Tonight at school we had our inductions into Cum Laude (like national honor society) and Mu Alpha Theta (the math honors society). And our guest speaker gave a rousing speech about his life, and how it’s okay to have fear, but the biggest hurdle to doing something significant with your life is accepting the fear and moving on in spite of it. Accept it, own it, be afraid, and then still forge forward.
At the end, he said something powerful. The first thing one needs to do to when leading a purposeful life is to say what it is that you want to do. Articulate it aloud. And that is scary. Making it public so you can hear yourself say it, but also so someone else can hear you say it. So it becomes real instead of this thing that bounces around in your head but never gets out. And so at the end, he told everyone to be quiet, and he was going to say something he wanted to do, and then afterwards there should be silence… and when anyone else wanted to say something they wanted to do — something they would declare out loud — they should stand up and say it, and then remain standing. This was an open invitation to the students in these honors societies, but also to the parents and teachers there as well.
The speaker said: “I want to change the world.”
A little more silence where everyone looked around and felt uncomfortable.
Then a student — one courageous student — got up and said something. And remained standing.
And then another. And another.
The head of the upper school said something. Then more students. Then a parent. Then me. Then another math teacher. Then more students.
At the end, every student made a declaration, and a few adults too. It is scary. But it also showed me how much courage our kids have. Their declarations ranged from showing others that girls can do math and science to spreading love to making people laugh to promoting peace to inventing something to becoming a biochemist to making a mark on the world. Big things and small things, lofty things and concrete things, but all things that share with the room a sense of self and a sense of purpose.
I loved watching this.
I also loved and hated how hard it was for me to come up with my thing. My purpose in life. I said:
I want to make it so that kids see math as an artistic and creative endeavor.
And I meant it. Because you know what has been bouncing around in my head that I have been having trouble articulating? I am now pretty good at coming up with deep and conceptual approaches to mathematical ideas. And I’m okay at promoting mathematical communication. And I’m transitioning to having kids do groupwork all the time, to learn from each other — so I am not the sole mathematical authority in the room.
But all of that said: I don’t think I teach math in a way to shows how it is an art form, how deeply creativity and mathematics are intertwined. And I know that this is one of my charges as a teacher moving forward. It’s going to be an uphill challenge, and one that will likely take me many years to wrap my head around. The hurdles are significant. Having a set non-problem-solving-based curriculum which doesn’t allow time for much mathematical “play,” nor for the inclusion of rich problems with multiple entry points, is the largest hurdle. But there must be ways — activities or units here and there — that can illuminate the artistry and creativity of doing and discovering mathematics. And I want to be involved in finding ways for this to happen. Yes, this happens at math circles. Yes, this happens at math clubs. Yes, this happens at summer math programs. That’s where the love and excitement and understanding of the beauty of mathematics unfolds for many students. But I want to find a way for this to happen in a normal classroom, with normal students, with the normal constraints. That (one of) my purposes.