Setting Goals: Instrumental and Missional Thinking
I think these goals and their differences are very straight forward. For example, an instrument by its definition is a tool that you use to accomplish an end result or goal. The instrument itself is not the goal, but how you use that instrument to accomplish your goal is what’s important. A good comparison is a musical instrument. I played the clarinet for over 20 years. My goal was to be able to use the clarinet to play beautiful music for my enjoyment and others. I did not pick up a clarinet one day and play music. No, there were many steps, knowledge and hours of practice before I could even play a simple tune.
In education, I think this comparison is also valid. A teacher and their students can have every technological tool available and still not reach their educational goals in that classroom. Sure, my instrumental goals are to provide as much access to the technological tools that are available, but there are many limitations, especially the budgetary concerns facing CPS. I am not overly concerned about lack of technology, because I can look for outside sources for funding and maximize the value of what is available to my goal of building problem-solving mathematicians. I will also work with our leadership team and administration to help secure needed funding for technology. My missional goal is simple: create mathematicians. Ha, not so fast. I have started to slowly build up the confidence and experience of my students to think, see, act and communicate like mathematicians. I have started activities that involve them looking at the world around them as mathematicians. They are not only identifying mathematical problems in the real world, but are also providing solutions. I have instituted many problem-solving exercises into the classroom also. Many of the other math teachers have incorporated some of these new ideas. My ultimate goals is to have my students initiate this curiosity about mathematical situations in the real world and how they connect it to their everyday life. I also want them to become skilled problem solvers. I have started taking the small steps to reach my goal. I will continue to build and reflect upon successes and challenges. In five years, I want my students to leave my classroom with the mindset of a mathematician and the problem-solving skills to identify, analyze, classify, and present solutions to mathematical problems they encounter.