The Problem with Math in School
I am tutor. I help children in both private and public schools. On occasion, I will help local homeschool students. I am a homeschool mom. I am also a certified AND experienced teacher (though not currently employed by a school district).
I actually started as mostly a math teacher, with a few additional subjects. Throughout my 12 years as teacher, I always taught math but sometimes switched grade levels and schools. What an experience to see how math looks at different grade levels!
That’s my experience and background.
Now for my opinion:
There is a problem with the math currently taught in most schools.
It isn’t so much that incorrect math is taught. What is written in the curriculum might be technically true, but it isn’t always clear nor is it taught at an appropriate time and pace to an appropriate audience.
I meet with many parents whose children are NOT learning how to do basic math even as well as their parents did 20-30 years ago.
Here’s what I mean:
Too many methods taught at once causes confusion.
There are a MILLION ways taught how to do a simple skill taught prior to the children mastering ONE BASIC WAY to solve the problem.
As a math teacher, I fully recognize there are different ways to solve a problem. I welcome the discussion of those different ways amongst students who have already solved the problem. However, when too many different strategies for solving the problem are taught to NEW LEARNERS and STRUGGLING LEARNERS, it causes confusion. SO MUCH CONFUSION! I see this on a weekly basis with tutoring students.
Instead, one simple and basic way should be taught and mastered by most of the class. Otherwise, the children are mixing up the steps from different strategies! I know it. I personally have seen it. If it’s happening with my tutoring students, it is most certainly occurring with other students across the nation.
If a struggling learner needs another method to get the correct answers consistently, then teach that method. If not, move on. If there is extra time and the teacher wants to teach another method for solving the problem after the class has mastery, then that is fine. Better yet, allow some discussion amongst the students on various ways to solve the problem. But do not try to force all students to try all methods when they haven’t yet mastered one method!
Whereas some children can think out of the box and solve the problem in an unconventional way, other children are overwhelmed and confused by that same method.
I know that some people are just naturally better at math.
I also know that some students come to the table with much more math experience and basic knowledge. They are able to notice patterns and draw conclusions easier and quicker based on their background knowledge.
The student population would be BETTER SERVED if the children had prior knowledge based on multiple experiences in math with manipulatives, experiments, proper vocabulary and a gradual introduction of more difficult problems. But there is one problem that has been pointed out more than once: Many elementary teachers entered the profession to teach reading and not math. There is a collective math anxiety amongst many elementary teachers.
For children who have missed out on those critical experiences in elementary school, why must they be taught so many different ways to solve a problem when they only need one? In math, it is critical to get the correct answer consistently. When children are repeatedly getting the wrong answer, we should ask ourselves, “What sub-skill is the child missing?” Then, that can be addressed. We can ask, “Why is it missing?” Then, we know the concept the child is just “not getting.”
2. The math is overwhelming and not parent-friendly.
Another problem with the math in school is that it is overwhelming to the parents. Parents want to help when their chid has a failing grade. Is there proper support sent home to the parent? Videos? Manuals? Explanations with multiple examples shown?
What does your child’s math look like? Do you know? I recently asked a prospective tutoring client what curriculum the school used for math. She had no idea. Many parents don’t actually.
Sadly, the curriculum isn’t even decided on at the school level most of the time. Usually it is decided at the district level. However, since grade level standards are decided upon at the state level, many districts in that state will be similar in the curriculum products they purchase. In other words, BIG CURRICULUM COMPANIES are getting big bucks for multiple school districts purchasing what they are selling (which also happens to be some of the very products that are confusing your children—and sometimes you!). Those are your tax dollars, too. If that doesn’t anger you, then you are probably blessed with a child who is not struggling in math and you have a difficult time putting yourself in those shoes.
So, how do we solve this problem?
Personally, I’d like to see some better training for the teachers. Part of what helped me was teaching in various grade levels and experiencing what my students had to be ready for by the time they made it to middle school.
2. Next, I’d like to see more local control on curriculum options. Allow teacher and parent input. Don’t order materials just to enrich large companies. Many children are getting a solid math experience via homeschooling because they are using math products not designed for standardized testing. Personally, that is what I have chosen for my own children.
If your child is failing math currently, you might be interested in my video on how how to bring up a failing grade. Watch it here.
You might even consider homeschooling so that you can pick and choose a math curriculum that works well for your child. If so, consider my FREE Survival Guide for the New Homeschool Family.
Remember, YOU are your child’s most influential teacher.