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Just kidding. As a future math teacher, I need to think
about how to answer difficult questions much like this one. I’m sure every
teacher has a list of questions that they hope students will never ask. This is
one that is on mine. What is infinity is a hard question to answer because
there are multiple ways of answering it. Like I said above, my definition of
infinity is endless amounts of possibilities. The best way I think I can
describe infinity is to compare it to the future. The future is never ending in
fact there is always a future. If you are talking about a specific day in the
future, as soon as you get to that day, it is no longer future it is the
present. But there is still a future. Infinity is always there and is never ending.
So what do we do as teachers when asked these kinds of questions? Well first I think we need to take a deep breath and get ready to think on our feet. We can't take away time from class to address these kinds of questions. We can however start the conversation and leave to student with something else to think about. Maybe tell them a quick thought and ask them what they think the answer to their question is. Maybe have it as an extra project that students could do outside of class if they really want the answer. Have them research the question and come up with their own answer. In most cases my guess is that the student is just trying to waste time in class so students are not actually going to go research the answer.
Some of these questions could be used to our advantage to get students to form their own opinions. We don't always have to give them our thoughts on questions. We can allow them time to form their own conclusions and thought on a topic.
These are just some ideas of mine and are in no way the correct answer. I am still learning how to be a teacher and I am open to any suggestions other people have. So, I leave you with this question. What would you say if a student asked you what is infinity?
So what do we do as teachers when asked these kinds of questions? Well first I think we need to take a deep breath and get ready to think on our feet. We can't take away time from class to address these kinds of questions. We can however start the conversation and leave to student with something else to think about. Maybe tell them a quick thought and ask them what they think the answer to their question is. Maybe have it as an extra project that students could do outside of class if they really want the answer. Have them research the question and come up with their own answer. In most cases my guess is that the student is just trying to waste time in class so students are not actually going to go research the answer.
Some of these questions could be used to our advantage to get students to form their own opinions. We don't always have to give them our thoughts on questions. We can allow them time to form their own conclusions and thought on a topic.
These are just some ideas of mine and are in no way the correct answer. I am still learning how to be a teacher and I am open to any suggestions other people have. So, I leave you with this question. What would you say if a student asked you what is infinity?
I love thinking about infinity. Seems like I just can't get enough of it.
ReplyDeleteOK. Seriously, the idea of taking this question and making it a teaching thought experiment is a good one. If it's at all related to what's going on in class (end behavior of polynomials or asymptotes or ....) it's really worth your time because it's honoring student curiosity. Given our class, it's a good excuse for some history, too.
C's: 4/5
A bit more for complete. I think what would be great here is the results of what you might look up about infinity if you were asked. Kind of completing the thought experiment.
Forgot:
DeleteThese posts are evaluated by:
Clear- if this shows up as an issue, it’s usually about spelling, grammar or structure.
Coherent- has a point and an objective
Complete- looks like 2 hours of work, attends to necessary bits for the point. Sharing your thinking, always a good idea. Cite images or websites you used or referenced.
Content- math and teaching ideas are accurate. (Does not mean no math mistakes. Mistakes are how we get better!)
Consolidated- writing has an end. Synthesize the ideas, pose remaining questions, etc. Sometimes I recommend one or more of: 1) What did I say/do?, 2) Why is it important?, 3) What comes next?
On first writing these are just for feedback. At the end of the semester you pick 3 posts for exemplars. Those can be revised from feedback or just ones you write taking into account the feedback now.