Experience Inspires!

Interview with Jake, a Pre-Service Mathematics Teacher

Hailing from St. Charles, Missouri, Jake came to the University of Missouri-Columbia as a physics major. After exploring several other career options (Social work, social reformer, physicist, doctor, lawyer, professional bowler), he landed in the College of Education. He is pursuing degrees in secondary mathematics education and mathematics. Jake's education courses have changed his way of thinking about school in general. "With Education, I feel like I am trying to extract what I think about it¡¦no longer working for the grade, but working for a deep understanding." Field experiences and participation in UM©÷TO (the mathematics education student organization) at MU have given him many opportunities to help students in their struggle to understand mathematics concepts. "When you see them thinking and struggling, you feel for them. You help them think, and it frustrates them that you don't just provide the answer¡¦when they finally understand, that's rewarding."

1. What subject area and grade level do you plan to teach?

I will be certified in Math 6-12. I will probably teach high school mathematics.

2.  Why did you choose a career in teaching?

I want to change people by helping them make logical decisions based on sound reasoning and critical thinking. I want people to become problem solvers that respect themselves as thinkers. In this way, they will become individuals and leaders, and help change the world in positive ways. So that reason, and the pay.

3.  What other options were you considering?

Social work, social reformer, physicist, doctor, lawyer, professional bowler

4. What high school or college activities have you participated in that have been helpful in your major?

UM²TO (the mathematics education student organization) at MU connects me to the world of math teachers through conferences, classes, communication and kids.

5. What have you enjoyed most about your major?

The students that you meet. When you see them thinking and struggling, you feel for them. You help them think, and it frustrates them that you don't just provide the answer. They think, and strategize and try different methods, and when they finally understand, that's rewarding. But the moment that they realize that they did it is even more satisfying. And you think, "This is my future. A little more paperwork, and about 150 more kids a day, and that's me."

6. What has been the most challenging aspect of majoring in education?

In mathematics, or any other class I have taken at MU, I feel that I was always trying to understand it. With Education, I feel like I am trying to extract what I think about it. No one will push you along. It's hard to push yourself if you're not used to having to work hard. You're no longer working for the grade, but working for a deep understanding. It's also hard to see some people who don't do the homework¡¦or do the minimum amount of work for the grade, and I always try to get their names so my kids aren't in their district.

March 2004