NLDline

Parents’ Role in Developing
a Child’s Understanding of Mathematics

    How can parents create a positive climate in mathematics education? Home is the place for helping your child become a better mathematical thinker. Here are a few suggestions from the Mathematical Sciences Educational Board:

• Show children early on that school mathematics is not only necessary for survival, but is the door to most careers they will later choose.

• Early exposure at home to simple puzzles and games help parents build the bridge from learning at home to success at school.

• Be sure the messages you send your child about mathematics are practical and positive. Show them how you use mathematics every day at work and at home.

• Don’t keep repeating the old myths that hold you children back from achieving all they can. “Boys are better than girls in mathematics and science.” “ You only need mathematics if you are going to be a scientist.” “ You are either good at mathematics or you’re not.” “I wasn’t good at mathematics either and I did OK.”

• Be sure that your school has access to calculators, computers, and “hands on” mathematics materials.

• Be sure your principal and school board are aware to parents’ interest in updating the school mathematics program.

• Suggest field trips where children see mathematics at work.

• Review your child’s mathematics progress as part of your parent-teacher conference.

• Provide activities at home that use mathematics (games, cooking recipes, puzzles)

A Teacher’s Role in Developing
        a Child’s Understanding of Mathematics    

    When I am mapping out my plans for a classroom, year-long mathematics curriculum, I include basic computation skills and more. I make sure various types mathematics are included throughout the year (geometry, algebra, statistics, patterns & functions, logic, probability, and measurement). When I was taking grade school mathematics the geometry section was always the last chapter and was not always covered as thoroughly as computational skills. Now I make sure I set aside time for various math topics. We might do art projects and read literature books that extend geometric ideas. We learn about statistics and data organization from graphs we create. We look for patterns and use this as a strategy for problem solving. Traditionally, math emphasizes pencil, paper, worksheets, and timed tests. I use these, but not exclusively. I want mathematics to appeal to various learning styles and let all students see themselves as math problem solvers.

    We spend time developing basic skills and number sense. What is number sense? It refers to a person’s understanding of numbers, quantities, number operations, and using strategies for handling numbers and operations. A student with number sense expects that numbers are useful and that mathematics has a certain predictability. A student with good number sense can communicate, process and interpret information. He/she understands different but equivalent representations. He/she recognizes the reasonableness of an answer and understands the magnitude of numbers. He/she acquires estimation skills. Visualization is integral to many estimation activities, as number sense is often developed through visual experiences.

    I provide opportunities to reflect on the reasonableness of answers. We think about numbers and operations and encourage students to be flexible and use numbers in a variety of situations. This encourages students of use common sense and to become involved in making sense of numerical situations. As activities are explored, we spend plenty of time discussing answers and strategies by focusing on questions such as these:

    • Can you make a prediction?

    • Do you see any patterns?...relationships?

    • Can you make a drawing (model) to explain your thinking?

    • Can you convince me your solution makes sense?

    • What did you try that didn’t work?

    • Can you explain it another way?

    • Did anyone think about it differently?

    • How did you arrive at your answer?

    A wrong answer is an opportunity to find out more. Is there a computational error or something else? The solution process becomes as important as the answer. With this kind of dialog, I find students become active in their own learning and I am a facilitator. I try to avoid stopping as soon as I hear the “right” answer. I encourage risk taking and the sharing of ideas, so even the most timid students are valued contributors to classroom discussions.

    This kind of teaching is not easy and it takes time, but I find it very exciting to see students taking more responsibilty for their own learning. They become confident , and more independent, when encountering mathematical problems!

--Joanne Matala, teacher
Meyerholz Elementary School