I Can't Do Math!

The dreaded yet famous quote “I can’t do math!” continues to haunt math teachers.  Is this a true statement? Are there students out there who just can’t learn mathematics?

Teachers of mathematics are expected to have a strong hold on mathematical content as a well as the pedagogy needed to support the various learners in the classroom. They have been trained in Bloom Taxonomy, Gardner’s Intelligences, special education and classroom differentiation.  The challenge is designing instruction to bring the learner to a level beyond rote memorization and regurgitation to a level of inquiry and conceptual understanding. This requires the teacher of mathematics to consider the way in which a student’s mind is activated.

Based on How the BrainLearns Mathematics by David A. Sousa (2008) there are several areas to consider. 

·      Make math meaningful.  If a teacher cannot answer the question, “When am I ever going to use this?” in a way which is meaningful to the students, then the teacher should consider why the concept is being taught. Learning is stored in long term memory when it has meaning. Teachers who find themselves frustrated with a classroom that cannot remember a process from one day to the next are teachers who should focus on establishing meaning for students.

·       Make math emotional. Middle school students are emotional beings.  They are quick to share their opinions and feel strongly in what they believe. A good teacher uses this to his/her advantage.  Take a common objective for the day and make it exciting.  Sparking interest and emotion is yet another way into the long term memory area of the complex brain of a middle level student; good teachers know this and use it to their advantage.  

·       Timing is everything.  The first ten minutes of class, after student attention has been gained, is a peak time for learning.  The good teacher uses these ten minutes to teach new material knowing the brain is absorbing all the information being presented.  Good teaching during these ten minutes of prime learning time is a preventative to “I don’t remember what we did yesterday.”

·       Use downtime to practice. After the first ten minutes of processing information the brain reaches it potential and starts on a downward trend for retention.  The brain is essentially a sponge which cannot hold any more. A good teacher gives students time to utilize and process the new mathematics after peak learning.  This utilization and processing period is the brains way of storing information into the long term memory bank; exactly what teachers wish for.

·       Closure is a mathematical seal.  Given a processing break, the brain begins to rejuvenate.  Spending the last 20 minutes of class to bring closure to a lesson is another good use of student learning.  A good teacher knows this is the last chance to make a meaningful connection to seal the mathematical objectives.  Stress the key aspects of the class and make the last ten minutes the grand finale.

·       Ten is a magical number.  The working memory of a middle level student works best in ten minute chunks.  After ten minutes of the same activity or instructional mode, the mind of the middle school student veers off.  Boredom, daydreaming and distractibility all set in.  A good math teacher knows to change up the activity, instruction and mode of instruction. This is the time to use Blooms and Gardner.

·       Make room for high level mathematics. The brain recognizes and stores patterns; patterns of processes, skills and knowledge.  Teachers at all levels have techniques to the speed of pattern recognition; flash cards, tips to break down word problems, acronyms, rhymes, songs, etc.  These techniques support the brain in long term memory storage; making room for deductive reasoning and high level mathematics.  A good math teacher develops lessons which go beyond the rote performance of skills and knowledge, knowing the brain is well prepared for mathematical reasoning and deduction.

Everyone has a brain.  Everyone can do math.  The key is fine tuning the methods in which mathematics is presented; methods which maximize learning for all minds and eliminate those who believe “I can’t do math!”