Mr. Adams's class might be called "Math on Every Surface" because that is what you see when you walk in: problems are on the board, of course, but there are boards on three walls. There are also smaller boards on the tables, leaning against the walls, at every student's place. Problems are in colors, there are graphs and diagrams; more problems are being projected. Math problems cover the windows too, so you look out at the world through equations, steps, students' thinking. The visible presence of the math is impressive but what is even more so is the culture of thinking cultivated in Mr. Adams's classes. Students are given time to think, to try approaches, to collaborate and to ask questions. The right answer is not the point, but the path to it. And the path past it to the next level, for each student, whatever that level might be. To observe Mr. Adams's class is to experience a complete re-orientation to Math and to education. The broader effect is the experience of taking a class with Mr. Adams has yet to be established but no student leaves his course unchanged.
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