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Education Dive
Reports: Early inclusion strategies shape students' perception of math
Shawna De La Rosa
May 27, 2020
Dive Brief:
The National Council of Teachers of Mathematics on Tuesday released two
new "Catalyzing Change" reports focused on identifying better policies
and approaches to equitably teaching mathematics in early childhood as
well as elementary and middle school math. The reports highlight
studies showing how a student’s grasp of math at age 5 predicts later
success — not only in math, but also in other academic areas.
Recognizing the importance of equity early on and implementing
strategies to ensure inclusion at these young ages is crucial for all
students to thrive later. But that recognition should also continue
into middle school with math instruction tailored to respond to
developmental changes that happen during those years.
To improve students' success and confidence in math, the Catalyzing Change reports recommend that educators:
Broaden the purposes of learning math.
Create equity in learning mathematics.
Implement equitable mathematics instruction.
Develop deep mathematical understanding.
Dive Insight:
Taking into account the purpose of math allows students to make
connections they can understand. When English teacher Amy
Schwartzbach-Kang co-taught trigonometry, for example, she had students
develop stories about the math problems they were solving. The simple
stories were written in a way that could be explained to a child.
She then took the idea of a story problem one step further and had
students build backstories for the problems, tying multiple problems
together in story form. Storytelling helps students understand the
purpose of math and may build on their social-emotional learning
skills. It can draw students into the subject and make them realize
mathematical principles are all around them.
Another early way to hook students on math is to create a sense of awe
through hands-on STEM activities. Incorporating both the process of
math and its creative side will attract more students to the subject
and related fields. The Boston Museum of Science’s “Engineering is
Elementary” has been shared with 15 million 6- to 11-year-olds since
2003. It is designed to interest students in the principles of STEM,
such as design and experimentation, before they decide they aren’t
“math people.”
Students’ mindsets can influence whether they believe they are “math
people.” Once they decide they aren’t good at math, they are more
likely to migrate to the back of the class and not ask questions. Many
teachers aren’t confident in math themselves and may pass their math
aversion on to their students. Professional development for teachers
who are uncomfortable with math could help students build their own
confidence in the subject.
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