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JOURNAL ENTRY 2

MY IDENTITY AS A MATHEMATICS TEACHER AND THE NATURE OF
MATHEMATICS

2.1.1. The difference between a mathematical teacher and a mathematician is that, a
mathematical teacher requires the ability to be able to know how to teach. A

mathematician is one that is an expert in the field of study, a mathematician uses broad

knowledge to solve mathematical problems. A mathematical teacher is one that deals
with content knowledge and requires a lot of elements to make delivery of a content a

success. A major element is the ability of the teacher to adjust their cognitive ability to
accommodate the cognitive abilities of the learners/ students.

2.1.2. A good mathematical teacher is one that needs to have good pedagogical content

knowledge and pedagogical mastery. It is important that a teacher be able to adjust, adapt
and develop. The qualities that a good mathematical teacher should possess are the

ability to maintain classroom and integrate new content to the prior knowledge of the
students.

2.1.3. My role as a mathematical teacher is to be a mediator of subject content knowledge
of students and my own. As Vygotsky states that the zone of proximal development looks

at what learners can do on their own and what they can do with the assistance of a

knowledgeable other. I mediate between the two, my role is to make sure my
learners/students reach their maximum abilities.

2.1.4. The manner in which my mathematical teacher as teaching at school was not in a
productive way as he was dependent on the textbook mostly and we could not get more

from him than what we get on the textbook.

2.1.5. I decided to be a mathematics teacher a s I loved mathematics in school despite
the fact that I was not so good at it. I also wanted to challenge myself as I knew that I

loved this subject. The most important reason is the fact that I want to teach learners
differently from how I was taught.

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