| What is it about math that causes such pain and | | | | give a child the impression that he's no good in math? |
| anxiety, turmoil and fighting, tears and anger? Is it | | | | How many encounters does it take over eight years, |
| math or is it the method that we employ to teach | | | | 180 days per year? I can tell you from personal |
| math to our children? Personally, I don't think it is | | | | experience; it only takes one teacher in one instant |
| math. People have been learning math for hundreds | | | | to set this notion in a child's head. In this instant, the |
| of year. Math anxiety is a recent phenomenon, like in | | | | teacher was not even aware of the damage he did. |
| the last 50 years. We're into the second generation | | | | Belief is a powerful thing. Negative belief is more |
| of math anxiety. So let's look at the method we use | | | | powerful than positive belief. For my child, it was a |
| to teach math. I have found that the standard | | | | fourth grade fractions test where she got most of |
| approach to teaching math today is equivalent to | | | | the answers wrong. Except that they were not really |
| teaching reading by first studying grammar, spelling | | | | wrong. She did the fraction calculations correctly. She |
| and phonetic before you ever read a story. If we did | | | | just forgot to simplify the fraction. No one told her |
| this to teach reading, no one would ever want to | | | | that. She thought she had done the fraction |
| learn how to read. So why do we teach math this | | | | calculating wrong. In an instant, her confidence in |
| way? Why is our approach to math rigid and artificial? | | | | math was shaken. |
| I don't know! Our schools preach that there is only | | | | On the extremes, I have seen children bored to |
| one way to learn math. That is their way, which also | | | | death in math while others struggle to understand. |
| happens to be the latest and greatest New Math. | | | | Why are the schools making everyone repeat the |
| New math, of course, is just the latest approach to | | | | same lesson when only a few don't get it yet? You |
| teaching math. Math is as old as the hills and is the | | | | can be sure that those who still are not grasping the |
| same as it was in the beginning. They say "This is the | | | | concept are feeling pressured to learn it. They are |
| best way for all students to learn math." That's not | | | | beginning to believe that they will never get it. Doing |
| true. In real life, children learn in a variety of ways. In | | | | worksheet after worksheet is not helping them. And |
| real life, children learn at different rates. Solving | | | | the other children are tired of doing worksheet after |
| problems using numbers can be and should be | | | | worksheet. Give everyone a break. Let the children |
| approached from the individual child's learning | | | | who understand the concept move on to the next |
| preference. If they can be flexible in teaching reading, | | | | concept. Once I asked my child's teacher to challenge |
| why can't they be flexible in teaching math? | | | | her in math. This was a big mistake. All my child got |
| Is being flexible in how we teach math practical? | | | | was a larger stack of worksheets. It's no wonder |
| Most teachers, especially in the elementary grades, | | | | that our children hate math on both extremes. |
| don't have the time for multiple approaches and | | | | Math is a process of discovery. I see learning math |
| multiple skill levels. Many teachers don't have the | | | | as a series of "Aha" moments. You struggle, struggle, |
| expertise in math for multiple approaches because it | | | | struggle, then all of a sudden you get it and you |
| is not required in order to teach elementary school. | | | | wonder why you did not see it before. Then you |
| Some even have anxiety about teaching math. | | | | practice the new skill, just long enough to know |
| They're given an instruction manual and an answer | | | | you've got it. Then you move on. You work at your |
| sheet and are told to teach. Many teachers don't | | | | own pace with an approach to math that works best |
| even have the insight to see the value in wrong | | | | for you. That's the ideal way to learn math. That's |
| answers. Instead the answers are marked wrong | | | | how math should be taught. In addition, children |
| with no investigation as to why. This is a lost | | | | should be given something real to practice their math |
| opportunity! Wrong answers can lead to a deeper | | | | skills on, a real life situation that involves using math. |
| understanding of the material. Wrong answers are an | | | | This should not be that hard to do. After all math is |
| opportunity to analyze the child's thinking processes. | | | | practical. It is all around us. Play a game of |
| Instead, the teachers give lots and lots of | | | | Scrabble® and discover the math involved to win. |
| worksheets, thinking the more the students do, the | | | | Don't let math work or tests be put aside without |
| more they'll learn. It's no wonder our children are | | | | analyzing those wrong answers. Approach the wrong |
| either bored or confused. Is this our teachers' fault? | | | | answers from a view of discovery, not 'we are going |
| No! I blame our school system. | | | | to straighten out your wrong thinking.' You'll be |
| I'm not saying all elementary school teachers are bad | | | | amazed at what you will discover about your child if |
| at math. Some are proficient in math, but not all. I | | | | you let your child show you how he got those wrong |
| have a great respect for teachers. None the less, | | | | answers. Have fun with math. Math is basic. Everyone |
| how many teachers does it take over eight years to | | | | can do Math! |