I was a terrible math student in school. Not only did I not like math class, but I didn’t understand the concepts covered. I had great difficulty comprehending and processing what was being taught. Regardless of how pointless I found every math concept ever covered, I just couldn’t wrap my mind around how to do math. How do I find the LCD when adding fractions? Which property is being used in this geometry problem? How do I prove that a triangle has three sides? Math seemed like a different language to me, which is strange because I had a much easier time learning how to speak Spanish. So, what was my problem? Was it how my teachers taught me? Was it their instructional methods? Did they not effectively teach me the math concepts? Some of my math teachers utilized projects to help me see the relevance in what I was learning. That I liked. My seventh grade math teacher had us complete this cool project on accounting and money. I had to maintain and update a checkbook, write checks, deposit money, and do all that fun banking stuff. I remember that unit very well as my teacher made math seem fun. Then came high school and it was all about bookwork, homework, solving problems, discussing the homework, and repeating the process day in and day out. As I constantly struggled to understand the concepts covered, I quickly began to hate math. If my teachers had utilized different instructional strategies when teaching me the content, would I still have felt the way I did? Would math have been such a struggle for me?
It wasn’t until I became a teacher, that math started to make sense to me. As I had to teach it to other people, I realized that I wanted to find a way to make math fun and engaging. I wanted my students to see the relevance in the concepts covered. I wanted my students to see math as a journey and not repetition. Over the years, I’ve worked hard to maintain this mantra in my classroom. Creating a STEM class a few years back helped remind me to be sure I was making math fun and engaging for my students.
Last year, I felt as though I struggled to do this. While I tried to take the focus off of direct instruction and repetition, I found that I wasn’t effectively educating my students. They were often confused by the time the chapter assessments rolled around as I hadn’t clarified their questions nor had they been given the time needed to practice the skills covered. So, this year, I’ve been much more purposeful in my planning and instruction. Each lesson includes a mini-lesson with time for the students to practice the problems and ask questions regarding the skill covered. The boys then have at least 10-20 problems to complete on their own to show that they understand the concept covered and can apply it independently. At the end of each unit, the students must complete a chapter assessment, to demonstrate their mastery of the skills covered throughout the unit. Test retakes are completed by those students who struggle to accurately apply the skills covered. This process has seemed to work so far this year. I’ve also made use of several hands-on math activities, online games, and other projects throughout the year, to allow the students to see the relevance in the math skills covered as well as to help the students see math as fun and engaging. I feel as though these instructional strategies used are working. The students are faring much better on the chapter assessments and there is much less confusion regarding the math concepts covered. However, I do wonder how much fun the boys are having in class regarding the math content. Are they engaged? Are they seeing the relevance in the concepts covered? While they seemed to really like our unit on the Stock Market, did they see how the math skills covered throughout the year were applied? Do they enjoy the mini-lessons? Am I making the content seem fun? Do they really understand the concepts covered?
As the end of this academic year is less than two months away, I feel compelled to ponder the effectiveness of my math instruction and curriculum. Am I making the math skills covered relevant to the students? Could I better implement the math skills into the STEM projects? Could I make my mini-lessons more engaging? Am I effectively preparing my students for the rigors of seventh grade math? While I’m sure I could write an entire novel on this topic and all of my questions and thoughts regarding it, I feel as though I’ll never know the exact answer. Perhaps I should ask my students. Maybe, creating a survey on Google Forms with questions like the ones I’ve posed here will help me to elicit responses that will allow me truly reflect on my math instruction. Yeah, that’s what I should do. I’ll provide my students with the chance to provide me feedback on my math instruction. What did they really think? Was the math content presented in an engaging and relevant way? Did they find it fun? Did the concepts covered make sense? I feel as though an activity like this will provide me with real, genuine data that I can use to plan my math instruction for next year. How can I make the math instruction better for my students? Although I think I know what might be best for my students, I don’t really know what works best for them. By gathering data from my students, however, I will then truly begin to know what they think works best for them. What a brilliant idea! I can’t wait to learn what they really think about my effectiveness as a math teacher.