Mathematics has always been a challenging subject for many students, and recent research sheds light on why some kids struggle with math and what can be done to bridge the gap. Former high school math teacher turned researcher, Frances E. Anderson, is on a mission to change how we understand children’s math abilities. In a recent interview, she shared valuable insights into the factors that impact math performance and the steps that need to be taken to support struggling students.
One of the key issues that emerged during the pandemic was the limited ability for teachers to engage students in remote learning. Prior to the pandemic, teachers could provide one-on-one support, encourage peer tutoring, and facilitate hands-on activities and project-based learning. However, with schools shifting to remote instruction, these effective teaching strategies became inaccessible, especially for students who already struggled with math.
Anderson highlights the importance of visual and interactive teaching methods in math education. Math is a subject that requires more than just words on a screen. Teachers use various tools such as diagrams, graphs, whiteboards, and physical movements to create a comprehensive learning experience. Unfortunately, online teaching platforms often restrict teachers to a single screen or student’s screen at a time, limiting the effectiveness of these visual aids.
Another crucial aspect of math education is classroom discourse, where teachers engage in conversations with students about mathematics. This interaction plays a significant role in helping students grasp mathematical concepts. However, the shift to remote learning resulted in muted students, preventing meaningful discussions about math.
Contrary to the belief that some children are naturally good at math while others are not, Anderson emphasizes that math ability is shaped by early experiences and exposure to mathematical concepts. Children who have more opportunities to engage with numbers, both at home and in social events, tend to appear more proficient in math. This highlights the importance of providing equal opportunities for all students to develop their mathematical skills.
Anderson’s dedication to improving math education extends beyond her role as a researcher. She now teaches future teachers, enabling her to impact a larger number of students indirectly. By educating future teachers, she believes that each of them can go on to affect 180 students every year, amplifying her efforts to enhance math instruction.
To address the learning gaps exacerbated by the pandemic, Anderson suggests increasing instructional time for students who have fallen behind. These additional sessions should focus on organic, task-based teaching that incorporates meaningful and personal experiences. By making math relatable to everyday life and encouraging students to view themselves as mathematicians, a stronger connection to the subject can be fostered.
In conclusion, math ability is not an innate talent but a learned skill. The pandemic has accentuated the challenges faced by students struggling with math, leading to a drop in math scores. By adapting teaching strategies to include visual aids, meaningful conversations, and increased instructional time, educators can help students catch up and develop a strong foundation in mathematics. It is crucial to prioritize equal opportunities and experiences for all children to ensure their success in math and beyond.
