so first of all I have a question for you here tonight how many of you love
you here tonight how many of you love
you here tonight how many of you love horror movies raise your hand okay I see
horror movies raise your hand okay I see
horror movies raise your hand okay I see one one brave soul in the audience how
one one brave soul in the audience how
one one brave soul in the audience how many of you like roller coasters raise
many of you like roller coasters raise
many of you like roller coasters raise your hand
your hand
your hand adrenaline junkies of some sort I have
adrenaline junkies of some sort I have
adrenaline junkies of some sort I have to be honest and say those things
to be honest and say those things
to be honest and say those things they were never quite my cup of tea it’s
they were never quite my cup of tea it’s
they were never quite my cup of tea it’s not especially in the case of horror
not especially in the case of horror
not especially in the case of horror movies it wasn’t just the blood and the
movies it wasn’t just the blood and the
movies it wasn’t just the blood and the gore and the monsters that would keep me
gore and the monsters that would keep me
gore and the monsters that would keep me up at night it was that I absolutely
up at night it was that I absolutely
up at night it was that I absolutely hated that gross feeling in my chest
hated that gross feeling in my chest
hated that gross feeling in my chest whenever my heart would start to beat
whenever my heart would start to beat
whenever my heart would start to beat and it turns out that I’ve only
and it turns out that I’ve only
and it turns out that I’ve only experienced that sensation a couple of
experienced that sensation a couple of
experienced that sensation a couple of other times before one of those times
other times before one of those times
other times before one of those times was whenever I was in about five or
was whenever I was in about five or
was whenever I was in about five or sixth grade and I was visiting
sixth grade and I was visiting
sixth grade and I was visiting grandfather mountain which is close to
grandfather mountain which is close to
grandfather mountain which is close to here and there’s this big suspended
here and there’s this big suspended
here and there’s this big suspended bridge well it turns out I learned that
bridge well it turns out I learned that
bridge well it turns out I learned that day that I’m afraid of heights
day that I’m afraid of heights
day that I’m afraid of heights convene your time to hear and on top of
convene your time to hear and on top of
convene your time to hear and on top of this ravine essentially perched on this
this ravine essentially perched on this
this ravine essentially perched on this bridge I was trying to get from one edge
bridge I was trying to get from one edge
bridge I was trying to get from one edge to the other it was a windy day
to the other it was a windy day
to the other it was a windy day nonetheless she can imagine this bridge
nonetheless she can imagine this bridge
nonetheless she can imagine this bridge swinging back and forth it earned its
swinging back and forth it earned its
swinging back and forth it earned its name of a swinging bridge fortunately I
name of a swinging bridge fortunately I
name of a swinging bridge fortunately I got through it the other time and that
got through it the other time and that
got through it the other time and that my heart was beating outside of my chest
my heart was beating outside of my chest
my heart was beating outside of my chest like that actually was and essentially
like that actually was and essentially
like that actually was and essentially any math class I can think of from first
any math class I can think of from first
any math class I can think of from first grade to now it wasn’t just that I was
grade to now it wasn’t just that I was
grade to now it wasn’t just that I was unmotivated I was a great student in
unmotivated I was a great student in
unmotivated I was a great student in every other class I made all A’s I
every other class I made all A’s I
every other class I made all A’s I always tried to participate it wasn’t
always tried to participate it wasn’t
always tried to participate it wasn’t even that I couldn’t do math I could I
even that I couldn’t do math I could I
even that I couldn’t do math I could I could you know count the money in my
could you know count the money in my
could you know count the money in my piggy bank
piggy bank
piggy bank I could mentally calculate the price of
I could mentally calculate the price of
I could mentally calculate the price of a tip at a restaurant but there was
a tip at a restaurant but there was
a tip at a restaurant but there was something about being in a math class
something about being in a math class
something about being in a math class sitting down that made me feel like I
sitting down that made me feel like I
sitting down that made me feel like I had the stomach flu my stomach would
had the stomach flu my stomach would
had the stomach flu my stomach would start to turn knots like any roller
start to turn knots like any roller
start to turn knots like any roller coaster the
coaster the
coaster the I was also afraid of turns out I have
I was also afraid of turns out I have
I was also afraid of turns out I have many fears as many of us do my palms
many fears as many of us do my palms
many fears as many of us do my palms would start to sweat especially any time
would start to sweat especially any time
would start to sweat especially any time I imagine the teacher was going to call
I imagine the teacher was going to call
I imagine the teacher was going to call on me and in those moments I didn’t know
on me and in those moments I didn’t know
on me and in those moments I didn’t know it at the time I was suffering from math
it at the time I was suffering from math
it at the time I was suffering from math anxiety what is math anxiety in the
anxiety what is math anxiety in the
anxiety what is math anxiety in the first place the theme of this whole
first place the theme of this whole
first place the theme of this whole entire day is simplicity so maybe we’re
entire day is simplicity so maybe we’re
entire day is simplicity so maybe we’re getting off on the wrong foot because it
getting off on the wrong foot because it
getting off on the wrong foot because it turns out math anxiety is a lot more
turns out math anxiety is a lot more
turns out math anxiety is a lot more complicated than we could have guessed
complicated than we could have guessed
complicated than we could have guessed math anxiety is a negative emotional or
math anxiety is a negative emotional or
math anxiety is a negative emotional or mental response to mass aka a
mental response to mass aka a
mental response to mass aka a fight-or-flight response there’s a
fight-or-flight response there’s a
fight-or-flight response there’s a section in our brain called the amygdala
section in our brain called the amygdala
section in our brain called the amygdala that is the fear siren the big red
that is the fear siren the big red
that is the fear siren the big red button so to speak and for me that fear
button so to speak and for me that fear
button so to speak and for me that fear siren lit up
siren lit up
siren lit up guess when math class oh look at a
guess when math class oh look at a
guess when math class oh look at a scantron sheet I would look at that math
scantron sheet I would look at that math
scantron sheet I would look at that math problem and suddenly whoa I’m surprised
problem and suddenly whoa I’m surprised
problem and suddenly whoa I’m surprised no one else in the class could hear it
no one else in the class could hear it
no one else in the class could hear it it was so loud for me I have to use the
it was so loud for me I have to use the
it was so loud for me I have to use the bathroom sometimes just because the
bathroom sometimes just because the
bathroom sometimes just because the numbers would start to flow before my
numbers would start to flow before my
numbers would start to flow before my eyes was like math ception I was
eyes was like math ception I was
eyes was like math ception I was surprised that no one else at least that
surprised that no one else at least that
surprised that no one else at least that I knew of had this negative response to
I knew of had this negative response to
I knew of had this negative response to math and it wasn’t just me although it’s
math and it wasn’t just me although it’s
math and it wasn’t just me although it’s hard to even acknowledge or diagnose
hard to even acknowledge or diagnose
hard to even acknowledge or diagnose math because turns out most horror
math because turns out most horror
math because turns out most horror movies don’t feature finding the
movies don’t feature finding the
movies don’t feature finding the circumference of a circle and most
circumference of a circle and most
circumference of a circle and most students with math anxiety don’t go
students with math anxiety don’t go
students with math anxiety don’t go screaming and terror from their
screaming and terror from their
screaming and terror from their classrooms or at least not that I’ve
classrooms or at least not that I’ve
classrooms or at least not that I’ve seen math anxiety as it turns out has
seen math anxiety as it turns out has
seen math anxiety as it turns out has multiple facets they’re really
multiple facets they’re really
multiple facets they’re really complicate the whole issue parents
complicate the whole issue parents
complicate the whole issue parents expectations the effectiveness of your
expectations the effectiveness of your
expectations the effectiveness of your teachers social anxiety learning
teachers social anxiety learning
teachers social anxiety learning disabilities bullying gender norms well
disabilities bullying gender norms well
disabilities bullying gender norms well I don’t know if we can ever really
I don’t know if we can ever really
I don’t know if we can ever really simplify something that is this many
simplify something that is this many
simplify something that is this many components in the first place and so
components in the first place and so
components in the first place and so it’s easy to see how math anxiety
it’s easy to see how math anxiety
it’s easy to see how math anxiety definitely may not be as simple as we
definitely may not be as simple as we
definitely may not be as simple as we first thought it’s not just that we’re
first thought it’s not just that we’re
first thought it’s not just that we’re we just like math it’s not even that
we just like math it’s not even that
we just like math it’s not even that we’re just bad at math it’s that there
we’re just bad at math it’s that there
we’re just bad at math it’s that there are so many cultural roots that lead us
are so many cultural roots that lead us
are so many cultural roots that lead us to feel this way
to feel this way
to feel this way even now as someone who wants to be a
even now as someone who wants to be a
even now as someone who wants to be a teacher I sometimes open up and I say
teacher I sometimes open up and I say
teacher I sometimes open up and I say look just like I’m doing now I have math
look just like I’m doing now I have math
look just like I’m doing now I have math anxiety it’s not just that I’m bad at
anxiety it’s not just that I’m bad at
anxiety it’s not just that I’m bad at math and kind of the cutesy way that we
math and kind of the cutesy way that we
math and kind of the cutesy way that we see on TV it’s that it genuinely makes
see on TV it’s that it genuinely makes
see on TV it’s that it genuinely makes me feel sick to my stomach well a
me feel sick to my stomach well a
me feel sick to my stomach well a response I oftentimes hear is you’re an
response I oftentimes hear is you’re an
response I oftentimes hear is you’re an English major English majors just aren’t
English major English majors just aren’t
English major English majors just aren’t that good at math anyway or people will
that good at math anyway or people will
that good at math anyway or people will say oh you’re a girl you know girls tend
say oh you’re a girl you know girls tend
say oh you’re a girl you know girls tend to not be that good at math in the first
to not be that good at math in the first
to not be that good at math in the first place you’re not the only one but really
place you’re not the only one but really
place you’re not the only one but really these problems feed into the bigger list
these problems feed into the bigger list
these problems feed into the bigger list of issues that prevent our students from
of issues that prevent our students from
of issues that prevent our students from having these skills that they need in
having these skills that they need in
having these skills that they need in the real world so flashing back to my
the real world so flashing back to my
the real world so flashing back to my days whenever I didn’t quite know what
days whenever I didn’t quite know what
days whenever I didn’t quite know what to call my upset stomach trembling hands
to call my upset stomach trembling hands
to call my upset stomach trembling hands heart beating outside of my chest I did
heart beating outside of my chest I did
heart beating outside of my chest I did as many other people naturally do in
as many other people naturally do in
as many other people naturally do in math class I disconnected I started
math class I disconnected I started
math class I disconnected I started writing poetry it was a great way for me
writing poetry it was a great way for me
writing poetry it was a great way for me to fulfill my anxiety to distract myself
to fulfill my anxiety to distract myself
to fulfill my anxiety to distract myself from the math that freaked me out and
from the math that freaked me out and
from the math that freaked me out and whenever I was doing it I would feel
whenever I was doing it I would feel
whenever I was doing it I would feel accomplished I would feel like as you do
accomplished I would feel like as you do
accomplished I would feel like as you do a word puzzle and you twist the words to
a word puzzle and you twist the words to
a word puzzle and you twist the words to fit the meaning and finally you say yes
fit the meaning and finally you say yes
fit the meaning and finally you say yes I figured out this problem that’s what I
I figured out this problem that’s what I
I figured out this problem that’s what I felt like whenever I would write a poem
felt like whenever I would write a poem
felt like whenever I would write a poem sometimes it would take me several class
sometimes it would take me several class
sometimes it would take me several class periods to write one but whenever I
periods to write one but whenever I
periods to write one but whenever I finally did whenever I twisted those
finally did whenever I twisted those
finally did whenever I twisted those syllables into place to make those words
syllables into place to make those words
syllables into place to make those words work it felt like I had done something
work it felt like I had done something
work it felt like I had done something great so first it started off as a way
great so first it started off as a way
great so first it started off as a way to avoid math but I never realized while
to avoid math but I never realized while
to avoid math but I never realized while I was writing poetry in my math classes
I was writing poetry in my math classes
I was writing poetry in my math classes I couldn’t have even written any poetry
I couldn’t have even written any poetry
I couldn’t have even written any poetry at all unless I had some basic level
at all unless I had some basic level
at all unless I had some basic level math skills because after all poetry is
math skills because after all poetry is
math skills because after all poetry is largely math and I don’t think we can
largely math and I don’t think we can
largely math and I don’t think we can appreciate the vastness of pie without
appreciate the vastness of pie without
appreciate the vastness of pie without really having a poetic understanding of
really having a poetic understanding of
really having a poetic understanding of what infinity could mean
what infinity could mean
what infinity could mean poetry essentially is math I don’t see
poetry essentially is math I don’t see
poetry essentially is math I don’t see anyone fighting that but I say in your
anyone fighting that but I say in your
anyone fighting that but I say in your mind you’re feeling a bit hesitant so I
mind you’re feeling a bit hesitant so I
mind you’re feeling a bit hesitant so I hope to win you over in my math classes
hope to win you over in my math classes
hope to win you over in my math classes my anxiety needed a bridge like that
my anxiety needed a bridge like that
my anxiety needed a bridge like that bridge on grandfather mountain that got
bridge on grandfather mountain that got
bridge on grandfather mountain that got me from one rocky area to the other
me from one rocky area to the other
me from one rocky area to the other that’s what we need for our students who
that’s what we need for our students who
that’s what we need for our students who have math anxiety poetry can serve as a
have math anxiety poetry can serve as a
have math anxiety poetry can serve as a bridge between basic level math skills
bridge between basic level math skills
bridge between basic level math skills something as simple as counting or
something as simple as counting or
something as simple as counting or identifying patterns and it can build
identifying patterns and it can build
identifying patterns and it can build them up to having a mastery poetry
them up to having a mastery poetry
them up to having a mastery poetry introduces us to this idea of trial and
introduces us to this idea of trial and
introduces us to this idea of trial and error
error
error it helps us become less intimidated as
it helps us become less intimidated as
it helps us become less intimidated as an equation would that right or wrong
an equation would that right or wrong
an equation would that right or wrong nature that we often ascribe to math
nature that we often ascribe to math
nature that we often ascribe to math Shakespeare for example uses iambic
Shakespeare for example uses iambic
Shakespeare for example uses iambic pentameter as a form of poetry however
pentameter as a form of poetry however
pentameter as a form of poetry however whenever we study I am but pentameter in
whenever we study I am but pentameter in
whenever we study I am but pentameter in its definitions it sounds pretty darn
its definitions it sounds pretty darn
its definitions it sounds pretty darn intimidating at least to me as someone
intimidating at least to me as someone
intimidating at least to me as someone who may not immediately understand what
who may not immediately understand what
who may not immediately understand what these words mean it operates on a zero
these words mean it operates on a zero
these words mean it operates on a zero one binary rhythm with five I ambach
one binary rhythm with five I ambach
one binary rhythm with five I ambach feet now how many of you whenever you
feet now how many of you whenever you
feet now how many of you whenever you start to see that that siren in your
start to see that that siren in your
start to see that that siren in your brain that big red button it’s starting
brain that big red button it’s starting
brain that big red button it’s starting to in the distance wildly shriek a
to in the distance wildly shriek a
to in the distance wildly shriek a couple I can tell from your facial
couple I can tell from your facial
couple I can tell from your facial expressions that maybe this is not what
expressions that maybe this is not what
expressions that maybe this is not what you’re entirely familiar with so let’s
you’re entirely familiar with so let’s
you’re entirely familiar with so let’s put these words into context after all
put these words into context after all
put these words into context after all what are we scared of we’re scared of
what are we scared of we’re scared of
what are we scared of we’re scared of things that don’t make sense to us
things that don’t make sense to us
things that don’t make sense to us things we don’t understand so a way we
things we don’t understand so a way we
things we don’t understand so a way we can break down that math anxiety of
can break down that math anxiety of
can break down that math anxiety of seeing words like this is by putting it
seeing words like this is by putting it
seeing words like this is by putting it into a real-world context so go ahead I
into a real-world context so go ahead I
into a real-world context so go ahead I want you all to help me out here raise
want you all to help me out here raise
want you all to help me out here raise your hand and you’re gonna clap out a
your hand and you’re gonna clap out a
your hand and you’re gonna clap out a heartbeat with me okay are we ready okay
heartbeat with me okay are we ready okay
heartbeat with me okay are we ready okay though I love it duh dum dum dum very
though I love it duh dum dum dum very
though I love it duh dum dum dum very good so whenever we see zero one binary
good so whenever we see zero one binary
good so whenever we see zero one binary ribbon with five I am big feet
ribbon with five I am big feet
ribbon with five I am big feet that’s just a heartbeat it’s the pattern
that’s just a heartbeat it’s the pattern
that’s just a heartbeat it’s the pattern of a heartbeat many of us would feel
of a heartbeat many of us would feel
of a heartbeat many of us would feel much less intimidated if we learned of
much less intimidated if we learned of
much less intimidated if we learned of iambic pentameter in that context if our
iambic pentameter in that context if our
iambic pentameter in that context if our teacher said write me a poem in iambic
teacher said write me a poem in iambic
teacher said write me a poem in iambic pentameter versus write me a poem that
pentameter versus write me a poem that
pentameter versus write me a poem that sounds like a heartbeat they’d probably
sounds like a heartbeat they’d probably
sounds like a heartbeat they’d probably have a different context let’s do a
have a different context let’s do a
have a different context let’s do a little more practice here okay I want us
little more practice here okay I want us
little more practice here okay I want us to all count it out again all right this
to all count it out again all right this
to all count it out again all right this time we’re putting words to it so we’re
time we’re putting words to it so we’re
time we’re putting words to it so we’re kind of elevating it here are you still
kind of elevating it here are you still
kind of elevating it here are you still scared of counting syllables very good
scared of counting syllables very good
scared of counting syllables very good gallop rows let’s do one more time are
gallop rows let’s do one more time are
gallop rows let’s do one more time are you still scared of counting syllables
you still scared of counting syllables
you still scared of counting syllables what you’re doing without even realizing
what you’re doing without even realizing
what you’re doing without even realizing it is that you’re doing some sort of
it is that you’re doing some sort of
it is that you’re doing some sort of math you may not be counting okay I’ve
math you may not be counting okay I’ve
math you may not be counting okay I’ve gone through four syllables now we’re
gone through four syllables now we’re
gone through four syllables now we’re going into the fifth but in doing a
going into the fifth but in doing a
going into the fifth but in doing a pattern your mind is counting who would
pattern your mind is counting who would
pattern your mind is counting who would have thought that maybe we’re making
have thought that maybe we’re making
have thought that maybe we’re making math a little more simple than we
math a little more simple than we
math a little more simple than we expected William Shakespeare sonnet 130
expected William Shakespeare sonnet 130
expected William Shakespeare sonnet 130 operates on this principle so now is the
operates on this principle so now is the
operates on this principle so now is the real tried and true test I’m will be
real tried and true test I’m will be
real tried and true test I’m will be able to clap this one out with me as
able to clap this one out with me as
able to clap this one out with me as well
well
well my mistress eyes look nothing like the
my mistress eyes look nothing like the
my mistress eyes look nothing like the Sun coral is far more red than her lips
Sun coral is far more red than her lips
Sun coral is far more red than her lips red what’s awesome with poetry is that
red what’s awesome with poetry is that
red what’s awesome with poetry is that it’s individualized and it has less
it’s individualized and it has less
it’s individualized and it has less pressure mass that we may think just has
pressure mass that we may think just has
pressure mass that we may think just has one right or wrong response how many of
one right or wrong response how many of
one right or wrong response how many of us in a math class we’ve gone through we
us in a math class we’ve gone through we
us in a math class we’ve gone through we know the exact steps of how to solve an
know the exact steps of how to solve an
know the exact steps of how to solve an equation we may spend an entire page
equation we may spend an entire page
equation we may spend an entire page working on that but the professor counts
working on that but the professor counts
working on that but the professor counts us wrong we ask why I knew everything
us wrong we ask why I knew everything
us wrong we ask why I knew everything but it turns out about 3/4 of the page
but it turns out about 3/4 of the page
but it turns out about 3/4 of the page down we’ve accidentally had a positive
down we’ve accidentally had a positive
down we’ve accidentally had a positive sign instead of a negative or we’ve made
sign instead of a negative or we’ve made
sign instead of a negative or we’ve made an error unfortunately for many of us
an error unfortunately for many of us
an error unfortunately for many of us with math anxiety that prospect of
with math anxiety that prospect of
with math anxiety that prospect of getting something wrong of not having
getting something wrong of not having
getting something wrong of not having that exact right answer may prevent us
that exact right answer may prevent us
that exact right answer may prevent us from even trying which happens for many
from even trying which happens for many
from even trying which happens for many of us with
of us with
of us with any sort of anxiety at all but poetry
any sort of anxiety at all but poetry
any sort of anxiety at all but poetry operates on the principle of trial and
operates on the principle of trial and
operates on the principle of trial and error
error
error I can’t imagine hardly anyone who would
I can’t imagine hardly anyone who would
I can’t imagine hardly anyone who would write a poem just right off the bat not
write a poem just right off the bat not
write a poem just right off the bat not having to think of what syllables to add
having to think of what syllables to add
having to think of what syllables to add which words would work and would think
which words would work and would think
which words would work and would think this poem is a masterpiece this poem is
this poem is a masterpiece this poem is
this poem is a masterpiece this poem is my best work no it takes revision and
my best work no it takes revision and
my best work no it takes revision and students learn that over time it also
students learn that over time it also
students learn that over time it also has a form an equation is a form an
has a form an equation is a form an
has a form an equation is a form an equation would require students to plug
equation would require students to plug
equation would require students to plug in certain words certain ideas to work
in certain words certain ideas to work
in certain words certain ideas to work it out is a poem any different in that
it out is a poem any different in that
it out is a poem any different in that students in doors write a stanza of a
students in doors write a stanza of a
students in doors write a stanza of a sonnet they would need to have you know
sonnet they would need to have you know
sonnet they would need to have you know the ten syllables per line in order to
the ten syllables per line in order to
the ten syllables per line in order to meet fourteen lines so poetry is much
meet fourteen lines so poetry is much
meet fourteen lines so poetry is much more similar to math than we ever would
more similar to math than we ever would
more similar to math than we ever would have expected and as well on the basic
have expected and as well on the basic
have expected and as well on the basic level they’re learning patterns
level they’re learning patterns
level they’re learning patterns especially if they’re using I Amba
especially if they’re using I Amba
especially if they’re using I Amba containment that heartbeat sound and
containment that heartbeat sound and
containment that heartbeat sound and even more than that they’re counting and
even more than that they’re counting and
even more than that they’re counting and practicing those basic level math skills
practicing those basic level math skills
practicing those basic level math skills it’s individualized in that while we’re
it’s individualized in that while we’re
it’s individualized in that while we’re scared that in a math problem our
scared that in a math problem our
scared that in a math problem our response sorry if it’s not the right
response sorry if it’s not the right
response sorry if it’s not the right answer at the bottom your whole entire
answer at the bottom your whole entire
answer at the bottom your whole entire work is wrong to different students
work is wrong to different students
work is wrong to different students could write two very different sonnets
could write two very different sonnets
could write two very different sonnets about two completely different things
about two completely different things
about two completely different things but they both would be correct so to
but they both would be correct so to
but they both would be correct so to speak they both would meet that form
speak they both would meet that form
speak they both would meet that form they all would have ten syllables per
they all would have ten syllables per
they all would have ten syllables per line fourteen lines but one sonnet is
line fourteen lines but one sonnet is
line fourteen lines but one sonnet is about love the other hate one about fear
about love the other hate one about fear
about love the other hate one about fear the other joy one about nature the other
the other joy one about nature the other
the other joy one about nature the other a city life and what those different
a city life and what those different
a city life and what those different results those different ends be wrong
results those different ends be wrong
results those different ends be wrong not at all because in poetry even though
not at all because in poetry even though
not at all because in poetry even though you’re practicing these math skills that
you’re practicing these math skills that
you’re practicing these math skills that individualization is really really
individualization is really really
individualization is really really heralded as the root of authenticity the
heralded as the root of authenticity the
heralded as the root of authenticity the golden fib is an example of how poetry
golden fib is an example of how poetry
golden fib is an example of how poetry really serves not only based upon
really serves not only based upon
really serves not only based upon not only the adult from these math
not only the adult from these math
not only the adult from these math principles of counting finding patterns
principles of counting finding patterns
principles of counting finding patterns but it helps us better understand
but it helps us better understand
but it helps us better understand certain mathematic ideas in the first
certain mathematic ideas in the first
certain mathematic ideas in the first place
place
place the Fibonacci sequence I have to be
the Fibonacci sequence I have to be
the Fibonacci sequence I have to be honest I knew nothing about it and it
honest I knew nothing about it and it
honest I knew nothing about it and it scared the living daylights out of me
scared the living daylights out of me
scared the living daylights out of me until I was writing this talk and
until I was writing this talk and
until I was writing this talk and whenever I was trying to teach myself
whenever I was trying to teach myself
whenever I was trying to teach myself what is the Fibonacci sequence I asked
what is the Fibonacci sequence I asked
what is the Fibonacci sequence I asked several of my math major friends they
several of my math major friends they
several of my math major friends they would tell me and I would instantly hear
would tell me and I would instantly hear
would tell me and I would instantly hear that little siren in my brain that
that little siren in my brain that
that little siren in my brain that amygdala start to wail in the distance
amygdala start to wail in the distance
amygdala start to wail in the distance because do you know what the Fibonacci
because do you know what the Fibonacci
because do you know what the Fibonacci sequence looks like this and whenever
sequence looks like this and whenever
sequence looks like this and whenever you see it this wave you have a very
you see it this wave you have a very
you see it this wave you have a very difficult time of identifying what does
difficult time of identifying what does
difficult time of identifying what does that even mean in short I’ll break it
that even mean in short I’ll break it
that even mean in short I’ll break it down for you all at the center are small
down for you all at the center are small
down for you all at the center are small numbers maybe 1 and then the numbers
numbers maybe 1 and then the numbers
numbers maybe 1 and then the numbers built up 2 3 5 8 bigger and bigger and
built up 2 3 5 8 bigger and bigger and
built up 2 3 5 8 bigger and bigger and bigger so essentially this illustration
bigger so essentially this illustration
bigger so essentially this illustration shows us another pattern as poetry often
shows us another pattern as poetry often
shows us another pattern as poetry often does and it shows us how numbers build
does and it shows us how numbers build
does and it shows us how numbers build upon each other to create a wave the
upon each other to create a wave the
upon each other to create a wave the golden fib helps us better understand
golden fib helps us better understand
golden fib helps us better understand that by putting it into practice here’s
that by putting it into practice here’s
that by putting it into practice here’s a golden fib example that I wrote it
a golden fib example that I wrote it
a golden fib example that I wrote it starts off as you can see small you have
starts off as you can see small you have
starts off as you can see small you have one syllable then another one syllable
one syllable then another one syllable
one syllable then another one syllable then it starts building up and getting
then it starts building up and getting
then it starts building up and getting bigger and bigger and bigger and after
bigger and bigger and bigger and after
bigger and bigger and bigger and after you’ve written this golden fib poem
you’ve written this golden fib poem
you’ve written this golden fib poem imagine what it would look like if you
imagine what it would look like if you
imagine what it would look like if you folded it up you crinkled it on a piece
folded it up you crinkled it on a piece
folded it up you crinkled it on a piece of paper so to speak it would look an
of paper so to speak it would look an
of paper so to speak it would look an awful lot like this like a wave and
awful lot like this like a wave and
awful lot like this like a wave and whenever you’re saying reading this poem
whenever you’re saying reading this poem
whenever you’re saying reading this poem aloud it sounds an awful lot like a wave
aloud it sounds an awful lot like a wave
aloud it sounds an awful lot like a wave because the numbers get bigger and
because the numbers get bigger and
because the numbers get bigger and bigger so for students who are having
bigger so for students who are having
bigger so for students who are having difficulty with the Fibonacci sequence
difficulty with the Fibonacci sequence
difficulty with the Fibonacci sequence what better way to help them really
what better way to help them really
what better way to help them really understand at least on an elementary
understand at least on an elementary
understand at least on an elementary level what that means than by helping
level what that means than by helping
level what that means than by helping them write it out and make their own
them write it out and make their own
them write it out and make their own conclusions based on practice in other
conclusions based on practice in other
conclusions based on practice in other words why is it so important for all of
words why is it so important for all of
words why is it so important for all of us as teachers people who want to be
us as teachers people who want to be
us as teachers people who want to be teachers
teachers
teachers to do work like this to work on poetry
to do work like this to work on poetry
to do work like this to work on poetry in our math classes especially for
in our math classes especially for
in our math classes especially for ourselves not that great at poetry what
ourselves not that great at poetry what
ourselves not that great at poetry what good is it other than just becoming
good is it other than just becoming
good is it other than just becoming great at ourselves it’s because we have
great at ourselves it’s because we have
great at ourselves it’s because we have two rules as teachers two duties those
two rules as teachers two duties those
two rules as teachers two duties those duties are to provide accurate
duties are to provide accurate
duties are to provide accurate information to our students and to
information to our students and to
information to our students and to provide applicable information I think
provide applicable information I think
provide applicable information I think many teachers would agree with me and
many teachers would agree with me and
many teachers would agree with me and this is how I was taught to teach my
this is how I was taught to teach my
this is how I was taught to teach my students and what I stand by whenever
students and what I stand by whenever
students and what I stand by whenever you applicable eat each student’s you
you applicable eat each student’s you
you applicable eat each student’s you help them realize what those lessons
help them realize what those lessons
help them realize what those lessons mean to them perhaps that’s why I was
mean to them perhaps that’s why I was
mean to them perhaps that’s why I was always afraid of math because I was
always afraid of math because I was
always afraid of math because I was never able to learn exactly what it
never able to learn exactly what it
never able to learn exactly what it meant for me and how I could and how I
meant for me and how I could and how I
meant for me and how I could and how I should and need to use it in my everyday
should and need to use it in my everyday
should and need to use it in my everyday life and also whenever we do things like
life and also whenever we do things like
life and also whenever we do things like this find these bridges these simple
this find these bridges these simple
this find these bridges these simple solutions to math anxiety we not only
solutions to math anxiety we not only
solutions to math anxiety we not only better understand each other’s fields
better understand each other’s fields
better understand each other’s fields and help bolster knowledge as a whole
and help bolster knowledge as a whole
and help bolster knowledge as a whole reaching students who you know without
reaching students who you know without
reaching students who you know without poetry maybe they wouldn’t be able to
poetry maybe they wouldn’t be able to
poetry maybe they wouldn’t be able to really find their niche in English we
really find their niche in English we
really find their niche in English we also help shape citizens who are
also help shape citizens who are
also help shape citizens who are creative thinkers and who can really use
creative thinkers and who can really use
creative thinkers and who can really use their analytical skills to go on and
their analytical skills to go on and
their analytical skills to go on and recognize one social problems in our
recognize one social problems in our
recognize one social problems in our world but with their practice of
world but with their practice of
world but with their practice of applying these real-world skills and a
applying these real-world skills and a
applying these real-world skills and a creative way unique to them they can use
creative way unique to them they can use
creative way unique to them they can use that authenticity to change the world in
that authenticity to change the world in
that authenticity to change the world in a better way
a better way
a better way identifying solutions as informed
identifying solutions as informed
identifying solutions as informed citizens questioning knowledge in order
citizens questioning knowledge in order
citizens questioning knowledge in order to make it better and to shape their own
to make it better and to shape their own
to make it better and to shape their own so the next time you or someone you know
so the next time you or someone you know
so the next time you or someone you know is really thinking about teaching an
is really thinking about teaching an
is really thinking about teaching an English class or really any class at all
English class or really any class at all
English class or really any class at all in which a student may have math anxiety
in which a student may have math anxiety
in which a student may have math anxiety I want you to remember one thing
I want you to remember one thing
I want you to remember one thing use poems as a simple bridge to math
use poems as a simple bridge to math
use poems as a simple bridge to math thank you so much for your time I hope
thank you so much for your time I hope
thank you so much for your time I hope you have a great day
you have a great day
you have a great day you
”
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