. His website has some great mathematic resources, and even a section of math jokes and quotes. He writes, “I like contemplating the ideas of infinity and the fact that math is the only place where this makes sense…I’m comforted by math because it’s the only place where absolute truth exists. Doing math has helped me develop a feeling of inner peace and a better appreciation of the world around me.” At least for that year in Seventh grade, I can say, “Me too.”
~
If 2 is company and 3 is a crowd, what is 4 and 5?
Nine of course.
If 2 is company and 3 is a crowd, what is 4 and 5?
Nine of course.
