Empowering All Students to Excel in Math: A Teacher’s Perspective
As a high school math teacher with 16 years of experience, I have often been labeled as the “math guy” among my friends. It is a title I wear proudly, but it also highlights a concerning trend in our society – the belief that being “good at math” is a unique trait only possessed by a select few. This mindset is pervasive, with many individuals quick to dismiss their own mathematical abilities and accept that being “bad at math” is acceptable.
What troubles me the most is the lack of stigma associated with deficiencies in math compared to illiteracy. While struggling with reading is often met with shame and a desire for improvement, difficulties in math are frequently brushed off as inevitable. This disparity in attitudes towards different academic subjects is a problem that must be addressed if we are to create a society of mathematically literate individuals.
The importance of math proficiency in postsecondary success cannot be understated. Research has consistently shown a strong correlation between the highest level of math taken in high school and future academic achievements. In fact, a recent study found that over 60 percent of jobs in Texas by 2030 will require some level of post-high school education, emphasizing the critical role math plays in preparing students for the workforce.
To ensure that all students have the opportunity to excel in math, a concerted effort is needed from both families and schools to shift attitudes and mindsets towards the subject. Math, along with reading, is a fundamental skill that needs to be nurtured from a young age. Educators recognize the importance of math and reading as the building blocks of academic success, with both subjects often being linked in educational legislation and initiatives.
Last year, the Texas Legislature passed a bill aimed at increasing access to advanced math instruction for students. The legislation requires school districts to automatically enroll sixth graders in advanced math courses if they perform at the 60th percentile or above on their fifth-grade state assessment. This proactive approach is designed to expose more students to higher-level math early on, setting them on a path towards success in postsecondary education.
As a math teacher, I have seen firsthand the power of early exposure to problem-solving and critical thinking skills. My own mother taught me how to calculate a 20 percent tip as a child, instilling in me a love for math that has stayed with me throughout my life. Unfortunately, not all students have positive formative experiences with math, which can lead to a lifelong aversion to the subject.
Creating a culture of excitement and curiosity around math is crucial in fostering a growth mindset among students. By incorporating math activities into everyday life, such as sorting Halloween candy by shapes or counting beats in songs, we can show children that math is not just about numbers but about problem-solving and creativity. By emphasizing the joy of math early on, we can help students develop a positive relationship with the subject that will carry them through their academic and professional careers.
It is essential that we challenge the notion that being “bad at math” is acceptable or inevitable. We must promote the idea that everyone can be a “math person,” from grade school to adulthood. By shifting societal attitudes towards math and emphasizing its importance in everyday life, we can empower all students to excel in the subject and reach their full potential.
In conclusion, math proficiency is a critical skill that has far-reaching implications for students’ future success. By promoting a culture of mathematical literacy and encouraging a growth mindset towards the subject, we can empower all students to excel in math and achieve their academic and professional goals. Let’s work together to create a society where being a “math person” is not a rarity but a commonality that is celebrated and embraced by all.
