Five Questions for Your Math Teacher

Parent-Teacher Conferences. As a student, these were scary times. What would the teacher say about me? Could I defend myself if it wasn't good? As an educator, conferences were painful. Either parents didn't come, or if they did, their child was an excellent student and we spent an awkward half-hour making small talk. I wish some parents would have asked me about the math curriculum on a larger scale - and not on a "how is my child doing" basis. It would have been exciting for me to be able to discuss our school's goals for math education, and how it would benefit students throughout the K-12 education program. So, the next time you have a conference with your child's mathematics teacher, here are some questions you may want to ask. I almost guarantee that you'll be surprised by the answers.

1. What are the major goals of the K-12 Mathematics Curriculum?

Hopefully, the school will have a broad range of goals for all students in the math curriculum. Math should appeal to all students, not just those who have a math career in mind. The mathematics curriculum should provide opportunities for students in all grade levels to gain knowledge and skills which will allow them to succeed in the world.

2. Within the curriculum, what adjustments are made for students who are either gifted or learning disabled?

Historically, curriculum is based on a "catch the middle 50%" rule of thumb. If you can reach the middle 50%, then you are doing well. Note that I said "historically". Within the last 5-10 years, significant strides have been made into integrating the curriculum so that all students, whether gifted or learning disabled, can succeed and feel successful in the regular education classroom. It is important that educators be aware of the changes in the methodology of teaching.

3. Is the curriculum dynamic?

By dynamic curriculum, I refer to various methods of instruction. Students become bored easily faced with lecture day after day. Math educators should integrate different methods of instruction into their teaching. Observation, investigation, group and pair projects are three simple adjustments that all math educators can make to change their presentation of mathematical concepts.

4. Are students learning concepts and ideas or simply memorizing facts, figures, formulas and terms?

I have taught mathematics in one form or another for almost a decade. If pressed, I'll admit that calculation is not my strong point. I have been known to add 2 and 3 and get 6 (I was in a hurry). However, I can also use mathematics to figure out how many bricks it will take to create a brick patio outside my back door. Making links between ideas in mathematics help students retain the facts, figures, and formulas we have forced them to memorize, and also gives them strong background for future learning.

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