Key points:
Say what you will about the universality of numbers and symbols; I would politely say that it does not follow that mathematics is a universal language. The problem for many struggling math students is that often those “universal” numbers and symbols are hidden in surrounding contexts of unfamiliar vocabulary, environments, and narratives.
As mathematics educators, we can help those students by finding ways to relate their classroom learning to more recognizable cultural frames of reference that are authentic to the variety of classroom experiences. In the process, mathematics can become a universal thread to connect many types of content and students. Number sense and quantities are some of the few things that unite us in a common experience.
Through my own classroom work with students and educators, I discovered some key ways to change the narrative around mathematics.
Mathematics is fun!
Mathematics should be an exciting space, connected to experiences outside the textbook or classroom. It should be joyful. But for multilingual students like me, whose first language is not English, the math classroom can be a daunting place.
I am a first generation Dominican American. My mother's emphasis on speaking Spanish in our house was one of the best things that happened to me; Thanks to her decision, today I am bilingual. But although I was an excellent student academically, I struggled in mathematics. The language supports I received in other content areas were not as present in mathematics, largely due to the assumption that mathematics is a universal language.
Despite these experiences, I found my love for mathematics when I became an elementary school teacher after earning a master's degree in education. My years as a classroom teacher and math coach showed me that not only is math fun and can be found everywhere, but that every person is capable of learning and excelling in the subject.
Throughout my years in the classroom, I saw many students who reminded me of my early learning: cautious or apprehensive about mathematics and their abilities to learn it. While educators provide many supports to help our students learn mathematics, we must ensure that we integrate content and language into those frameworks. We should teach them (and students should learn) simultaneously.
Every student can be a mathematical person.
As a society, we have viewed mathematics as a gatekeeper of opportunity. Excel in math and you can pursue a host of STEM and other rewarding careers.
Unfortunately, we have also conveyed the idea that “some people are not natural mathematicians.” This mindset and belief system couldn't be further from the truth. In many cases, struggling students simply have not had equitable access to mathematics due to language barriers, low-performing schools, socioeconomic issues, or other challenges. But now we have a large number of resources and proven methodologies to ensure that every student knows and believes from the beginning that they are, in fact, a mathematical person.
Rather than being a gatekeeper that shuts down opportunity, mathematics can build bridges, a path to choice and opportunity, and the thread that connects students to richer learning and life experiences.
Relate mathematics to the cultural frameworks of your students
Educators can begin by employing pedagogy that sustains culture, taking advantage of the unique experiences that each student brings to the classroom. We must invite our students to the entire learning process, with their individuality, differences and cultural diversity. We then need to relate mathematics to each student's cultural frame of reference, encouraging them to develop (and sustain) their own cultural and mathematical identities while viewing themselves as capable learners.
Using digital learning tools Helping to improve and support meaningful student participation in mathematics discussions is a key way to close this gap. Incorporating translanguaging during class can also encourage students to use their entire linguistic repertoire to navigate the content. Language is complex and we know that navigating it does not always stick to the silos of one or two. Students may know more or need more help than they can express in a single language.
Mathematics connects content and students
All students benefit from storytelling and other integration techniques; Relevant and stimulating conversations elevate student voices and engage students. Using storytelling during mathematics teaching can:
- Provide context and make the numbers on a page come to life. The math isn't just 2 + 2 = 4. It's two baskets for a four-point lead at halftime.
- Connect math learning to a world beyond the classroom. Teachers can help students see how mathematics animates science, history, music, social studies, art, and sports.
- Restore, affirm and sustain positive mathematical identities.
When teaching mathematics, we also cannot lose sight of early arithmetic. We need to be aware of unfinished learning: not all students come to class at grade level; Taking the time to learn about the whole child and their unique points of view will go a long way to fostering their joy in learning and, in particular, mathematics.
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