During my time in my Mathematics 411 I was required to attend a lecture.

Because I was the

only student in the class and it was a personal friend of my professor’s, she brought the lecture to

our classroom. The speaker was a professional statistician from Slovakia. She came to talk me

about mathematics in their nation. She shed a lot of light on an area that was very dim for me

prior to the lecture. She shared the differences in mathematics in the United States verses in her

home country. There are differences not only in primary schooling, but even in college as well.

She shared that in Slovakia students who attend college must go for a minimum of five years to

receive a Bachelor’s Degree. If a student chooses to pursue their education past that, they are

only to receive the degree for the area they completed. For instance, if a student attends college

for six years to receive a Master’s Degree, they only receive that degree, not a Bachelor’s and a

Master’s as they do in the United States.

The guest speaker also shared her opinions on the use of a calculator, the importance of

multiplication tables, and the needs for trades. These are all also relevant to school in the United

States. Her knowledge about different areas of mathematics and how it affects students was an

eye-opening lecture.

She shed light on calculator dependency and how incredibly important it is that students

know their multiplication tables. These are both issues the United States faces in all mathematics

classrooms across the nation. Yes, students should be able to know how to use a calculator, but

that should not depend on it for even the simplest mathematics. I am also a firm believer that if

students have a teacher who is committed to their future, whether it is a math teacher or not, that

professional educator will realize the importance of multiplication tables and their impact on

student learning. Throughout my several years of observations and teaching at WVSU, the one

thing I have noticed consistently in the schools, no matter the county, socioeconomic status, or
grade level; students who don’t have their multiplication tables memorized struggle more than

students who do.

This lecture allowed me the opportunity to see that it isn’t just students in the United States

who sometime struggle. It also encouraged me to do my best as a professional educator to ensure

that my students are well-rounded and are exposed to as much diversity, not only in their

learning but in their culture as well, as possible.

To continue professional development in cultural mathematics is key for myself as to become

a better professional educator. When an opportunity presents itself, it is in my hands to take it

and mold it into a learning experience for myself and my students.