A recent article in the Vancouver Sun newspaper bemoaned falling math scores in B.C. The article presented different reactions and perspectives to math education. I think the approach to math education can fall broadly into two approaches.
The first involves project based inquiry. Let’s build a rocket, and in the process of doing so, you’ll learn about trigonometry. The advantages are greater student buy in, relevance, and involvement. I’m doing something I really like, and I’m learning stuff that helps me do that thing.
The second involves a structured, specific skills based approach. Let’s learn about specific trigonometry skills, and you’ll find out later why it’s useful. I’m going through a step-by-step study of a topic, and its gives me a foundation to springboard to other things.
Naturally, it doesn’t have to be dichotomy. We can do both. We can develop skills methodically, as well as in an ad hoc, looser manner.
One of the challenges of math education is being able to see the big picture while developing skills little by little. A grade 9 student learns about factoring, but may only see it as a math puzzle. The grade 10 or 11 student finds intercepts, and uses factoring while doing so. The calculus student finds the maximum and minimum possible value of a situation. The researcher creates models that make valuable predictions about, say, how a pandemic might spread. But the poor 14 year old learning about factoring may not yet have the maturity or insight to see all the steps that lead to that moment.
There’s a cool, albeit nerdy, video floating around called When Will I Ever Use Math. One of the points the author makes is, “We don’t know what we don’t know.” Sure, in the world of AI and search engines, there’s very little we can’t merely just look up. The assumption is we know what we’re looking up so there’s no need to memorize anything. But if we don’t know the Pythagorean Theorem exists or what it’s used for, then we won’t ask AI what the formula is. It’s tough to learn on your own. We can gain this knowledge while building a guided project, or through a directed approach.
Students have varying opinions. Mira said, “Don’t make math fluffy. ‘Exploring’ can mess up the process.” But she added, “Real life examples are helpful, and hands on is cool.”
Katherine and Alex, both in grade 8, don’t like the non-numerical communicating and connecting part and prefer worksheets. Luke had a different view. “Worksheets can be annoying, and have less math.”
Raeann felt that math was an obstacle for her during her high school career. “When I look at it like a puzzle or a game, it’s more enjoyable. One thing that’s important is don’t compare yourself to others.”
Juju said, “I like math when it’s straightforward, one specific structure, one right answer. I don’t like projects, but I like worksheets.” Evangeline agrees. “When I get a worksheet, I do every question.” But she felt it could also be harmful. “Kumon is bad for little kids because it makes you dislike doing math in a room.”
Mr. Pimentel, an English teacher, said, “I almost failed math in high school. I like projects in some kind of context. I would always ask why, and, if a teacher doesn’t address the why, then it isn’t as impactful.” Although Hugo appreciates what projects do, he didn’t necessarily like some parts of the process. “There is an opportunity cost,” said Hugo. “Posters take a long time.”
Teenagers and adults all have different experiences and preferences on learning math. As a teacher, trying to address all the diverse learning styles, strengths, and weaknesses is always a challenge. But it’s also part of the fun.
There’s a great deal of math education thinking. Mr. Taylor shared with me some books and a blog by Craig Barton. He has a lot of intriguing ideas and inspiring points. Soaking in these kinds of notions and reflections help propel teachers forward.
I think learning math is great. If you’re an adult and had some negative experiences in the past, I encourage you to give it another try. Watch a video, try a puzzle, learn a topic once again. You might be surprised how much you like it. And if you’re a student bogged down by the grind, keep asking those big picture questions, try analyzing statistics of a topic you’re passionate about, and you may find yourself extending into new fields and areas. I hope everyone will find the journey worthwhile, mind opening, and enticing.