CORONAVIRUS (COVID-19) AND SCSBC’S RESPONSE: Find the lastest updates here for students, faculty and staff.
CORONAVIRUS (COVID-19) AND SCSBC’S RESPONSE: Find the lastest updates here for students, faculty and staff.
“I’m just not a math person.”
“International students are years ahead of us.”
“Let’s just get him a passing grade so he can be done with it.”
“She’s just like me; I struggled with math at her age, too.”
Have you heard any of these statements—or said them yourself? From the traditional “three R’s” to modern “literacy and numeracy,” math has always been considered one of education’s foundational skills. Yet, despite a proliferation of math resources, assessment kits and digital practice tools, falling math scores are a common topic of conversation in across North America. Given all of the resources available, where do we start when it comes to improving math scores? Or are there some even more important questions?
Some math educators are challenging the underlying assumptions in our society about our ability to learn math – assumptions reflected in the statements above. Stanford professor Jo Boaler is among the voices suggesting that the first step is to address the fixed mathematical mindset and see math in a different light. As educators engaged in Kingdom work, we must begin by affirming God’s intent for math and how math equips us to participate in his work of renewing all things. When we take joy in patterns and rhythms that frame God’s creation, math becomes a way for us to see and celebrate our Creator. When we use number, shape and space to build and create, we respond to God’s call to join him in the act of creation. When we critique the way statistics are used to manipulate or intimidate, we are participating in Christ’s work of naming and responding to injustice. Math helps us to understand ourselves, each other, and the world around us, and it is a gift of God to every person he has created. In this context, let’s consider some of our underlying beliefs about math and the most effective way to teach it.
Redefining Our Terms
The study of math is often understood as primarily focused on finding the correct answer. However, true mathematics encompasses much more – from theories to variables to logic and reasoning. The term “numeracy” takes this a step further, referring to the ability to use math in real-world problem-solving and decision-making. In British Columbia, provincial assessments prioritize numeracy over rote learning. What might happen if we made numeracy a starting point for math instruction, rather than the application at the end of the lesson?
From Repetition to Productive Struggle
There is a long-standing debate about the benefits of math drills and the development of math fluency. Dr. Boaler suggests that we redefine fluency as being comfortable with numbers and being able to think about them in different ways. She draws on current brain research indicating that mistakes are essential to building new connections in the brain. It is common for teachers to remind their students that mistakes can be an important part of the learning process. It turns out that they are necessary for it! When students are invited to solve challenging problems through trial and error and multiple iterations, they are learning to think like mathematicians. If mistakes are necessary for growth, how might we build classroom cultures that celebrate productive struggle as evidence of learning?
Show and Tell
To develop mathematical understanding, our students must learn to explain their thinking and support their conclusions with evidence. They need to hear the invitations: “Show me how you know” or “Tell me why you think so.” This requires providing multiple opportunities to use visualization and estimation skills. It also requires regular engagement in math conversations with peers. How can we structure math classes so that students become accustomed to showing and sharing their mathematical thinking?
Everyone Is a Mathematician
If we believe math is primarily about finding the one correct answer, an incorrect answer feels like a failure. This perception lies at the root of the fixed mindset that shapes how math is seen in our culture. But if we view math as a process of logic and collaboration, an incorrect answer is simply the beginning of learning. When students apply reason to a situation, evaluate their decisions, and adapt, they are doing math. How might we shift our mindset so that parents, educators and students see themselves as capable mathematicians?
We All Teach Math
In recent years, there has been a push to view literacy instruction as something done in all subjects by all educators. It is time to think about math in a similar way. Students flourish when they can use math to solve real-world problems of significance. These tasks can arise across many subject areas. As we seek to support all our students in developing numeracy, we need all our staff to take ownership of this task. What would it look like to invite every staff member to participate in numeracy instruction?
As God’s image bearers, our students are called to engage joyfully with creation through the gifts of reason and creativity. May we invite them into purposeful math tasks, in which they will see their Creator and participate eagerly in his work of renewal.
Kristie Spyksma
SCSBC Associate Director of Learning
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