Student Engagement

The first couple of classes have completely transformed the way I perceive math. Math is not necessarily one of my strengths, but I have always enjoyed math class. I cannot imagine how someone who struggles in math would feel when taught concepts they have a hard time comprehending. Making math meaningful not only engages the students but also maintains a healthy learning environment to keep the learning process ongoing. Various concepts, strategies and insights were explored to make math more meaningful.

A new concept of open math problems was introduced in class. This is a completely new way of teaching math concepts as it moves the learning process from teacher oriented to student driven. Math questions such as, “How many people can fit in a room if you allow the maximum number of people?” forces the students to come up with supporting questions that allows for student engagement. With an increased level of interest, students try to figure out a possible solution. Another advantage to open concept problems is that it allows the teacher to use real world scenarios and incorporate it into the learning process. Math problems can also be designed with a story line that draws the interest of the students. An example of a math problem based on a camp story makes it much more relatable as many students may have experienced such events in their lifetime, once again engaging the students.

Another point of reflection that changed the way I think about math is that different strategies to solving a problem can produce the same answer. Algorithms are step-by-step processes that result in an answer regardless of the numbers used. Although different algorithms can produce the same answer, some are easier to comprehend than others allowing students to grasp the concept much faster. An additional strategy to engage students is allowing them to work with partners or groups and provide manipulatives to help students of all levels of understanding better visualize the problem. Letting students collaborate, feel and play around with the manipulatives further deepens their understanding of a concept. 

An example of how math
 manipulatives can be used in class (Khalid, N © 2016)

Many myths surround math class and one very common one is that most students feel they are just not “good at math.” This is not true as everyone has the innate ability to do math. Experiences related to math allow the brain to grow by building synapses or connections and is referred to as the plasticity of the brain. As teachers we need to create a strong and healthy environment that builds and promotes the growth of a healthy brain and a healthy mindset. A great insight into the work by Carol Dewek who beautifully explains the power of, “yet”. The idea that when faced with a hard question students should not feel they cannot do it, but rather they cannot do it, yet. This idea is another way to motivate students to have a positive mindset towards math.

As teachers it is important to know that although we do not need to be a genius in math, we do need to know how to teach math in a way which is engaging to the students. We need to be able to see the larger picture as well as make small connections. Finally, it helps to have an open mind towards those with different perspectives and ideas, including those of the students.