A Quote by Andrew Shue

I'd never been a teacher before, and here I was starting my first day with these eager students. There was a shortage of teachers, and they had been without a math teacher for six months. They were so excited to learn math.
My mother was an English teacher who decided to become a math teacher, and she used me as a guinea pig at home. My father had been a math teacher and then went to work at a steel mill because, frankly, he could make more money doing that.
In middle school, I had the best math teacher I've ever had, and he was deaf... and I felt inspired by him. I knew from then on that I wanted to be a math teacher.
Growing up in Highland Park, in high school, I had some very influential teachers: I had a math teacher who taught calculus that helped me learn to be in love with mathematics; I had a chemistry teacher who inspired us to work what was in the class and to go beyond.
The only time I saw a woman doing anything interesting - I had a math teacher who was a woman. So I decided, OK, I'll be a math teacher.
You know, students who major in elementary education - they're going to be grade school teachers - they have the highest rates of math anxiety of any college major. And they bring that into the classroom. So you find students being introduced to math concepts by teachers who may have not only a lack of training but also a lack of enthusiasm about math.
Indeed, there is something to be said for the old math when taught by a poorly trained teacher. He can, at least, get across the fundamental rules of calculation without too much confusion. The same teacher trying to teach new math is apt to get across nothing at all.
Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.
Students never think it can be the teacher's fault and so I thought I was stupid. I was frustrated and would come home and cry because I couldn't do it. Then we got a new teacher who made math accessible. That made all the difference and I learned that it's how you present it that makes it scary or friendly.
I love math and was a math teacher for many years, so it was fun for me to write several math books, including 'Fraction Fun,' 'Calculator Riddles,' and 'Shape Up!' 'Fun with Triangles and Other Polygons.'
In high school, a teacher once suggested that I be a math major in college. I thought, 'Me? You've got to be joking!' I mean, in junior high, I used to come home and cry because I was so afraid of my math homework. Seriously, I was terrified of math.
It was a weird stage of my life, to leave Simon & Garfunkel at the height of our success and become a math teacher. I would talk them through a math problem and ask if anyone had any questions, and they would say, 'What were the Beatles like?'
I think we need more math majors who don't become mathematicians. More math major doctors, more math major high school teachers, more math major CEOs, more math major senators. But we won't get there unless we dump the stereotype that math is only worthwhile for kid geniuses.
You know, I loved math. My mom was a math teacher.
In Montana, a math teacher is running for the Senate. Win or lose, she plans on demanding a recount because math is fun.
I think about all of my students who were math-phobic, who didn't believe they could learn math, who didn't understand, who didn't think they were smart enough, and by the end, they understood that they already had the gifts, and my job was to help them access them, and I believe that.
Katherine Johnson passion for math, the way I light up when I get asked questions about acting is the way her eyes danced when she talked about math and how she wanted people to fall in love with numbers the way that she did. If I had a teacher like that, I could have been a rocket scientist.
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