What does my Venn Diagram look like?

As we've jumped into the deep end this week talking about teaching online, I've been reflecting on my teaching journey so far. I had the (somewhat shocking) revelation that 7 years ago, I'm not sure I knew what pedagogy was (or at least I couldn't articulate it). 

Regardless, I definitely couldn't tell you what was different about math pedagogy from other content areas. However, five years ago, I jumped into learning about mathematics pedagogy by joining some welcoming communities that encourage me to try things outside of my comfort zone, comfort me when things don't go well, and cheer me on when they do go well.

I am excited to be learning about online education in an equally welcoming community. In particular, I’m excited to fill in the various sectors of the TPACK Venn diagram that are currently empty. For example, what precisely is at the intersection of mathematics, pedagogy and technology? I have some vague ideas, but I think they’re mostly trying to force the overlap between technology and content into the center of the TPACK Venn diagram. My hope that in a few weeks I'll have developed a new technique or tool that will surprise me with how well it enhances my teaching.

Comments

  1. UnknownFebruary 22, 2018 at 1:11 PM

    Thanks for sharing this part of your journey, Melissa! Even though I was an education major, I agree that I didn't spend as much time thinking about pedagogy as I should have early in my career. Part of it, I think, has to do with how much content you are responsible for as a new teacher--that usually takes precedence. I just saw a great quote, though, that asserted that pedagogy trumps content--good content taught badly is worse than bad content taught well. I thought that was an interesting perspective, and it made me excited to examine my own TPACK Venn diagram as well!

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    1. Melissa LindseyFebruary 27, 2018 at 10:13 AM

      I love that quote Abby! Thanks for sharing. Interesting anecdote: The first time I taught math for future elementary school teachers, my students asked me how many education courses I had to take to be a college prof. I think some of them literally had to pick their jaws up off the floor when I told them that I didn't have to take any. We place a huge emphasis on content knowledge and then just expect people to figure out how to teach as they go. I often wished that there was a teaching minor available in graduate school for those of us who planned to end up at teaching schools.

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