Ever since I started teaching math, I’ve been trying to figure out why so many students (and non-students) seem to have problems with it and what I could do about that. With that in mind, I’ve been trying different techniques to see which ones are effective.
The first one was what I call the “Age of Aquarius” technique. It usually has me saying things like “Math is the secret language of the Universe” and “We’re all made of math” in an attempt to engage student imaginations. Unfortunately these work best with an audience that is already receptive and math classes are generally full of people who want to be anywhere else. As a result, saying these things makes them think that either you are high or you’re trying to make your job sound more interesting than it is.
I call the second method “Eat Your Vegetables”. This consists of explaining how learning math is good for you, usually by citing the Stanford Medical School study that showed improved brain function from the very act of learning math. In other words, even if you never use this stuff in your real life, it’s the mental equivalent of CrossFit. This also fell flat, being a bit too abstract for a group that just wanted to get through the class with a minimum of effort.
I decided to tackle this from the other end. I wanted to find the source of this distaste for math. I’ve always felt that hate is a fear-based emotion so if I can lower the general anxiety level in the room, I should get better responses.
One technique I used was to use tools to handle the mechanics of problem-solving. For example, whenever convenient I encouraged the use of calculators once the math portion of the problem had been processed. (If you understand the math well enough to explain it to a machine, this is a good thing.) For statistics, I showed how to use spreadsheets to quickly and easily observe the effects of different sample data on results as well as how to create different types of charts to visualize the numbers. For probability, I brought in decks of cards. I used a drawing program to sketch out problems and scenarios.
I also tried to minimize the use of jargon during class. While it’s useful to have a common vocabulary, I wanted students to pay more attention to the relationships and patterns than to worry about coming up with the correct terminology. We introduced terms as needed but it was okay if they had to use a few more words to explain what they were talking about or if they had to draw a picture or diagram.
This was the first term I used these techniques so it’s early days. But my last class session was today and overall I feel quite positive. Several students have remarked that this was the best math class they’ve ever had and my retention rate was pretty good. For math classes, it’s not unusual for half or more of registered students to withdraw before end of term. Out of an initial class of twenty one, I lost just seven and of those, four withdrew before the start of the term.
All in all, a good start. I’m teaching two sections of the same class next term so I’ll continue to refine my techniques and report my data here.