Studies dating as far back as 1956 point to mathematics as American students’ least favorite subject, with around 24% of students saying they “hate” or even “fear” math. St. Andrew’s Episcopal School’s innovative approach to teaching math is changing that. At St. Andrew’s, students see real world relevance behind the formulas, learn the approach to solving 2 + 2 that works best for their learning individual styles, and discover the unexpected fun of mastering mathematics..”
“St. Andrew’s math teachers introduce the curiosity and wonder of the math world to our students in multiple ways,” says Valerie Prado, Middle School math teacher. “At St. Andrew’s, math is an experience, not just an isolated subject.”
First graders learn the basics through math games they play in class and with their parents as homework. The work is interactive, prompting younger students to talk about numbers and how they work together. Math feels natural, and becomes a social activity and something to enjoy. In sixth grade, students are given an imaginary inheritance and asked to spend it on necessities and wants, from mortgage and car payments to groceries to entertainment. Students do their own research and make their own decisions (The new sports car or the exotic vacation? Treat myself or support a charity? ) on how much to spend, save, and give. In the Upper School, precalculus students use an online graphing program to create complex artwork, complete with color and animation.
“Math skills aren’t just owned by the math department,” says Dr. Julie Rust, assistant head of school for academics. “They show up in the sciences, music, English – virtually every subject. And because we’re a smaller school, we’re able to do cross-disciplinary work.” Students at every level engage in hands-on projects that combine math with other subjects or interests. An art project may rely upon geometry, a music class may use math to study tempo and meter, while a history class might include the study of ancient mathematical systems.
Although students use math in many subjects, Prado says that one of the questions every math teacher hears is, ‘When will I ever use this in real life?’ “The ability to reason abstractly and solve problems creatively is more and more important for everyone in the workforce,” says Mary Margaret Boudreaux, Upper School math teacher. “Basic math skills are also very relevant. The ability to perform calculations complements those critical thinking skills that all companies say they’re looking for. How are students supposed to come up with creative solutions to problems if they don’t know if their results are reasonable?”It all works together.”
“Math is all about problem solving and critical thinking, and those are skills that are required in any job,” Prado agrees. “We have to teach our students how to think flexibly and respond to situations in different ways.”
Two plus two will always equal four, but there’s more than one way to teach students how to find the solution. “Math will always be math, but our goal is to teach it in a way that makes sense to the student,” Prado says. “We use approaches that can be applied to various problems. When students develop a skill set that can be applied flexibly, they can use those skills in more situations, rather than just solving one specific type of problem, one specific way.
We also offer students choices, because not every child learns the same way,” Prado continues. “Brains are wired differently. When we teach different methods, students can choose the problem-solving strategy that works best for them. There is no such thing as a ‘math person.’ Confidence is key.” St. Andrew’s teachers are experts in instilling that confidence.”“It’s impossible to teach successfully without acknowledging the human component involved,” Boudreaux says “Every time a student shares their thinking, they take a risk. What if it’s wrong? What if the other kids in the class think they aren’t smart?”It’s one of our primary jobs as teachers to help students feel safe participating and to view themselves as capable mathematical thinkers. We do that by instructing with kindness and treating mistakes as learning opportunities,” Boudreaux continues. “These are things that aren’t written in lesson plans. At St. Andrew’s, we understand that a student’s comfort level with math is related as much to their relationship with the teacher as it is to a well-planned lesson.”
