My Math and Science Autobiography
To be honest I can’t remember much that occurred within my elementary grades of school. What I do remember is a few fun experiences within science and a few difficult or boring experiences within math. As I went on to middle school I recall I already had a pretty good sense on how I felt about math, but not quite science yet. Below I will disclose some of what I can remember from those experiences in elementary school that helped create the feelings that increased throughout my middle and high school years revolving both subjects.
In the fourth grade our teacher had us do a fun and tasty science experiment with small squids. We had to dissect them and then we got to fry them up in the classroom and eat them. I barely remember this experiment except that I enjoyed doing it and being able to cook it in class.
I also remember some of my teachers taking us on short nature walks to a nearby park where we would collect samples of different leaves, rocks, plant life, and observe different kinds of bugs. I enjoyed being outside and discovering parts of the ecosystem.
Then came sixth grade which was when we got to go to outdoor school! I loved being able to be outside all day and observe nature in a hands on way. I clearly can recall sitting outside on a rainy day on a big log while listening to our instructor tell us things about the nearby trees. As far as what was said about the trees I can’t recall, but the impact of the setting made science come to life at that time and that feeling is what I liked!
As for math I didn’t care for it as much. I can picture myself reading story problems and getting frustrated when I couldn’t figure them out. At times at home I would break down in tears because I couldn’t understand how to do a problem. I am sure my dad would agree with me in the fact that I would often run to him for assistance in doing math and at times he couldn’t figure it out either.
In school all that comes to mind when I think about math is numbers being written up on a chalk board or on an overhead projector and kids, who understood what was written, would be raising their hands to answer the posted equations. After a few equations were answered correctly by a few kids we would then all be handed a math worksheet to complete. I always felt like I was the only one not getting it. I was often too scared and embarrassed to ever go up ask for assistance from the teacher.
I also hated playing the game Around the World, because I strongly felt embarrassed when I couldn’t answer fast enough or give a correct answer while standing in front of all my peers. I remember wishing I was anywhere else, but in those classrooms when we were playing competitive math games! I quickly decided that I didn’t like math and wasn’t very good at it, which was understood and easily accepted by my parents.
Over all I believe I came out with a poor self concept within math and an interest in science. Science has never been my strongest subject, but I do enjoy it and I contribute part of that enjoyment from my fun experiences that I encountered while in my elementary schools. As for math I didn’t ever do so great. I believe my experiences of struggling during my elementary years increased my negative self concept and outcomes in my mathematical achievements.