Rationale for Teaching Mathematics & Science

As an elementary school student , I loathed attending mathematics and science classes.

My strengths leaned on the skills of spelling, reading, and grammar in which language arts
courses provided, as well as the rich aspects of history and geography in which social studies
courses provided. Each of my science and mathematics classes were cut concretely from dialog
of a textbook; the course curriculum provoked brief speculation from my peers and I, and
focused on memorizing information or how to perform skills rather than being able to come to a
conclusion of why things happen or frankly why were learning them. It didnt come to my
attention that these courses seek to maintain and improve the quality of our communities until
my acceptance into the school of education.
Before entering speculation on the importance of teaching both of these courses within
elementary school curriculum, it is important to analyze the effect that the North Carolina
Professional Teaching Standards has on the instruction of these courses. In order to stray away
from solely textbook instruction, these standards seek to keep teachers sharp on their practice.
They insist that teachers demonstrate leadership, establish a respectable environment for a
diverse community of students, as well as promoting being skilled in content, facilitating
learning, and reflecting on these practices. These teaching standards ultimately promote the
transferral of mathematics and science courses into the 21st century.
Mathematics courses in the elementary setting are thoughtfully outlined within the
National Council of Teachers for Mathematics document Principles to Actions. The document
compels teachers to use 21st century skills to facilitate student growth and learning. Instruction
promotes students to use reasoning and problem solving to grasp mathematical skills. The most

important piece of this instruction, however, is for students to pose questions within their
learning rather than sticking directly to memorizing steps to answer questions. Within course
curriculum, students are challenged to solve contextual and mathematical problems which
produces the ability to struggle with math concepts, which in turn creates dialog between
classmates and the teacher in order to answer the question how did I come to this answer, and
why is it right or wrong? In conclusion, I believe that this piece is what is most important for
teaching mathematics in elementary school; allowing students to speculate on mathematical
ideas rather than just memorizing skills to do well on assessments.
Using 21st century skills in science courses creates the same effect; changing the mold of
students in lecture from observers to participants. According to the National Academies, Science
courses should be facilitated for students to alter their ideas through active discussion and
working cooperatively. Through critical construction of science curriculum it allows students to
create logical ideas and make reasonable connections from course content in their lives. It is
often thought that certain concepts should wait to be taught within the classroom setting due to
the cognitive growth of students that comes within time. However, teachers should not hold back
from introducing abstract content in order for students to start developing ideas on how the world
works.
Mathematics and science courses also influence student connections to other scholarly
disciplines. It teaches students that these courses do not cater solely to scientists or
mathematicians, but offer paths to an array of traits such as medicine, engineering, architecture,
and environmental studies. Through my growth in understanding since my days as an elementary
school student, it is important that these classes are implemented into elementary school

curriculum because they foster each students analytical thinking, active discussion, and forming
their perspectives of the world.