rawsonmath

Nothing burns me more than those words. Seriously, would that same parent ever admit, “I can’t read, either”? Of course, not. As a society, we seem to accept a self-proclaimed inability to “do math” as a badge of honor – something to wear with pride. Often, the parent making that statement runs a business. Does that mean that running a business does not require math? Of course not. So where is the disconnect? Maybe the parent is intimidated by high school math teachers. Maybe that parent thinks that “doing math” means “doing algebra” or “doing geometry” or whatever it was he did in high school.

What to do in that situation? First, smile. Then, take a breath. Then ask a few questions like

• What kind of math do you use in your daily life?
• Do you mean that you struggled in high school? What do you think contributed to your struggle?
• What do you think it means to “do math”?

Usually, opening the lines of communication leads to understanding. The parent’s claim, “I can’t do math, either” could mean any number of things:

• I didn’t get good grades in my high school math classes
• I can’t help my child with her homework
• I struggled with algebra (or some other topic)

Through conversation, I often help the parent understand that he probably can “do math” and “does math” every day. Conversation also allows me to explain that while we are teaching some specific skills and content, we also teach communication, collaboration, reasoning, and problem solving. And those are skills that kids can take with them anywhere – and do math.

When you step into that high school mathematics classroom for the first time, and your major concern is classroom management (because let’s face it, it is), you fall back onto what’s comfortable – showing everyone within earshot how good you are at math. While this is a comfortable place for you, the first-year teacher, to be, it’s not very interesting for most of the students in your classroom. Here’s my short list of what every first-year teacher should know ( in no particular order):

• Make sure that all of your students are engaged in some meaningful mathematics. Then you don’t have to worry as much about behaviors.
• Getting students to do the math doesn’t mean that you’ve given up control of your classroom. In fact, it allows you the opportunity to observe and listen so that you can direct your class in a more meaningful way.
• Having students work collaboratively to make sense of mathematics or to solve problems isn’t cheating. It’s giving them practice at working with others, a life skill that’s possibly more important than the content you’re trying to teach. Today’s students have to learn different skills than what you learned when you were in high school.
• Assessment is more than written tests and quizzes. There are lots of opportunities for formative assessment – observing, listening, discussing. Summative assessments don’t always have to come at the end of a chapter. Assessments can be creative. Remember, they are opportunities for your students to show you what they know. They are not opportunities for you to say, “Gotcha.”
• Listen to parents and students. You’ll be amazed at what they tell you if you ask.
• Finally, and probably most importantly, don’t be afraid to ask your colleagues for help or guidance. That’s what we’re here for.

Good luck! And let me know if I can help.